East Meadow School District
East Meadow School District
East Meadow, New York
Curriculum Area Program
2009-2010
SERVICE Learning and
Non-Profit ORGANIZATIONS
CURRICULUM DEVELOPMENT
Business
Grades 10-12
Project Coordinator:
Darryl Strabuk
CAP Coordinator:
Melissa Woisin
Writers:
Susan Carlsen
Danielle Casamassina
Richard Donovan
Kelly Golding
Melissa Woisin
Table of Contents
Abstract Page 3
Rationale Page 3
Unit I – Introduction to Service Learning Page 4
Unit II – School Centered Service Project Page 11
Unit III – Marketing Strategies for Service Projects Page 17
Unit IV – Multi-Grade Level Service Project Page 25
(Cyber Bullying Education – East Meadow
High School in conjunction with Woodland
Middle School)
Unit V – Non-Profit Organizations Page 34
Unit VI – Strategic Planning and Fundraising Page 40
ABSTRACT
Service Learning is a one semester, high school level elective course designed to promote the philosophy and practice of community and public service. Students will outline social issues, study and discuss concepts in community service disciplines, learn professional skills, explore service careers, and utilize their varied abilities to promote and complete service learning projects. Students will examine and develop a range of skills in a number of interpersonal areas: group dynamics, decision-making, managing differences, and leadership as they pertain to primarily nonprofit organizations and their ability to lead a volunteer workforce. Basic steps in researching funding ideas, including how to use the Internet as a fundamental tool will be explored. Through a business and technology based curriculum the students will receive a foundation in financial planning, fundraising practices in nonprofit organizations and utilize state of the art computer applications including a variety of software applications such as Microsoft Word, Microsoft PowerPoint and Microsoft Publisher to produce promotional information for community service projects. Knowledge learned in this course will be reinforced and expanded on using a variety of hands-on learning techniques including cooperative learning projects, oral presentations, collaborative projects with the Home and Careers classes at Woodland Middle School, writing assignments, Internet based research projects, and guest speakers.
RATIONALE
In Service Learning and the Non-Profit Organization, by assuming the role of employees in a non-profit business service focused business, the students will hone their decision making skills, strengthen their personal commitment to service, discover how they can contribute to their community, manage differences, and work cooperatively with classmates to create valuable service based projects. The idea that service does not stand alone, but works in conjunction with education, financial concerns, and teamwork will further expand the students’ decision making skills and place additional emphasis on interdisciplinary studies as the students undertake a variety of projects that involve knowledge of community concerns as well as world events.
By employing modern technologies and fostering the idea of being critical thinkers and independent learners, students will improve their communication styles in order to better understand that service offers them endless opportunities for enlightenment, self-fulfillment, and employment. By utilizing a variety of teaching techniques students with varied learning styles will benefit from the course and build upon goals set by the East Meadow School District and the New York State Learning Standards.
|Stage 1—Desired Results |
|Unit I Topic: | |
|Introduction to Service Learning | |
|Subject Area: | |
|Business | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|NYS Career Development and Occupational Studies Standards 2 & 3a | |
|NYS Mathematics, Science, and Technology Standards 2 & 5 | |
|NYS English Language Arts Standards 1 & 4 | |
|NYS Social Studies Standard 5 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is Service Learning? | |
|Service Learning encompasses what it means to be an active | |What are the elements/components of Service Learning? | |
|member of society. | |What are the categories of Service Learning? | |
|Service Learning operates on basic business principles. | |How can I participate in Service Learning? | |
|They have a direct role as members of society that involves | |Where can I find out more about the role citizens play in Service | |
|them as learners and students participating in service | |Learning? | |
|projects. | |Why is reflection and journaling a critical part of Service Learning? | |
|Students will know… |Students will be able to… | |
|What service learning is and how there is a true difference between charity |Define basic terms associated with Service Learning and provide | |
|work and service as a part of education. |examples of service projects. | |
|The terminology associated with Service Learning. |Analyze what elements are needed to have a successful service | |
|What is being done in the United States to spread the idea and practice of |experience. | |
|community service. |Summarize the steps involved in Service Learning (preparation, action,| |
|How they can become active participants in Service Learning. |reflection, and evaluation). | |
|Why communication and vision are key elements to a successful service |Outline the categories of service (direct service, indirect service, | |
|project. |advocacy, and research. | |
|How journaling assists participants in Service Learning to reflect on their |Brainstorm, create, and execute an advocacy/educational service | |
|successes as well as their failures. |project in recognition of “National Service Day”. | |
| |Create their autobiography in the form of a PowerPoint presentation. | |
| |Write a journal entry that reflects upon their participation in the | |
| |service project. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Autobiography presentation. | |Students’ attitude and cooperation during various self discovery | |
|Students will create a plan and execute an educational plan for | |exercises (including autobiography presentation creation). | |
|“National Service Day”. | |Level of knowledge displayed during the class discussion after they | |
|Students will write a journal entry outlining their role and | |used the Internet to research President Obama’s service initiative | |
|feelings on their first service project. | |(). | |
| | |Students level of professionalism and enthusiasm in the class’ | |
| | |advocacy and educational service project in recognition of “National | |
| | |Service Day”. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to the course by the teacher asking them to define the term “Service Learning” and then sharing their experiences about| |
|acts of service in a roundtable discussion. | |
|Students will complete a self assessment worksheet that outlines their goals for the course and the various talents they feel they can | |
|contribute to the course. | |
|Students will utilize PowerPoint to create slides that will act as their service autobiography (will | |
|be utilized in a later unit on Cyber Bullying). | |
|The students will be shown a PowerPoint presentation outlining the terms, concepts, and examples from this unit and will take notes during this | |
|time. | |
|Students will utilize the Internet and research President Obama’s service initiative (). After their research is completed, the | |
|students will discuss what this day means to individuals, communities, and the country as a whole (it is a day of service commemorating and | |
|remembering 9/11). | |
|Students will brainstorm ideas about how to educate students, faculty, and staff at East Meadow High School about President Obama’s service | |
|initiative, the day of service itself, and the remembrance of 9/11. | |
|Students will utilize various computer programs they have prior knowledge of (ex. MS Word, MS Publisher, the Internet etc.) and will create | |
|promotional materials (ex. flyers, announcements, stickers, etc.) that will educate students, faculty, and staff at East Meadow High School about | |
|President Obama’s service initiative, the day of service itself, and the remembrance of 9/11. | |
|Students will distribute their “Day of Service / 9/11 Remembrance” materials to the students, faculty, and staff of East Meadow High School. (FYI | |
|– The class created a sticker with a photo of the Twin Towers and an American flag in the background with the words “Day of Remembrance and | |
|Service” in bold in the foreground – sticker was 2” x 4” in size. Students asked teachers before each of their classes that day if they could | |
|briefly speak about this day of service, offer suggestions of easy service projects, and distribute their stickers). | |
|Students will be directed to go on the computer and download a worksheet that will serve as their personal journal for this project. The teacher | |
|will discuss with the students what elements need to be included in their journal worksheets. Students will then complete their journal worksheets.| |
|A final class discussion and reflection session will take place after the above service project journal entry is completed thus closing this unit | |
|of study. | |
Name:_____________________________________ Pd._____
SERVICE LEARNING – SCHOOL YEAR 2009/2010 – BUSINESS EDUCATION INTRODUCTION TO SERVICE LEARNING NOTE TAKING SHEET
WHO AM I? WHAT CAN I SHARE?
MY STRENGTHS & AREAS OF IMPROVEMENT
Directions: The chart below will help you identify your strengths and weaknesses and will give me a better idea what your talents and “likes” are and how we can put them to good use. Examine each of the skill areas listed in the chart. Ask yourself whether you possess some or all of the skills listed.
Then rate your skills in each area by circling the appropriate number, using a scale of 1-5, with 1
as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as
high. If you do not have any experience or skills, do not circle an answer.
|SKILLS |RATING |
|Areas of strength and improvement |LOW MEDIUM HIGH |
|ability, comfort level, and enjoyment in using the Internet |1 2 3 4 |
|for research purposes |5 |
|ability, comfort level, and enjoyment in working in the MS |1 2 3 4 |
|Office Suite |5 |
|ability, comfort level, and enjoyment in drawing and art |1 2 3 4 |
|related activities |5 |
|ability, comfort level, and enjoyment in writing tasks – |1 2 3 4 |
|written communication |5 |
|ability, comfort level, and enjoyment in working in a |1 2 3 4 |
|leadership capacity |5 |
|ability, comfort level, and enjoyment in working in a support |1 2 3 4 |
|capacity |5 |
|ability, comfort level, and enjoyment in raising money and |1 2 3 4 |
|asking for donations from individuals and the community |5 |
|ability, comfort level, and enjoyment in verbal communications|1 2 3 4 |
|and public speaking |5 |
|ability, comfort level, and enjoyment in the dramatic arts |1 2 3 4 |
|(role playing / acting) |5 |
|ability, comfort level, and enjoyment in the creation of |1 2 3 4 |
|promotional, advertising, and marketing materials |5 |
|ability, comfort level, and enjoyment in handling finances |1 2 3 4 |
|(accounting duties) |5 |
|ability, comfort level, and enjoyment in working in deadline |1 2 3 4 |
|driven environment |5 |
| |1 2 3 4 |
| |5 |
CREATE 1 OF YOUR OWN ABOVE
SERVICE LEARNING – SCHOOL YEAR 2009/2010 – BUSINESS EDUCATION
MAKING CONNECTIONS…CREATING A SELF PORTRAIT BIO
Overview: In order to make a “connection” with yourself and better understand your role in Service Learning you will be creating slides for a PowerPoint presentation Bio. This will serve as an introduction of you, so that when you work on projects you can expand on your talents and beliefs. This will also be used later when we work with the students at Woodland Middle School as a connection making introduction so when you talk to them perhaps they will take what you are saying more to heart because they will know your likes/dislikes. After you each create your personal slides, we will view them so we can “meet each other” and later will put the presentation together and send it down to the Woodland teachers so they can play it for their classes before our Cyber Bullying Project.
