Service Learning-Pennies for Patients

Title of Project: Pennies for Patients

Grade Level:  Kindergarten

Number of Students Participating:    98

Contributed by: 

Teacher: Melinda Hyden                            

                        Representative from The Leukemia and Lymphoma Society:  Besty Ruwe

                         School Nurse:  Teresa Bezold

School:  Crossroads Elementary

District or County: Campbell County

Overview/Description of Project:  Integrated with economics, health, math.

Students participate in a project to learn about being a contributing member of society by raising money for a service that helps blood disorder cancer patients (leukemia/lymphoma). Math concepts are integrated and applied by counting money, and reviewing place value.  

Goals:  

Students will learn and understand the difference between a good and a service.  (Economics Unit)

Students will learn about blood disorder cancers, leukemia and lymphoma.

Students will learn about the cost of research and services to provide care for patients.

Students will calculate the amount of money collected.

Students will learn the value of a penny, dime and dollar.

Students will count pennies out in sets of 10 to trade for dimes, and trade dimes for a dollar.

Core Content Areas:

Mathematics

• K.CC.1. Count to 100 by ones and by tens.
• K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.

                When counting objects, say the number names in the standard order, pairing each object with one and only one number name   
                 and each number name with one and only one object.

• K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
• K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings¹, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.    
• Set foundation for 1st grade standard :1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

• 10 can be thought of as a bundle of ten ones — called a “ten.”
• Set foundation for 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

• NS.K-4.6 PERSONAL AND SOCIAL PERSPECTIVES As a result of activities in grades K-4, all students should develop understanding of
• Personal health
• NSS-EC.K-4.3 ALLOCATION OF GOODS AND SERVICES 
  Different methods can be used to allocate goods and services. People acting individually or collectively through government, must choose which methods to use to allocate different kinds of goods and services.
• NSS-EC.K-4.11 ROLE OF MONEY 
  Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
• NSS-C.K-4.5 ROLES OF THE CITIZEN

PARC MODEL STEP-BY-STEP GUIDE

STEP 1: PREPARATION

-Information on the project is sent to parents/guardians.  (Send newsletter the week before begin project).

-School Nurse, Teresa Bezold presents information and facts about program, explains the money raised goes to research and to help patients financially.  She also explains what blood cancers are, chemothrerapy and radiation(Day newsletters go home).

-Watch videos from Leukemia and Lymphoma website: 

http://www.schoolandyouth.org/school/Controller?action=loadContent&itemid=575074

-”KICK OFF” held by Besty Ruwe, from The Leukemia and Lymphoma Society, gives presentation in the gym. (First day)

-Students have been learning the difference between a good and a service for the Economics Unit of Study.  This will help reinforce these concepts. (Use as one of the culminating activities for Economics).

-Students are currently learning about money and place value in conjunction with the 100th day of school.  This will help student have a real life experience with money.  (Ongoing lesson)

STEP 2: ACTION   

Money will be collected over a 3 week period in February.

Students count money at least 2 times a week with adult guidance.

Students chart amount of money counted. (On the days money is counted).

Students present money raised to Leukemia and Lymphoma Society.  

STEP 3: REFLECTION  

Students determine what services could possibly be covered with the amount of money raised.

They determine on at least a weekly basis how much money raised, if have enough to cover a service, what service(s) could be 

        covered, how much more needed for a service, etc.

STEP 4:  CELEBRATION/DEMONSTRATION:

Each classroom teacher sets a goal with students.  If class meets the goal, the class earns a celebration selected by class.  

Classroom success is announced during school wide morning news.

Students invite Besty Ruwe and present the money.  Forward information to Julie Hale, districts public relation coordinator, to post on web and/or in local newspapers.  (Julie may wish to come when students present money).

Leukemia and Lymphoma Socitey presents the following:

• Bronze Pennant: Classrooms raising $100-$199
• Silver Pennant: Classrooms raising $200-$299
• Gold Pennant: Classrooms raising $300 or more!

Reflection / Video

Reflection on change:  This is a claymation that my class made years ago. I just learned how to post it on school tube.  I have been wanting to do more media presentations such as these but have not been able to for various reasons. I am wanting to use technology to publish individual students or classroom work.  I would like to have  them participating in the digital world more though blogs, using the computers to type versus writing in a notebook, Photo Story, Movie Maker, iMovie, etc.. I know there are websites where students can share work, too.  How motivating!  This is how I would like to make a permanent change.

EDG 693 Blog Entry #1

Hello.  My name is Melinda Hyden and I teach kindergarten at Crossroads Elementary.  I selected the book, Reading, Writing, and Learning in ESL, by Suzanne F. Peregoy and Owen Boyle.  In the most recent years I have had 1 to 4 ESL students in my room.  I would like more knowledge in meeting ESL students' needs and connecting with ESL families.  With teaching kindergarten I think suggestions in this book would also enhance reading/math literacy and content vocabulary.  It will benefit all students whether ESL or not.


Engage Students:


1.  Students are able to write and reflect in writer's notebooks/journals on a daily basis.  Some entries are about themselves, some entries are about what we are reading and some entries are where they make connections to content we are learning to help develop vocabulary.  Students are at various stages of writing and it allows for them to express themselves at the level they, are such as: scribbling, drawing, letters, words, sentences, etc.  Progress is easily documented and observed.


2.  Students participate in centers where they get to work cooperatively together.  This helps with language and social development.  They participate in reading/writing/math learning games, read to one another, participate in pocket chart activities, parallel play, and other hands on opportunities. 


3.  Students get to use technology in a variety of ways in order to actively engage them in the development of speaking, listening, reading and writing.  Some of the ways my students get to use technology are:

• use the computers independently and/or with a partner to practice reading, writing and math skills by visiting various websites and using microsoft word
• use the smart board during centers or large group instruction for active engagement/involvement
• listen to stories via the web or listening center
• use the document camera to share/demonstrate/model work for other student
• use the microphone to share stories, ideas, sing, etc.  
• participate in blogs later in the school year