Directions & Slide Criteria:
o Each of you will be creating 3 slides
➢ Slide #1 will contain the following information
o Your picture (I will take one of you in class or you can bring one in to scan)
o Your name
o A recording of your voice (we’ll do this in class) as an introduction
o Use colors, animations, graphics, sounds, etc. to make the slide visually appealing and a reflection of you
➢ Slide #2 will contain the following information
o Your Bio
▪ Age or grade
▪ Hobbies
▪ Family
▪ Pets
▪ Likes/dislikes - Favorite things
▪ Goals/plans
▪ Be creative anything you think will make the “Woodlanders” feel more connected to you
o Use colors, animations, graphics etc. to make the slide visually appealing and a reflection of you
➢ Slide #3 will contain the following information
o Your “philosophy of life”
▪ Tie this into “kindness” and the idea of this slide being what type of person you are and who you want to be – you could use a quote, song lyrics, key words, pictures etc.
SAVING YOUR FILE: Save you file under the title – “Bio of” then your name (first & last) for example: Joe Smith Bio – you will save it to your account and the jump drive I am passing around in the folder marked “WOODLAND BIO POWERPOINTS” – You will also print out a copy in black & white in handout format (3 slides per page)– this will be graded as a test – based on content, creativity & effort.
*****GET CREATIVE, BUT STAY PROFESSIONAL…YOU HAVE 3 DAYS TO COMPLETE THIS…THIS WILL BE GRADED AS A TEST GRADE**********
SERVICE LEARNING – SCHOOL YEAR 2009/2010 – BUSINESS EDUCATION INTRODUCTION TO SERVICE LEARNING NOTE TAKING SHEET
Define the term service:
QUESTIONS TO ASK: What is Service Learning? Is it the same as volunteering? How is the community involved in service learning? What age groups are involved in service learning?
Service Learning is…
Successful Service Learning experiences:
• meet actual community needs.
• are coordinated in collaboration with the school and community.
• are integrated into each student's academic curriculum.
• provide structured time for a student to think, talk, and write about what he/she did and saw during the actual service activity.
• provide students with opportunities to use newly acquired academic skills and knowledge in real life situations in their own communities.
• enhance what is taught in the school by extending student learning beyond the classroom.
• help to foster the development of a sense of caring for others.
QUESTION TO ASK: What are the steps to Service Learning?
1.
2.
3.
4.
QUESTION TO ASK: Are there different categories of service?
1. _____________________________________: This service directly affects and involves the recipients. The interactions are person-to-person. EXAMPLE:
2. _____________________________________: This service benefits the community or environment as a whole. EXAMPLE:
3. _____________________________________: This service creates awareness of or promotes action on an issue of public interest. EXAMPLE:
4._____________________________________: This service involves students finding, gathering, and reporting information in the public interest. EXAMPLE:
Name:__________________________________ Pd.____
SERVICE LEARNING – SCHOOL YEAR 2009/2010 – BUSINESS EDUCATION
JOURNAL ENTRY #1 – UNIT I
Directions: Read the following pages and complete each section based on your thoughts, feelings, and opinions. This journal will assist you in reflecting upon the projects we have completed and will help me revise projects for the future. Print out your completed journal when you have finished it. This will be graded and count as a test grade. Due date:__________________________________
PART I: - Beliefs, Talents & Reflections - STRENGTHS & AREAS OF IMPROVEMENT:
Directions: So far this year we have completed our first Service Project. Ask yourself whether you possess some or all of the skills listed. Then rate your skills in each area by bolding and underlining the appropriate number, using a scale of 1-5, with 1as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|SKILLS |RATING |
|Areas of strength and improvement |LOW MEDIUM HIGH |
|ability, comfort level, and enjoyment in working in a |1 2 3 4 |
|leadership capacity |5 |
|ability, comfort level, and enjoyment in working in a support |1 2 3 4 |
|capacity |5 |
|ability, comfort level, and enjoyment in raising money and |1 2 3 4 |
|asking for donations from individuals and the community |5 |
|ability, comfort level, and enjoyment in verbal communications|1 2 3 4 |
|and public speaking |5 |
|ability, comfort level, and enjoyment in working in deadline |1 2 3 4 |
|driven environment |5 |
|ability, comfort level, and enjoyment in working in completing|1 2 3 4 |
|long-term projects (something that would take between 2-3 |5 |
|months to complete) | |
|I feel the projects in the class so far have all had “value” |1 2 3 4 |
|in their own way |5 |
DIRECTIONS: COMPLETE THE STATEMENTS BELOW:
▪ BEFORE THIS COURSE I THOUGHT SERVICE LEARNING WAS…NOW THAT I HAVE BEEN IN THIS CLASS FOR 2 WEEKS I BELIEVE SERVICE LEARNING IS…? (type your response in the space below):
▪ Within the next year, I want to accomplish the following service related project, basically you want to volunteer or educate people about… (type your response in the space below):
▪ Within MY LIFETIME I want to accomplish the following service related project. (type your response in the space below):
▪ Beliefs, Talents & Reflections – WHAT DO I THINK THIS MEANS? Read the quote below and explain what it means to you in the space provided.
“One great, strong, unselfish soul in every community could actually redeem the world.”
PART II: OUR PROJECT – Complete the chart below for each project and answer the questions that follow.
▪ 9/11 – Day of Service Remembrance Project: rate this project by bolding and underlining the appropriate number, using a scale of 1-5, with 1as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|COMPONENTS OF PROJECT |LOW MEDIUM HIGH |
|Project was valuable and the topic needed to be shared with |1 2 3 4 |
|people |5 |
|We had enough time to prepare for the project/event |1 2 3 4 |
| |5 |
|Students (target group/audience) were positively impacted by |1 2 3 4 |
|the project and received meaning from it |5 |
|This project should be continued in the future without |1 2 3 4 |
|revision |5 |
|I (meaning you the student) enjoyed the project and was |1 2 3 4 |
|committed to it |5 |
|I learned valuable information and skills from my |1 2 3 4 |
|participation in this project |5 |
LIST 2 PROS OF THIS PROJECT:
1.
2.
LIST 2 CONS OF THIS PROJECT:
1.
2.
BRIEFLY SUM UP YOUR FEELINGS ABOUT THIS PROJECT: (type your answer in the space below)
|Stage 1—Desired Results |
|Unit II Topic: | |
|School Centered Promotional Event | |
|Subject Area: | |
|Business | |
|Content Standard(s): | |
|Unit II satisfies the following New York State Standard(s): | |
|NYS Career Development and Occupational Studies Standards 1, 2 & 3a | |
|NYS Mathematics, Science, and Technology Standards 2, 5 & 7 | |
|NYS English Language Arts Standards 1, 3 & 4 | |
|NYS Health, Physical Education, and Family and Consumer Sciences Standard 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What can I do to make a positive impact in society? | |
|Providing services to others builds positive character. | |What could be done in a high school setting to inform the student body| |
|Educating others about the importance in society of providing | |of the importance of service to others? | |
|even the smallest act of service for others could promote a | |What information needs be included in promotional material in order to| |
|society of giving back to the community. | |make a connection with the target audience? | |
|A series of steps must be followed in order to implement a | |When performing an act of service, what protocol needs to be followed | |
|successful service project. | |in order to implement a successful service project? | |
|Many students feel discounted with an event such as Pep Rally | |How can money be raised in a manner that does not involve the direct | |
|and need to feel connected to the event in some way. | |selling of items (obtaining donations)? | |
| | |Why do jobs need to be delegated during a service process and how are | |
| | |resources best managed? | |
|Students will know… |Students will be able to… | |
|Why developing a service project is essential to developing character. |Brainstorm creative ideas to spark interest in others of what to | |
|How educating individuals of the importance of service provides awareness |include in a service project in order to create a sense of unity in | |
|that may have an impact on society. |the student body during Spirit Week and Pep Rally, while | |
|How to develop promotional items to disseminate to the student body that |simultaneously raising funds for an item that will benefit all | |
|will spark interest in service learning. |students. | |
|How to compose business letters. |Site examples of simple service projects and easy fundraising ideas. | |
|How to use research techniques to gather information about service learning |Write business letters to request assistance and/or permission from | |
|functions and non-profit organizations. |the principal and faculty in order to implement this unifying concept | |
| |and fundraiser inspired service project. | |
| |Create promotional materials explaining the service project. | |
| |Launch the service project. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will read an article about a grassroots service project| |Observation of student work in progress. | |
|and answer questions regarding its contents. | |Level of participation during preparation of service project. | |
|Students will compose a letter of inquiry to the Principal and | |Feedback from staff and student body about service project. | |
|faculty explaining the service project. | |Journal entry of the results of this informative service project. | |
|Students will develop promotional materials to support their | | | |
|service project. | | | |
|Students will raise funds for their desired project initiative. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to the project by the teacher asking the students their honest opinion about Spirit Week and Pep Rally. The students | |
|will share their personal opinions and will discuss how unity can be created at the school. The students will brainstorm what item can be | |
|purchased or services that can be performed that will make the entire student body feel connected during Pep Rally (ex. canned food drive, coin | |
|collection for a student lounge area, toys for underprivileged children etc). | |
|Students will read an article about a grassroots service project and answer a series of questions regarding the content of the article. Students | |
|will discuss the article’s findings and their feelings regarding this type of service project and its outcome (FYI – the class read and article | |
|entitled “Pennies Make Real Change”). | |
|Class will vote on what service project we should launch. | |
|After the students decide on a service project, they will be given a set of guidelines to compose a business letter of inquiry/permission in full | |
|block format. Students will compose full block business letters of inquiry to the below individuals: | |
|- Principal--letter of permission | |
|- Faculty --letter requesting he/she support the project and inform their classes about | |
|the project. | |
|Students will create promotional materials in order to alert the students to the purpose of the event and the timeframe of the project. Students | |
|will be guided by their teacher and use their prior knowledge of computer software to create promotional materials. | |
|The class will launch the service project – creating awareness about the project and collecting the needed material and/or capital. | |
|A final class discussion and journal entry with a focus on the importance of unity will close this unit of study. | |
Name: _________________________________________ Pd.______
SERVICE LEARNING – SCHOOL YEAR 2009/2010 – BUSINESS EDUCATION
PENNIES MAKE REAL CHANGE
Directions: Read the article “Pennies Make Real Change” and answer the questions below regarding the article and our role in the upcoming Pep Rally on Friday 9/25/09 and our role in the “pennies for change” service project. This will be collected and graded as a quiz.
1. Do you agree with Jill Ostergaard’s statement “it’s not the act of kindness that prompts a child to change,” “it’s the feeling that accompanies that act, and this program gives all of our students a chance to tingle inside.” Why/why not?
2. Besides raising money (over $900,000 raised) what is the real mission of “Pennies for Peace” according to Mortenson?
3. What is your opinion of this program, “Pennies for Peace” and the learning goals that accompany it?
4. For our Pep Rally on 9/25/09, we are going to do a similar program to the one mentioned in the article. For pep rally we as a school can celebrate the unity of the “blue and gold” and raise money through collecting change for a “good cause” and educate students about why we are collecting funds. I truly believe that a simple thing we can do together can maybe, just maybe make students feel like they are doing something more than “celebrating sports” on Friday. On the lines below outline…
▪ What do you think of this idea?
▪ What we should raise money for (does not have to be this exact program – but it must center directly around our high school – school based service project)? What we should educate students about…tie into what we’re raising funds for and the idea of “unify” EMHS?
▪ Create a title (name) for our “change event”:
Name: __________________________ Pd. ________
SERVICE LEARNING – SCHOOL YEAR 2009/2010 – BUSINESS EDUCATION
IN-SCHOOL SERVICE PROJECT – PEP RALLY
Overview: I thought it was a GREAT idea that we collect money during Friday’s pep rally and use the money toward making a spot for students to “chill out” in the sunshine during the lunch periods (juniors/seniors) and everyone including underclassmen in the mornings and afternoons. I think this will benefit all students and is something they will understand and support. It could “unify” the school which is the goal of the pep rally collection we will be doing – ALL students together for 1 idea. We could also get other clubs involved after the initial collection such as woodshop to build the benches/table, environmental club to plant flowers, etc. Since we have to work on many projects, we will educate people about the project with flyers, encourage them to bring coins on Friday during Pep Rally, and collect funds during the rally. If it works Friday, we can put jars up around the school and get more money.
▪ You support the idea: yes___________ no_________
▪ You think students will support the idea: yes___________ no_________
▪ You think administration will support the idea: yes___________ no_________
▪ I scouted some land and the most reasonable spot is on the 2 grassy areas in the back of the school by the bus alcove near the custodian entrance by the back of the music wing. I like the location yes___________ no_________ - I have another location in mind: _______________________
▪ Vote for your favorite slogan for the project (check off only 1 choice):
Give change to get a change_______
Make a change ______
A little would make a change ______
Change for Change ____
Take charge with change ____
Hope to change_____
▪ If the school’s administration does not go along with the above idea as a “back-up” plan, should we just raise money for our bullying project and educate students with anti-bullying flyers and use the money for our Woodland project? Yes____________ No__________
Any other comments or suggestions:
Name: _________________________________________ Pd.______
SERVICE LEARNING – SCHOOL YEAR 2009/2010 – BUSINESS EDUCATION
HOW TO WRITE A LETTER OF INQUIRY
You will be required to write a letter of inquiry to the following individuals:
1. Principal –In this letter request permission to launch an in-school service project during this year’s Pep Rally.
2. Faculty – In this letter, request teachers read an announcement in homeroom explaining the purpose of the Pep Rally fundraiser.
Note: You may work with a partner – the “best” letters will be used and sent to Mr. Howard and the EMHS faculty.
How to write a letter of Inquiry/Request:
Form of Letter
Introduction - Paragraph 1
o Make a request as specific as possible
Body – Paragraph 2
o Explain why the request is important to you
Conclusion – Paragraph 3
o Show in advance your appreciation
o Close courteously
Format your letter in Microsoft Word using the below specifications:
1. Center Top/Bottom
a. File
b. Page Setup
c. Click on Layout
d. Click on Vertical Alignment from the drop down menu and select Center
e. Click OK
2. Insert Date
a. Click on Insert
b. Date and Time
c. Select Correct Date Format - select the third date.
d. Click OK
3. Hit Enter 5 times
4. Type the salutation -- Dear Ms. Ississippi:
5. Hit Enter 2 times
6. Type Letter- Double space between paragraphs OR tab in each paragraph
7. Hit Enter 2 times after body of letter
8. Type Sincerely,
9. Hit Enter 5 times
10. Type full name -Hit enter
11. Type your return address
12. Sign your letter below Sincerely in blue or black ink
GOOD LUCK!!!
Name: _______________________________________________ Pd.______
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
JOURNAL AND REFLECTION
Directions: It’s journal time again! Read the questions below and complete ALL sections. Hand in by the end of class. This will be a test grade.
▪ Jet Wing Student Waiting Area: rate this project by bolding and underlining the appropriate number, using a scale of 1-5, with 1as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|COMPONENTS OF PROJECT |LOW MEDIUM HIGH |
|Project was valuable and the topic needed to be shared with |1 2 3 4 |
|people |5 |
|We had enough time to prepare for the project/event |1 2 3 4 |
| |5 |
|Students (target group/audience) were positively impacted by |1 2 3 4 |
|the project and received meaning from it |5 |
|This project should be continued in the future without |1 2 3 4 |
|revision |5 |
|I (meaning you the student) enjoyed the project and was |1 2 3 4 |
|committed to it |5 |
|I learned valuable information and skills from my |1 2 3 4 |
|participation in this project |5 |
LIST 2 PROS OF THIS PROJECT:
1.
2.
LIST 2 CONS OF THIS PROJECT:
1.
2.
BRIEFLY SUM UP YOUR FEELINGS ABOUT THIS PROJECT IN THE SPACE BELOW:
|Stage 1—Desired Results |
|Unit III Topic: | |
|Marketing Strategies for Service Projects | |
|Subject Area: | |
|Business | |
|Content Standard(s): | |
|Unit III satisfies the following New York State Standard(s): | |
|NYS Career Development and Occupational Studies Standards 2 & 3a | |
|NYS Mathematics, Science, and Technology Standards 2 & 5 | |
|NYS English Language Arts Standards 1 & 4 | |
|NYS The Arts Standards 2 & 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |How do you develop Public Service Announcements that informs your | |
|Even the smallest organization must utilize a variety of | |target of the service project you are initiating? | |
|marketing strategies in order to promote their cause/event. | |What are the primary objectives behind Public Service Announcements | |
|It does not have to be expensive to create effective | |(Spread, Promote, and Shift Mindsets)? | |
|promotional materials. | |Why is a Press Release an essential element when creating a marketing | |
|Public Service Announcements (PSA) and Press Releases are the | |plan for a non-profit organization? | |
|foundation of a non-profit grassroots marketing campaign. | |How can non-profit organizations utilize grassroots marketing to make | |
|There are specific formats used to create Public Service | |valuable connections with their desired target market? | |
|Announcements and Press Releases. | | | |
|Students will know… |Students will be able to… | |
|What grassroots marketing is and why it is utilized in non-profit |Define grassroots marketing and outline what techniques are utilized | |
|organizations. |in this form of marketing. | |
|How to develop promotional items to disseminate to the student body that |Research information and images in order to create a visually | |
|will spark interest in service project. |appealing Public Service Advertisement. | |
|How to create a Public Service Announcement. |Create a Public Service Advertisement following a specific set of | |
|How to use research techniques to gather information and visuals that can be|guidelines. | |
|utilized in creating effective Public Service Announcements. |Develop and write a Press Release following the “inverted triangle” | |
|How to develop and write a Press Release. |format. | |
|Why Press Releases are used by non-profit organizations. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will develop a public service advertisement to promote | |Observation of student work in progress. | |
|class sponsored service projects. | |Level of participation during preparation of Public Service | |
|Students will search the Internet for a press release, label its| |Advertisements and Press Releases. | |
|parts, and answer a series of questions about the release (quiz | | | |
|grade). | | | |
|Students will write a Press Release about the project the class | | | |
|has undertaken. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be asked to brainstorm the variety of ways they receive information about events occurring at our high school. The concept of | |
|grassroots marketing will be introduced. | |
|The teacher will show the students a variety of Public Service Advertisements non-profit organizations used and the students will share their | |
|personal opinions of the samples with the class. Students will discuss what common themes are used in these advertisements and how the power of | |
|images can have more impact than many expensive promotional techniques. | |
|The students will be shown a PowerPoint presentation outlining what a Public Service Advertisement is and will be shown examples of this marketing | |
|form. Throughout the note taking process the class will discuss the topics covered for understanding and analysis. | |
|Students will break into teams and create a Public Service Advertisement for a current service project the class is undertaking at the time. (FYI | |
|– the class did an informational grassroots campaign on the genocide occurring in Darfur and Public Service Advertisements were created on that | |
|topic). | |
|Students will distribute Public Service Advertisements to the student body of East Meadow High School (FYI – the class put up their advertisements | |
|in the hallways and handed out flyers in their various classes). | |
|The students will discuss the outcome and reaction to their Public Service Advertisements. | |
|Students will be asked to brainstorm how the East Meadow Community could be informed about their service projects (FYI - Public Service Darfur | |
|project was used as the example). Students will discuss the idea of a Press Release and how it is a crucial element in non-profit grassroots | |
|marketing. | |
|The students will be shown a PowerPoint presentation outlining the format and structure of a Press Release. Throughout the note taking process the| |
|class will discuss the topics covered for understanding and analysis. | |
|Students will review samples of Press Releases and will discuss how they are constructed. | |
|Students will search the Internet for a press release, label its parts, and answer a series of questions about the release (quiz grade). | |
|Students will each write a Press Release about the recent class service project (FYI - we focused on the Genocide in Darfur project). | |
|Students will contact members of the school’s newspaper to see if one of their press releases can get published in the paper (FYI- Class will read | |
|peer’s press releases and vote on the best one to submit to the school newspaper for consideration). | |
|Students will write a journal entry on the feedback and outcomes of this project and the writing assignment (press release creation). | |
|A final class discussion with a focus on the importance of grassroots marketing will close this unit of study. | |
SERVICE LEARNING – SCHOOL YEAR 2009/2010
BUSINESS EDUCATION
CREATING A SOCIAL AWARENESS ADVERTISEMENT
DAFUR EDUCATIONAL MATERIAL
Directions: Using the information below as your guide you will be creating Public Service Ads (social awareness advertisement) for our upcoming Darfur educational campaign.
▪ You may work with a partner (no more than 2 people per ad)
▪ You can create either a poster on oak tag (you can use the computer to print materials out, glue, markers etc.) or a flyer using MS Publisher (since the flyer is smaller it REALLY needs to be powerful).
▪ These will be used (put up around the school) and graded so PLEASE make them visually appealing, accurate, neat and professional.
▪ Utilize the Internet to obtain your visual aids.
Due Date: By the end of class ____________________________________________
Grading: This will count as 1 test grade.
Important Information:
|WHO IS SPONSORING EVENT |EMHS Service Learning Class |
|WHO IS EVENT/PROJECT FOR |Students, faculty, and staff of East Meadow High School |
|WHAT IS THE EVENT |Awareness and Education |
|WHEN & WHERE |A one day event – throughout the school |
|WHY, HOW, & REASON FOR EVENT |Many schools across the area are participating in a day of awareness regarding the |
| |genocide occurring in Darfur. Your goal is to educate students about the genocide |
| |through a grassroots marketing campaign. |
|SLOGAN FOR EVENT |End Genocide in Darfur |
Name:_______________________________________ Pd.______
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
FINDING A PRESS RELEASE ASSIGNMENT
Directions:
❑ Go on the Internet and find a Press Release that relates to a charitable organization, a service project, or a company that performed a service/charitable act. HINT: on an organization’s website the press releases usually “hide” under the link called “media” or “pressroom”.
❑ Label all parts of the press release.
❑ Attach the Press Release to this ditto.
❑ Answer the questions below for a wonderful QUIZ grade.
Questions:
1. What is the Headline for the Press Release?__________________________________________
2. Which organization is this for? _______________________________________________
3. Did the headline & topic capture your attention? List 2 reasons Why/Why not?
A.
B.
4. After reading the Press Release list 2 things you learned from reading it:
A.
B.
5. Was this an effective press release? Why/why not?
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
CREATING A PRESS RELEASE FOR OUR CLASS’ ACCOMPLISHMENTS
WRITING ASSIGNMENT
▪ Overview: This class has performed many wonderful service projects and held many fundraising events. Unfortunately not many people know what we have accomplished over this quarter. The goal of this project is for you to create a press release that will highlight the grassroots marketing event for Darfur genocide education.
Directions:
▪ You will work alone on this assignment.
▪ You will create a press release using the sample below and your notes as a guideline.
▪ You will type this in MS Word.
▪ Get a "logo" from clipart and use your name in the contact information, then the “organization” is the Service Learning Class, East Meadow HS, 101 Carman Avenue, East Meadow, NY 11554.
▪ Please keep this information professional and relevant to our events and from the perspective you are writing.
Setup:
1. In MS Word, set your margins to 1 inch (top, bottom, left, & right) File > Page Setup > Margins > change to 1” > ok
2. Use a 12 point font in Times New Roman
3. Create letterhead for yourself – choose a logo for your company from the clipart gallery or the Internet and place the information in the top center of your paper.
4. Hit enter 4 times and place the words “FOR IMMEDIATE RELEASE” under your letterhead – this should be left justified and bolded.
5. Hit enter twice and place the contact information as shown to the above.
6. Hit enter twice and type in your headline. Make the headline BOLD – basically a title for your press release.
7. Hit enter twice and put in your dateline – use today’s date or a “future one”. The first paragraph begins on this line.
8. Begin your lead paragraph, on the same line as the dateline (2 sentences). Left justified.
9. After the lead paragraph start a new line and type your body paragraph (3 – 4 sentences). Indent 1st sentence.
10. After the body paragraph start a new line and type your conclusion (2 sentences). Indent 1st sentence.
11. After typing the conclusion, hit enter twice and in the center of the page type 3 # signs – “###” to show that the Press Release has ended.
Name: _______________________________________________ Pd.______
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
JOURNAL AND REFLECTION
Directions: It’s journal time again! Read the questions below and complete ALL sections. Hand in by the end of class. This will be a test grade.
▪ Darfur Educational Grassroots Marketing Campaign: rate this project by bolding and underlining the appropriate number, using a scale of 1-5, with 1as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|COMPONENTS OF PROJECT |LOW MEDIUM HIGH |
|Project was valuable and the topic needed to be shared with |1 2 3 4 |
|people |5 |
|We had enough time to prepare for the project/event |1 2 3 4 |
| |5 |
|Students (target group/audience) were positively impacted by |1 2 3 4 |
|the project and received meaning from it |5 |
|This project should be continued in the future without |1 2 3 4 |
|revision |5 |
|I (meaning you the student) enjoyed the project and was |1 2 3 4 |
|committed to it |5 |
|I learned valuable information and skills from my |1 2 3 4 |
|participation in this project |5 |
|Writing a press release was an effective way to alert people |1 2 3 4 |
|about our project |5 |
|I found it easy to write a press release and enjoyed the |1 2 3 4 |
|assignment |5 |
LIST 2 PROS OF THIS PROJECT:
1.
2.
LIST 2 CONS OF THIS PROJECT:
1.
2.
BRIEFLY SUM UP YOUR FEELINGS ABOUT THIS PROJECT IN THE SPACE BELOW:
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
PRESS RELEASE…NOTE TAKING SHEET
Question to Ask: As students working in a “non-profit” setting how would we let the public and the media know about our accomplishments?
Question to Ask: What is a Press Release and what role does it play in terms of media exposure?
Press Release:
Question to Ask: How does a press release differ from advertising?
▪ An ad says, "I'm paying for you to see this and buy from me", while getting featured in a publication announces you and your event as newsworthy. It creates a bigger impact much faster than a paid ad can create.
What role(s) does a Press Release serve?
1. Creates ________________________________________ for your organization/event
2. ________________________________________ a significant event for your company.
3. ________________________the media in writing about your event and/or organization.
Question to Ask: What do press releases tell the media about?
1. The release of a new product/launch of a new service
2. Opening of a new store/new business
3. Awards you or your company have won
4. Contests your company is sponsoring
5. Free items you are offering
6. Results of a survey your company has conducted
7. How you or your company helped solve a community problem
8. Charitable donations
What are the rules of a good Press Release?
1. Pique the media’s interest in your MESSAGE. Make the person who receives your release think "Here is something that will INTEREST my READERS."
2. Keep the most important info near the top (inverted triangle style)
3. Write in a simple straight forward manner
4. Use a factual, journalistic approach
5. Make sure your facts are accurate
Question to Ask: Is there just one type of press release? Do different events require a different style?
1. Standard Release:
• This is the most common type of press release
• It's designed primarily to get the facts across
2. Article Release:
• Reads like a short article
• It tells about your event/organization in a broader sense
3. Tease Release:
• It teases the reader with just enough information to hopefully get them to “contact” you for further info
• Used by established companies to introduce a new trend, product, or event
|Stage 1—Desired Results |
|Unit IV Topic: | |
|Multi-Grade Level Service Project | |
|Subject Areas: | |
|Business Education – High School Level | |
|Content Standard(s): | |
|Unit IV satisfies the following New York State Standard(s): | |
|NYS Career Development and Occupational Studies Standards 2 & 3a | |
|NYS Mathematics, Science, and Technology Standards 2, 5 & 7 | |
|NYS English Language Arts Standards 1, 3 & 4 | |
|NYS Social Studies Standard 5 | |
|NYS The Arts Standard 2 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is cyber bullying and how does it impact people’s lives? | |
|Cyber bullying is a real issue for students and has far | |How is the Internet used as a tool to bully others? | |
|reaching consequences. | |Why do people bully others over the internet? | |
|Positive peer relations and support are crucial to combating | |How can you be safe while surfing the Internet? | |
|cyber bullying. | |What can I do to educate people about cyber bullying? | |
|Research and education are keys to alert various groups | |How can you communicate messages to others that are educational, | |
|(students, teachers, parents, and community members) to this | |meaningful, and entertaining? | |
|issue. | | | |
|Teamwork and communication are the foundations to a successful | | | |
|presentation. | | | |
|Knowing the audience you are presenting to and creating | | | |
|materials with powerful visuals and deep content, will enhance | | | |
|presentations. | | | |
|Students will know… |Students will be able to… | |
|The terminology and history associated with cyber bullying. |Define the terms Cyber Bullying, Direct Attacks, Bullying by Proxy, | |
|How they can educate others about the dangers of cyber bullying. |Flaming, Happy Slapping, and Bash Board. | |
|That cyber bullying is a crime and is punishable by law. |Provide examples of where Cyber Bullying can occur (Social Networking | |
|What elements are needed to create a presentation that will inform, educate,|sites, Texting, Instant Messaging (IM), Web Pages, Blogs, Virtual | |
|and enlighten its audience. |Worlds, or Interactive Gaming). | |
|Why communication and vision are key elements to a successful service |Summarize the basic laws regarding cyber bullying. | |
|project. |Outline the causes and effects of cyber bullying. | |
|How journaling assists participants in Service Learning reflect on their |Analyze the statistics surrounding cyber bullying and discuss the | |
|successes as well as their failures. |ramifications of these statistics. | |
| |Brainstorm, create, and present informational skits and educational | |
| |materials to Middle School Students. | |
| |Interact with Middle School Students in a positive and professional | |
| |manner. | |
| |Write a journal entry that reflects upon their participation in the | |
| |service project. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Creation of various documents for presentations at Middle | |Students’ attitude and cooperation during various self discovery | |
|School. | |exercises. | |
|Performance of Cyber Bullying materials at Middle School (3 oral| |Students will be able to participate in class discussions. | |
|presentations). | |Students level of professionalism and enthusiasm during the | |
|Students will write a journal entry outlining their role and | |presentation to the Middle School Students (3 trips in total). | |
|feelings on their first service project. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to this unit by the teacher asking them to define the term Cyber Bullying and then sharing their experiences about | |
|Cyber Bullying in a roundtable discussion. | |
|The students will be shown a PowerPoint presentation outlining the basic terms, concepts, and examples from this unit and will take notes during | |
|this time. | |
|Students will go onto the Internet and further research the terms presented in the unit, gather statistics about Cyber Bullying, explore cases | |
|involving Cyber Bullying, and outline the laws of Cyber Bullying. Students will print out their information and create a brochure of their | |
|information for use in the Cyber Bullying Middle School Presentation Project. | |
|Students will brainstorm ideas about how to best educate the Middle School students about Cyber Bullying and will break into groups and begin | |
|creating materials for the presentations. (Students will utilize various computer programs they have prior knowledge of ex. MS Word, MS Publisher,| |
|the Internet etc. in order to create their materials). | |
|Please Note: The students broke into the following groups and created the following materials for trips 1 & 3 (presentations) to the Middle | |
|School: | |
|Introduction Group - researched material and created a PowerPoint | |
|Presentation that provided an overview of Cyber Bullying including | |
|definitions of terms, statistics, outlined laws, provided case history of Cyber | |
|Bullying, and gave useful tips on how to prevent Cyber Bullying. | |
|Skit Group – created 3 original skits that outlined the cause and effects of | |
|Cyber Bullying and lead a discussion regarding the outcomes displayed in | |
|their skits. | |
|Marketing Group – introduced what role the 8th grade Home and Careers | |
|Classes would play in the Anti-Cyber Bullying Campaign and provided the 8th | |
|graders with a crash course in promotional techniques and grassroots | |
|marketing. This group also put together the autobiographical slides and | |
|create a class biography to be sent to the Middle School which acted as an | |
|introduction of the class (see Unit I for details on biography slides). | |
|Handouts/Materials Group – revise and finalize the brochures the class | |
|created and made sure they each targeted toward a different audience (6th | |
|graders, 7th/8th graders, parents, and teachers) which provided each group | |
|with information about Cyber Bullying. They also created the labels for the | |
|“thank you gift” that were handed out after each presentation (pencils with | |
|our theme). | |
|Please Note: For trip #2 (pledge signing and bracelet distribution) to the Middle School the students broke into groups and created the following | |
|materials: | |
|A banner for the students to sign pledging that they would try and end | |
|Cyber Bullying. | |
|Stickers showing they signed the pledge and are committed to ending Cyber | |
|Bullying. | |
|Various handouts about the dangers of Cyber Bullying (ex. puzzles, word | |
|finds, and word searches, etc.) | |
|Labels for the water bottles and raffle prizes the students got donated for the | |
|day’s events. | |
|Students will travel to Woodland Middle School and perform the following tasks: | |
|Trip # 1 – Presentation on Cyber Bullying to 8th grade students taking Home and Careers Classes during Quarter 1. | |
|Trip # 2 – Hosting the bracelet distribution and pledge signing event during | |
|8th grade lunch periods (see UDB for Woodland Middle School part of | |
|curriculum and bracelet making outline). | |
|Trip # 3 – Presentation on Cyber Bullying to 8th grade students taking Home | |
|and Careers Classes during Quarter 2. | |
|After the trips to Woodland Middle School class discussions and journal entries will take place for feedback and reflection purposes. | |
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
CREATING A CYBER BULLYING BROCHURE ASSIGNMENT
Directions & Overview: The best way to learn about cyber bullying is to research information about it and try to digest what it is all about. You will work in groups of 4 and will create a brochure in MS Publisher targeted toward a specific group in Woodland…
The four groups are… (THE LUCK OF THE “DRAW” WILL CHOOSE THE GROUPS AND TOPIC YOUR GROUP RECEIVES)
➢ Middle school students – 8th grade in particular
➢ Middle School students – 6th & 7th graders
➢ Teachers of middle school students
➢ Parents of middle school students
Your brochure must be educational, accurate, creative, & in language your target group can easily understand. THE PURPOSE OF YOUR BROCHURE IS TO EDUCATE YOUR GROUP ABOUT CYBER BULLYING AND TRY TO STOP IT FROM OCCURRING
Grading: Will count as 2 test grades
Due Date: By the end of class on _______________________________________________
Brochure Content:
➢ Define the following terms in your brochure
➢ Cyber Bullying, social networks, bash board, flaming, happy slapping, harassment, and trolling – add any others you think your target group needs to know
➢ The 2 types of cyber bullying – direct attacks and cyber bullying by proxy
➢ List and “explain” 3 (or more) statistics about cyber bullying – note where you got the statistics from (ex. Only 15% of parents are “in the know” about their kids’ social networking habits, and how these behaviors can lead to cyber bullying according to the National Crime Prevention Center)
➢ Outline why people cyber bully
➢ Explain what your group can do to stop cyber bullying
➢ Outline the laws regarding cyber bullying
➢ Give the addresses of 3 websites that can help prevent cyber bullying
➢ The brochure should also PROMOTE THE USE OF WEARING THE BRACELETS THE 8TH GRADERS ARE MAKING…the bracelets are red, gold & blue to symbolize the commitment between the middle school and high school to “stop” cyber bullying – make people aware of this project too – bracelets will be given out during the months of october and december.
❖ Use colors, graphics etc. to make your brochure sparkle…also you can add cartoons, quizzes, quotes etc. to drive your point home and reach your market.
Helpful Websites:
➢ Do =
➢ Cyberbullying.us =
➢ Stop Cyber Bullying =
➢ I Safe =
➢ Love to Know =
➢ Issue related to bullying =
➢ Cyber Bully Alert =
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
Creating Cyber Bullying Materials for Woodland Service Project
Overview & Directions:
❖ All of you will outline the main issues involved in Cyber Bullying FOR EACH of your groups…use the brochures that were created as a guide for information and ideas.
❖ I have a few books for you to use and the Internet is always available for research.
❖ Everyone will break into groups and work on their assigned pieces of the project until ___________________ EVERYTHING WILL BE DUE THIS DATE…WE WILL NEED ____________________ TO REVISE, FINALIZE AND REHEARSE THE PROJECT.
❖ When you choose a group choose one based on YOUR TALENTS, not where your friends are.
❖ Each group will receive 2 test grades for the material they create 1 grade for the group’s project piece and 1 grade based on the individual effort of each group member.
Additional Information:
❖ Tagline for event is: “Stop, Block & Tell”
❖ Colors for event are: Red, Gold, and Blue
❖ Goals of our role in the project :
▪ To educate Woodlanders about dangers of Cyber Bullying
▪ To create a partnership between them and all of you…they are not in it alone
▪ To promote the bracelets they will be creating to give to Woodlanders so that the bracelets will act as a pledge to end Cyber Bullying
PROJECT PIECE GROUP TOPICS/TASKS AVAILABLE:
|TOPICS AVAILABLE |ITEMS TO BE INCLUDED IN YOUR GROUP’S PART OF THE PROJECT |GROUP MEMBERS’ NAMES |
|Introduction PowerPoint |- What is cyber bullying & Types of bullying | |
|Outline Cyber Bullying Team |- Cause & effect | |
| |- Examples & Laws | |
| |- Guide Q & A period | |
|Marketing and project |- Outline project – their role & our role | |
|explanation PowerPoint Team |- How to market project – grassroots marketing | |
| |- Introduce tagline | |
| |- Brainstorm how to market event – posters, announcements, incentives (raffle | |
| |tickets) | |
| |- Explain why “bracelets” and distribution | |
|Scripting and acting out |Look through material and create 3 cyber bullying “plays” to act out (create | |
|vignette Team |scripts) | |
| |Gather/make props | |
| |Guide Q & A period after plays | |
|Handouts & Gifts |Create posters and flyers advertising bracelets giveaway | |
| |Brainstorming what businesses we can get “free items” from for the raffle during | |
| |bracelet giveaway day (some prizes could also be used during 10/16 for students’ | |
| |participation during speech) | |
| |Taking letter (I have it) and getting gifts from business | |
| |Wrap “gifts” (STOP, BLOCK & TELL pencils) – create note that goes with them, a | |
| |locker magnet with slogan as gift too? | |
| |Decide what we should wear & coordinate event | |
Name: _______________________________________________ Pd.______
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
JOURNAL AND REFLECTION
Directions: It’s journal time again! Read the questions below and complete ALL sections. Hand in by the end of class. This will be a test grade.
▪ Woodland Part I – Cyber Bullying Presentations: rate this project by bolding and underlining the appropriate number, using a scale of 1-5, with 1as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|COMPONENTS OF PROJECT |LOW MEDIUM HIGH |
|Project was valuable and the topic needed to be shared with |1 2 3 4 |
|people |5 |
|We had enough time to prepare for the project/event |1 2 3 4 |
| |5 |
|Students (target group / audience) were positively impacted by|1 2 3 4 |
|the project and received meaning from it |5 |
|This project should be continued in the future without |1 2 3 4 |
|revision |5 |
|I (meaning you the student) enjoyed the project and was |1 2 3 4 |
|committed to it |5 |
|I learned valuable information and skills from my |1 2 3 4 |
|participation in this project |5 |
LIST 2 PROS OF THIS PROJECT:
1.
2.
LIST 2 CONS OF THIS PROJECT:
1.
2.
BRIEFLY SUM UP YOUR FEELINGS ABOUT THIS PROJECT:
▪ Woodland Part II – Cyber Bullying bracelet distribution: rate this project by bolding and underlining the appropriate number, using a scale of 1-5, with 1 as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|COMPONENTS OF PROJECT |LOW MEDIUM HIGH |
|Project was a valuable and the topic needed to be shared with |1 2 3 4 |
|people |5 |
|We had enough time to prepare for the project/event |1 2 3 4 |
| |5 |
|Students (target group/audience) were positively impacted by |1 2 3 4 |
|the project and received meaning from it |5 |
|This project should be continued in the future without |1 2 3 4 |
|revision |5 |
|I (meaning you the student) enjoyed the project and was |1 2 3 4 |
|committed to it |5 |
|I learned valuable information and skills from my |1 2 3 4 |
|participation in this project |5 |
LIST 2 PROS OF THIS PROJECT:
1.
2.
LIST 2 CONS OF THIS PROJECT:
1.
2.
BRIEFLY SUM UP YOUR FEELINGS ABOUT THIS PROJECT:
▪ Woodland December – Cyber Bullying Presentations: rate this project by bolding and underlining the appropriate number, using a scale of 1-5, with 1as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|COMPONENTS OF PROJECT |LOW MEDIUM HIGH |
|Project was a valuable and the topic needed to be shared with |1 2 3 4 |
|people more than once |5 |
|We had TOO much time to prepare for the project/event this |1 2 3 4 |
|time |5 |
|Students (target group / audience) were positively impacted by|1 2 3 4 |
|the project and received meaning from it |5 |
|I felt this time the project was more effective than it was |1 2 3 4 |
|during the October trip |5 |
|I preferred working with the 7th graders over the 8th graders |1 2 3 4 |
| |5 |
|The idea of having 3 gifts and giving the students a choice |1 2 3 4 |
|worked out better than just one gift, like last time |5 |
|I feel I personally gave a 100% to this project and utilized |1 2 3 4 |
|my talents fully |5 |
|I wish we could go back to Woodland and help with the final |1 2 3 4 |
|bracelet distribution |5 |
CIRCLE THE “FEELING” YOU AGREE THE “MOST” WITH:
o Compared to the first time we went to Woodland I….
▪ Felt more connected to the audience this time
▪ Felt more connected to the audience last time
▪ Felt the same way about either audience
o Compared to the first time we went to Woodland I….
▪ Worked harder this time - enjoyed my role more
▪ Worked harder last time - enjoyed my role less
▪ Worked at the same level for both – liked my role
▪ BRIEFLY SUM UP YOUR FEELINGS ABOUT THIS PROJECT OVERALL - make sure to give your opinion on what you think the best and worst part of the project is.
▪ FIND A QUOTE THAT OUTLINES YOUR FEELINGS ABOUT THE IMPACT THIS PROJECT HAD ON YOU, THE AUDIENCE, AND OUR CLASS AS A WHOLE.
|Stage 1—Desired Results |
|Unit IV Topic: | |
|Multi-Grade Level Service Project | |
|Subject Areas: | |
|Home and Career Skills – Middle School Level | |
|Content Standard(s): | |
|Unit IV satisfies the following New York State Standard(s): | |
|NYS FACS Standards 2 & 3 | |
|NYS CDOS Standards 1, 2 & 3a | |
|NYS MST Standards 6 & 7 | |
|NYS ELA Standard 1 | |
|NYS Art Standard 1 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand … | |What is cyber bullying? | |
|Technology can be used as a weapon to hurt others. | |How is the Internet used as a tool to bully others? | |
|Individuals can make a positive difference in their | |What are some examples of cyber bullying? | |
|communities. | |What is service learning? | |
|Our school environment is a community. | |How does service learning benefit both the learner and the community? | |
|Students will know… |Students will be able to… | |
|Cyber bullying is when a child, preteen or teen is tormented, threatened, |Define cyber bullying. | |
|harassed, humiliated, embarrassed or otherwise targeted by another child, |Identify ways to stop bullying on the Internet. | |
|preteen or teen using the Internet, interactive and digital technologies or |Devise a plan to develop skills that provide beneficial services to | |
|mobile phones. |their school community. | |
|Service-learning involves students in community service activities that |Reflect on the project and look for areas of personal growth and | |
|benefit the learner and the community. |development. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will complete a project making bracelets to share with | |Observation of student work in progress. | |
|the school community signifying a commitment to end cyber | |Level of participation during preparation of service project. | |
|bullying in our school community. | |Feedback from staff and student body about service project. | |
|Students will design and distribute posters throughout the | | | |
|school community to alert fellow students to the problem of | | | |
|cyber bullying. | | | |
| | | | |
| | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students participate in a presentation given by the High School Service Learning course participants. The high school students present the topic | |
|of cyber bullying through skits and vignettes to show the middle school students what cyber bullying looks like and how to avoid it. The students | |
|start a poster campaign to inform the school community about cyber bullying. | |
|Teacher and students review cyber bullying. (Teacher may show an interview on NBC of the parents of the victim of cyber bullying, Megan Meir.) | |
|Students finish creating posters and volunteer to hang them around school. | |
|Students listen to instructions for making the bracelets. Students watch a demonstration of the bracelet being made. Students read the directions | |
|and look at a diagram of a bracelet being made. | |
|Students begin cutting the embroidery string to desired length. | |
|Students work cooperatively to create the bracelets (4 or 5 each). | |
|Eighth grade students are joined by returning high school students to distribute bracelets to the other eighth grade students during cafeteria | |
|lunch periods. The students work together to answer questions and encourage students to sign the banner and pledge not to bully on the Internet. | |
|Students distribute prepared materials, such as word searches and Internet activity questionnaires, to students to complete and win a prize. | |
|Students write a reflection on their service learning project including: Remembering and thinking about what was experienced. Relating the project| |
|to current and prior experiences. Reaching | |
|further into the experience by extending thinking and thinking at higher cognitive levels. Revisiting the experience by looking at the value of the| |
|experience and exploring what else can be learned from it. | |
|Students discuss further action to disseminate information to the rest of the student body. | |
|FYI - | |
|In the 2nd quarter, the High School students return to give the formal presentation. Eighth grade students complete steps through day 5. On day | |
|6, the eighth grade students distribute the bracelets to the sixth and seventh grade students at lunch. | |
|They use the behavior modeled by the high school students and act in a mature and knowledgeable manner. | |
|They are able to explain their purpose and the meaning of cyber bullying. | |
|They are able to explain the consequences of cyber bullying on the victim and the bully. | |
|They encourage students to sign the pledge and wear the bracelets to end bullying on the Internet in our school community. | |
| |
|Stage 1—Desired Results |
|Unit V Topic: | |
|Non-Profit Organizations | |
|Subject Areas: | |
|Business Education – High School Level | |
|Content Standard(s): | |
|Unit V satisfies the following New York State Standard(s): | |
|NYS Career Development and Occupational Studies Standards 2 & 3a | |
|NYS Mathematics, Science, and Technology Standards 2 & 5 | |
|NYS English Language Arts Standards 1, 3 & 4 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What factors make an organization non-profit? | |
|Organizations that operate under a non-profit status are | |What elements keep a non-profit organization in good standing | |
|treated differently by the law in terms of legal structure, | |regarding ethics, image and public opinion? | |
|taxes, and image. | |How are funds raised by the non-profit organizations distributed to | |
|There are many successful non-profit organizations that operate| |their designated cause(s)? | |
|ethically and provide a great service to those in need. | |Do contributors to non-profit organizations really know where their | |
|There are organizations that abuse the generosity and faith of | |donations are going? Is it prudent to do your own research when | |
|the public. Leaders, laws, guidelines, and actions are vital | |supporting a cause through a non-profit organization? | |
|to the continued success of the organization. | |What laws govern non-profit organizations? | |
|Students will know… |Students will be able to… | |
|How to use the Internet to research and identify reputable and non-reputable|Define the term non-profit organization, outline its operational | |
|non-profit organizations. |structure, and provide example of non-profit organizations. | |
|How to identify what makes a reliable and effective non-profit organization.|Outline the 4 major categories on non-profit organizations (Charities,| |
| |Foundations, Social Welfare Groups, and Professional and Trade | |
|How to identify the pitfalls of non-profit failures. |Associations). | |
| |Identify the methods non-profits utilize in order to raise funds for | |
| |their organization (Donations, Grants, Fundraising, and Corporate | |
| |Gifts and Partnerships). | |
| |Analyze what laws impact non-profit organizations (Federal, State, and| |
| |Local). | |
| |Compare and Contrast track records of various non-profit | |
| |organizations. | |
| |Use previously identified non-for profit terminology when assessing | |
| |successful and unsuccessful organizations. | |
| |Identify sound and unstable practices in the industry. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will review articles sighting cases of ethical and | |Students will be able to participate in class discussions. | |
|scandalous non-for profit organizations. | |Students will share their findings with the class in an oral | |
|Students will be able to use the to | |presentation and be able to ask and answer questions with knowledge | |
|research different non-for-profit company descriptions, | |and professionalism. | |
|histories, financial reports, and industry reviews. | |Students will complete a peer review worksheet which outlines the | |
|Students will work in teams and will utilize the Internet to | |effectiveness of each presentation in terms of creativity, content, | |
|research 2 non-profit organizations in the same sector and | |and delivery. | |
|create a PowerPoint presentation that compare and contrasts | | | |
|these organizations in terms of ethical practices and financial | | | |
|soundness. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to the topic by the teacher showing the students a variety of logos of non-profit organizations and the students will | |
|share their personal opinions of the organizations with the class. Students will discuss the outcomes of their opinions and will analyze whether | |
|or not all non-profit organizations are ethical in scope and function. | |
|The students will be shown a PowerPoint presentation outlining the major terms, concepts, and examples illustrated in this unit and will take notes| |
|during this time. Throughout the note taking process, the class will discuss the topics covered for understanding and analysis. | |
|Students will break into teams and will be required to choose a sector of the Interest in the non-profit industry (ex. Animals, Environment, | |
|International, Education, Health, Public Benefit, Religion, Human Services, and Art/Culture/Humanities) and will research one reliable and one | |
|unreliable organization in that sector. | |
|Students will create a PowerPoint presentation that outlines their findings and compare and contrast the two organizations. Suggested PowerPoint | |
|content: | |
|Name of charity & background (basically what is the organization’s mission) | |
|When it was established, why it was established, and who established it | |
|From the Internet gather the organization’s financial information (Charity Navigator’s | |
|website is ideal for this information) including the following overall charity rating, | |
|expense breakdown (use charts if you like), efficiency and capacity rating, revenue and | |
|expense breakdown, and marketing and major events | |
|List and explain why this is or is not a worthwhile charity | |
|Utilize PowerPoint effectively by gathering graphics for your presentation, apply | |
|appropriate sounds and animations, and use professional design elements | |
|During the presentations, the students will complete a worksheet where they analyze/critic their peers’ presentations. | |
|A final class discussion with a focus on the importance of research, ethics and accountability in the non-profit sector, will close this unit of | |
|study. | |
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
The Basics of a Non-Profit Organization…Note Taking Sheet
Service Learning as a Business
LET’S BRAINSTORM: Think of a time in your life when have you used your skills, compassion or talents to benefit a person, group or organization? Write down what you did and what skills, talents, and knowledge were used to achieve the goal.
What does “non-profit” (NPO) mean?
• An organization that does not distribute surplus funds to owners or shareholders, but instead uses them to help pursue its goals.
• Operates solely to provide programs and services that are of public benefit.
• They are able to earn a profit but must be retained by the organization and used for future programs and services.
LET’S BRAINSTORM: What are the 4 major categories of non-profit organizations?
▪ Charities: Ex.
▪ Foundations: Ex.
▪ Social Welfare: Ex.
▪ Professional & Trade Associations:
Ex.
Major Aspects of Nonprofit Structure
▪ Governance
▪ Programs
▪ Central administration
NON-PROFIT KEY ROLES
• Clients/Customers
• Board
• Board Chair
• Committees
• Executive Director
• Staff
• Volunteers
LET’S BRAINSTORM: How does a non-profit organization make a profit?
• Donations
• Grants
• Fundraising
• Corporate gifts/partnerships
• Taxation
QUESTIONS TO ASK: What charity do you admire the most? Which one do you think is “sketchy”? How are these types of businesses kept honest? Who monitors the money? Does it always go to the “needy”?
THE WATCHDOGS
• Boards
• Private Watchdog Groups
• State Charity Regulators
• Internal Revenue Service
• Donors & Members
• Media
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
NON-PROFIT ORGANIZATIONS…RIGHTEOUS CAUSE OR RIP-OFF?
COMPARE/CONTRAST – REPORT AND ANALYSIS
Overview and Directions: During this time of year we often see a great many non-profit organizations “pop up” and ask the public for donations to help their cause. Many of these charities are wonderful, but unfortunately many are scams and take money from consumers which never go to the cause it is suppose to help, thus “ripping the public off”. Your job is to work in teams of no more than 4 people and choose a category of the non-profit sector you are interested in and research 2 charities – 1 that is reputable and 1 that is a “rip off” from the SAME sector and present your findings in a PowerPoint presentation.
NON-PROFIT SECTORS/CATEGORIES TO CHOOSE FROM:
▪ Animals * Health
▪ Environment * Public Benefit
▪ International * Education
▪ Arts, Culture, Humanities * Human Services
***TO PREPARE FOR YOUR RESEARCH START OFF AT THIS WEBSITE –
Charity Navigator - (great for ideas and financial figures)
ONCE YOU HAVE FOUND YOUR CHARITIES INCLUDE THE FOLLOWING INFORMATION FOR EACH CHARITY (1 GOOD/1 BAD) IN YOUR PRESENTATION
• Name of charity & background (basically what does the charity “do” – their mission)
• When it was established, why it was established, and who established it
• From the website Charity Navigator, get the charity’s financial information including the following
o Overall charity rating
o Expense breakdown (use charts if you like)
o Efficiency and capacity rating
o Revenue and Expense Breakdown
• Marketing and major events – basically how does the word get out about this charity – any good press, scandals, celebrities involved, website etc.
• List and explain why this is or is not a worthwhile charity
• ***COMPARE & CONTRAST BOTH CHARITIES – MAKE IT A SALES PITCH – BASICALLY WHY SHOULD SOMEONE WHO WANTED TO HELP ANIMALS FOR EXAMPLE DONATE TO CHARITY A AND NOT B.
POWERPOINT CRITERIA:
• Title slide introducing project & sector you choose
• Slide(s) for each charity – include pictures, charts etc. –make them VISUALLY APPEALING
• Use notepages – slides should NOT be cluttered with text – remember your group is presenting so use notes for your information
• Add sounds and animations where appropriate
• Get creative, but stay professional
GRADING – 2 TEST GRADES
DUE DATE: ______________________________________
|Your Name: ________________________________________ Pd. _______ | | |
|Team Members' Names:__________________________________________________________________________ |
|CATEGORY |Excellent 9-10 |Above Average 7-8 |Average 4-6 |Poor 0-3 | Score |
|Readability, colors & |Slides have visually (e.g., |Slides have visually been |Slides have visually been |slides are visually | |
|fonts |color, bold, italic) been |carefully planned to enhance |carefully planned to |unappealing and font | |
| |carefully planned to enhance |readability, appeal, and |complement the content. It |formatting makes it very | |
| |readability and content. |creativity. |may be a little hard to read.|difficult to read the | |
| | | | |material. | |
|Originality |Presentation shows |Presentation shows some |Presentation shows an attempt|Presentation is a rehash of | |
| |considerable originality and |originality and |at originality and |other people's ideas and/or | |
| |inventiveness. The content |inventiveness. The content |inventiveness on 1-2 slides. |graphics and shows very | |
| |and ideas are presented in a |and ideas are presented in an| |little attempt at original | |
| |unique and interesting way. |interesting way. | |thought. | |
|Content - Accuracy & |All content throughout the |Most of the content is |Is very basic and is fairly |The content is clearly flawed| |
|Interest Level |presentation is accurate. |accurate and interesting. One|dull. Not much research was |and/or inaccurate. It is | |
| |There are no factual errors. |point could have been |done and does no really hold |boring and showed no | |
| |It is very interesting and |expanded on and/or clarified.|audiences' interest. |research. | |
| |informative. | | | | |
|Use of Graphics |All graphics are attractive |A few graphics are not |All graphics are attractive |Several graphics are | |
| |(size and colors) and support|attractive but all support |but a few do not seem to |unattractive AND detract from| |
| |the theme/content of the |the theme/content of the |support the theme/content of |the content of the | |
| |presentation. |presentation. |the presentation. |presentation. | |
|Effectiveness |Project includes all material|Project includes most |Project is missing more than |Project is lacking several | |
| |needed to gain a comfortable |material needed to gain a |two key elements. It is an |key elements and has | |
| |understanding of the topic. |comfortable understanding of |incomplete presentation. |inaccuracies that make it a | |
| |It is a highly effective |the material but is lacking | |poor presentation. | |
| |presentation. |one or two key elements. It | | | |
| | |is an adequate presentation. | | | |
|Cooperation of team |Group delegates tasks and |Group delegates tasks and |Group delegates tasks and |Group is not effective in | |
|members during |shares responsibility |shares responsibility |shares responsibility |delegating tasks and/or | |
|presentation |effectively all of the time. |effectively most of the time.|effectively some of the time.|sharing responsibility. One | |
| | |There is a dominant leader. |Some members do not speak or |person seems to do it all. | |
| | | |are inactive. | | |
|Enthusiasm |Facial expressions and body |Facial expressions and body |Facial expressions and body |Very little use of facial | |
| |language generate a strong |language sometimes generate a|language are used to try to |expressions or body language.| |
| |interest and enthusiasm about|strong interest and |generate enthusiasm, but seem|Did not generate much | |
| |the topic in others. |enthusiasm about the topic in|somewhat faked. |interest in topic being | |
| | |others. | |presented. | |
|Volume |Volume is loud enough to be |Volume is loud enough to be |Volume is loud enough to be |Volume often too soft to be | |
| |heard by audience throughout |heard by all audience members|heard by all audience members|heard by all audience | |
| |the presentation. |at least 90% of the time. |at least 80% of the time. |members. | |
|Preparedness |Group is completely prepared |Group seems pretty prepared |The group is somewhat |The group does not seem at | |
| |and has obviously rehearsed. |but might have needed a |prepared, but it is clear |all prepared to present. | |
| | |couple more rehearsals. |that rehearsal was lacking. | | |
|Comprehension |Group is able to accurately |Group is able to accurately |Group is able to accurately |Group is unable to accurately| |
| |answer almost all questions |answer most questions posed |answer a few questions posed |answer questions posed by | |
| |posed by classmates about the|by classmates about the |by classmates about the |classmates about the topic. | |
| |topic. |topic. |topic. | | |
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
NON-PROFIT ORGANIZATIONS…RIGHTEOUS CAUSE OR RIP-OFF?
PRESENTATION FEEDBACK & ANALYSIS SHEET
Directions: For each presentation complete the worksheet below.
Overall Grade & Comments:
|Stage 1—Desired Results |
|Unit VI Topic: | |
|Strategic Planning and Fundraising | |
|Subject Area: | |
|Business | |
|Content Standard(s): | |
|Unit I satisfies the following New York State Standard(s): | |
|NYS Career Development and Occupational Studies Standards 1, 2 & 3a | |
|NYS Mathematics, Science, and Technology Standards 2, 5 & 7 | |
|NYS English Language Arts Standards 1, 3 & 4 | |
|NYS Social Studies Standard 5 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that … | |What is a Strategic Plan and how can it be implemented when planning a| |
|When raising funds for a charity (especially one not related to| |fundraising event? | |
|the school itself) it is crucial that the target market is not | |What are the primary differences between a fundraising event and an | |
|only asked for money, but is educated about the charity/topic | |advocacy service project? | |
|as well. | |How can money be raised in a manner that involves the direct selling | |
|There are vast differences in the coordination and | |of items to the target audience? | |
|implementation process when planning a fundraiser versus | |How should a charity be chosen and what should you look for in a | |
|launching a solely educational service project. | |charity in terms of marketability and overall value? | |
|A Strategic Event Plan must be implemented in order to create a| |Why do jobs need to be delegated during a service project and how are | |
|successful fundraising event. | |resources best managed? | |
|Choosing a worthwhile charity requires a student to fully | |Why are leadership and teamwork invaluable assets during a fundraising| |
|research the charity and weigh the pros/cons carefully before a| |service project? | |
|fundraising plan is put into action. | | | |
|Students will know… |Students will be able to… | |
|How to use research techniques to gather information about a worthy charity |Research a worthy charity and create a PowerPoint Presentation that | |
|and create materials that will educate students and raise money for a worthy|will act as a sales pitch to the class as to which charity should be | |
|cause. |used in the fundraising project. | |
|Why choosing an appropriate charity and sales item are important to the |Site examples of fundraising ideas. | |
|success of a fundraiser. |Outline the parts of a Strategic Plan. | |
|How to create a Strategic Plan and launch a fundraising project. |Create a fundraising Strategic Plan. | |
|How to develop promotional items that will yield monetary success. |Compare and contrast the planning involved in an advocacy service | |
|What items are needed in terms of supplies and manpower in order to launch a|project versus a fundraising service project. | |
|successful fundraiser. |Create promotional materials explaining the charity and fundraising | |
| |project. | |
| |Launch the fundraising service project. | |
| |Raise money for a worthy charity. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will create a Strategic Plan for their fundraising | |Observation of student work in progress. | |
|event. | |Level of participation during preparation of service project. | |
|Students will research a worthy charity and create a PowerPoint | |Feedback from staff and student body about service project. | |
|presentation describing the charity. | |Ability to work as a team on this fundraising project (enthusiasm and | |
|Students will develop promotional materials to support their | |professionalism). | |
|fundraising event. | |Journal entry of the results of this fundraising service project. | |
|Students will raise funds for the charity. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to the project by the teacher asking the students what they think the terms charity and fundraising means. The | |
|students will see examples of well known charities and will discuss what makes a charity worthwhile and how/why people donate to fundraisers. | |
|Students will break into teams and will utilize the Internet to research a charity of their group’s choice. They will then create a PowerPoint | |
|Presentation explaining that charity and will try and get their peers to vote their charity as the one to raise funds for. | |
|Class will vote on which charity should be used in this fundraising service project (ex. Animal shelter, cancer charity, children). | |
|After the students decide on charity, they will take notes and discuss the parts of a Strategic Plan | |
|Students will outline their Strategic Plan and choose what type of fundraising project they will undertake (ex. bake sale, car wash, raffle etc.) | |
|Students will create promotional materials for the fundraiser. | |
|The class will launch the fundraising service project – creating awareness about the project and collecting the needed material and/or capital. | |
|A class discussion and journal entry with a focus on the importance of unity, will close unit. | |
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
RESEARCHING A CHARITY TO RAISE FUNDS FOR
Directions: Before we fundraise for a “cause” we need to do some research and plan the fundraising event. Read over the entire worksheet and utilize the Internet and your personal opinions, thoughts, and ideas to complete it. You will create a PowerPoint Presentation and will present them to the class when everyone has finished researching their charity. This will be graded as a test.
1. Choose an exact charity - There are so many options…examine the Internet and utilize your personal experience and choose ONE to focus on – the one you think we should support.
▪ Write a brief outline of what the charity does and explain 3 reasons why this should be the charity we work with.
2. Mission & Goals of the Event – We can “sell” something like cookies, hold a bake sale, collect coins, sell novelties etc.. for 3 days from _________________ to _____________. Outline what we should do to raise money and awareness for this charity event. Create a name for the event and FULLY explain your idea(s).
3. Pricing – Outline how much the event will cost us to get the items and how much we should charge for the items. Basically, outline how much it will cost “us” to run the event. Make sure to include any items you think we should buy to sell or should we “make stuff”? This may require you going onto the Internet and getting prices, companies, and ordering information. In addition, outline how much money you hope to raise for this event.
4. Promotional Strategies –
▪ Create 2 promotions basically outline how you will get the “word out” to your audience and make sure to include ideas for flyers, announcements etc.
You can do the following questions separately OR you can combine them into 1 question/answer:
5. People & Internal Communication System – Outline who is responsible for each part of our sale “who” is running the event & their job/role, # people you need and outline how you are going to make sure the “people” running the event know what each other are doing (ex. Checklist)
6. Timelines for implementing the plan Create a basic schedule for when things are “due” – basically how long will it take you to put your plan into action.
7. Intervals of review and evaluation – Explain how you are going to measure progress and how you are going to make adjustments as needed (ex. if team member is not “pulling their weight”, over budget, cannot get the items you need/want, etc.).
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
PLANNING A PROMTIONAL EVENT…NOTE TAKING SHEET
Let’s Brainstorm: Before you plan an “event” what are some things you need to consider? Is planning necessary for every event? What is considered an event?
Strategic Planning:
Question to Ask: What are the steps involved in strategic planning?
1. Mission of the Business / Event
2. Goals of the Business / Event
3. Product Planning – what event, product, service will be marketed?
4. Marketing-Information Management – who are our customers and competition
5. Distribution System – how will the products/ event get to the consumer
6. Pricing - how much will it cost the customers
7. Promotional Strategies
8. Financing – How much will it cost “us” to run the event
9. Purchasing – What can we buy to make the event more profitable
10. Risk Management – What laws and legal issues & insurance requirements surround the event
11. Selling – how will we “sell” tickets to the event
12. People – who is responsible for each part of the plan – “who” is running the event & their job/role
13. Internal Communication System – making sure the “people” running the event know what each other are doing
14. Timelines for implementing the plan – schedules for when things are “due”
15. Intervals of review and evaluation – measuring progress and adjusting as needed
16. Review & the future – how was the event (feedback) and where do we go from here?
Question to Ask: How do we start to plan an event? Where do we begin? What are the first things we should look at?
Look First to your…__________________________________________________: which is a combination of the different types of promotion that will effectively reach their target market & potential customers .
CATEGORIES OF THE PROMOTIONAL MIX
• Personal Selling
• Advertising
• Direct Marketing (printed & electronic mailings)
• Sales Promotion (coupons, samples & displays – “gimmicks & giveaways”)
• Public Relations & Publicity (generate “free” awareness of product – “feel good”)
Question to Ask: How do you coordinate the Promotional Mix?
• Clearly communicate goals to all parties involved
• Create promotions that enhance each other
• Determine the budget and stick to it
Next Look to Your…___________________________________________________: basically who are you targeting the event to and how can you “sell” the event so your event is supported financially & patronized.
Finally Develop AIDA:
• Attract Attention Build Interest Get Customers to Desire event/item Ask for Action
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
FREEPORT ANIMAL SHELTER “TREAT” SALE FUNDRAISER DIRECTIONS
Directions: Read this document carefully and follow it to the letter! This is your overview and directions for the Freeport Animal Shelter Treat Sale Fundraiser. In order to “play fair” you need to read this and complete all the required additional handouts, BEFORE your team is permitted to start fundraising.
1. There will be 2 teams of 8 students each including a Project Manager for each team that coordinates the team, motivates the team, and is the direct contact between Ms. Woisin and the team. All team members will assist with the development, creation, production and sale of the treats.
2. The teams will put together all sales promotional material and treats using class time and their own time. Don’t forget this is a TEAM event and I will be giving both a team and an individual grade.
3. Each group will receive $50 seed money for the purchase of their cookies, ingredients, and packaging materials (bags, ribbons, ties etc). ALL TEAMS WILL BE REQUIRED TO PRODUCE RECEIPTS FOR ALL PUCHASED MATERIALS AND EACH TEAM WILL BE REQUIRED TO HAVE A BUGET THAT WILL BE UPDATED DAILY- BEFORE, DURING, AND AFTER THE SALE. IF AN ITEM IS “DONATED” THAT’S GREAT, NOTE IT ON YOUR BUDGET SHEET.
4. All groups will begin selling on ________________________________________________________ and will stop selling ____________________________________________________________.
5. You will sell in your other classes, carrying “bags around” with you; you will NOT sell in the lobby or by the Café before or after school at a “table”. The group who makes the most money (you do not have to use all of your seed money – whatever you don’t spend will be added to your team’s earnings) will win, but all monies will be donated to the Freeport Animal Shelter. Don’t forget you can log onto the shelter’s website at
GRADING:
o 1 test grade for “sales plan” worksheet and the promotional material (group grade)
o 2 test grades for sales – 100 first place and 80 for second place (SUBJECT TO CHANGE BY TEACHER IF NEEDED) (group grade)
o 1 test grade for effort (individual grade)
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
ANIMAL SHELTER FUNDRAISER STRATEGIC PLANNING WORKSHEET
1. Choose a name for your sales team and “explain” the name:
2. Outline the type(s) of snack(s) you’ll be selling and why you choose this item to sell? Include # of items in “package” and the price they’ll be sold for
3. Create a “name” for your product and outline why that name will appeal to your customers: (for example, even if you’re selling packages of Oreos you could name the package Oreo Madness etc.)
4. Create a “slogan”/“tagline” for your product and outline why that “slogan”/“tagline” will appeal to your customers: (for example, “Don’t let the madness of finals get you down…beat the stress with a pack of Oreos)
5. Your snack item should have some type of packaging…actually 2 packages, 1 for the food item itself and 1 that all of the items will be carried around in…describe them below.
A. Outline how you will “package” your SNACKS (# of snacks, bag tied with ribbon, etc.)
B. Outline how you will “package” your “CARRYING CASE”
LIST 3 GOALS FOR THE PROJECT (ATTAINABLE):
1. We plan to… ________________________________________________________________________
2. We plan to… ________________________________________________________________________
3. We plan to… ________________________________________________________________________
The budget and financial forecasting
PROJECTED BUDGET – EXPENSES:
|EXPENSE |PROJECTED COST ITEM |DOLLAR VALUE REMAINING |
|Starting Balance of Endowment | |$50.00 |
|EX. Clear bags for treats |40 per pack @ $1.59 each, 5 packs needed = $7.95 |$42.00 |
| |($8.00) | |
| | | |
|Starting Balance of Endowment | |$50.00 |
| | | |
| | | |
| | | |
| | | |
| | | |
PROJECTED BUDGET – INCOME:
|INCOME SORCE |PROJECTED VALUE |DOLLAR VALUE ACCUMULATED |
|DESCRIPTION | | |
|EX. Large bag of cookies containing 4 cookies |Sold for $2.00 a bag |Making 50 bags of these, planning to sell all bags |
| | |earning $100.00 |
|EX. small bag of cookies containing 2 cookies |Sold for $1.00 a bag |Making 50 bags of these, planning to sell all bags |
| | |earning $50.00 |
|TOTAL | |PROJECTED EARNINGS = $150 |
| | | |
|DECSRIPTION | | |
| | | |
| | | |
| | | |
| | | |
|TOTAL | |PROJECTED EARNINGS = $______ |
PROJECTED PROFIT:
|Take dollar value from projected income source |Take dollar value remaining from projected |=PROJECTED PROFIT IS |
|AND ADD IT TO |expense budget | |
|$___________________ | + $___________________ |= $___________________ |
Name: _______________________________________________ Pd.______
SERVICE LEARNING – SCHOOL YEAR 2009/2010 - BUSINESS EDUCATION
JOURNAL AND REFLECTION
Directions: It’s journal time again! Read the questions below and complete ALL sections. Hand in by the end of class. This will be a test grade.
▪ Animal Shelter Fundraiser (Freeport Shelter “Treat” Sale): rate this project by bolding and underlining the appropriate number, using a scale of 1-5, with 1as low, 2 as between low and medium, 3 as medium, 4 as between medium and high, and 5 as high.
|COMPONENTS OF PROJECT |LOW MEDIUM HIGH |
|Project was valuable one and “something” good was done |1 2 3 4 |
| |5 |
|We had enough time to prepare for the project/event |1 2 3 4 |
| |5 |
|I feel I personally gave a 100% to this project and utilized |1 2 3 4 |
|my talents fully |5 |
|I felt this project did “more harm than good” and divided the |1 2 3 4 |
|class |5 |
|In a service class there should be NO COMPETITION type |1 2 3 4 |
|projects – everything should be unified |5 |
|Even though we had “issues” throughout this project, I still |1 2 3 4 |
|liked doing it overall and thought we came together “in the |5 |
|end” | |
LIST 2 PROS OF THIS PROJECT:
1.
2.
LIST 2 CONS OF THIS PROJECT:
1.
2.
BRIEFLY SUM UP YOUR FEELINGS ABOUT THIS PROJECT:
▪ FIND A QUOTE THAT OUTLINES YOUR FEELINGS ABOUT THE IMPACT THIS PROJECT HAD ON YOU AND OUR CLASS AS A WHOLE:
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