Service-Learning in Anne Arundel County

Sections:

2. Fact Sheet

3. Fellows

Contact the designated MSSA Regional Coordinator with questions, or to update information on this page.

1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Service-learning is infused into specific courses between grades 5-10. Excellent use of Fellows as training partners for service-learning.

Breakdown:
4th or 5th grade - social studies (5 hours)
6th grade - interdisciplinary team project (10 hours)
7th grade - interdisciplinary team project (10 hours)
8th grade - interdisciplinary team project (10 hours)
9th grade - U.S. Government (20 hours)
10th grade - English (10 hours)
10th grade - science (10 hours)

Reporting: Service-learning is tracked on report cards (as completion by grade level).

Transfer Policy: Hours earned are reported to other districts. Transfers in pick up at where they enter the system. Entry in 11th grade, students do 20 hours. Senior transfers do service-learning work under direction of principal.

3. Teacher Fellows (see overview)

I established a dialogue between high school students and their feeder schools to encourage positive student self-concepts and success in "real life" conflict and environmental situations. High school students in public speaking and literature classes teamed up with science students. They led Sunset Elementary School students in small group plays, poster creation, songs, and discussions about improving self, school, and community.

• Meet a recognized need in the community: This project met the needs of younger students by addressing various issues, such as fear of the dark and divorce. The older students served as mentors to the younger students.
• Achieve curricular objectives through service-learning: This project involved many academic skills taught in the classroom, especially writing skills. The students had to utilize skills such as usage of syntax, diction, and style.
• Reflect throughout service-learning experience: The students reflected throughout the project by remembering and reflecting on their own personal concerns and issues during their elementary school years.
• Develop student responsibility: Throughout the project the elementary school students became very attached to their high school mentors. The students were responsible for meeting with the elementary students on assigned days. They were also responsible for leading small group plays, making posters, creating songs, and leading small group discussions.
• Establish community partnerships: The teacher established partnerships with the feeder schools. Interaction between the administrators of Sunset Elementary School and Severna Park High School was critical to the success of this project.
• Plan ahead for service-learning: Before the project, arrangements were made with the local feeder schools.
• Equip students with knowledge and skills: The students learned about various topics such as adolescent development, effective interviewing skills, psychology and history of depression, and art skills.

Maryann Buckley, 1995, Severna Park Middle School (Vice Principal), 410-691-4344, dollbuckley@yahoo.com

1996: We have adopted Marley Creek and are analyzing the water quality and aquatic life. We have brain stormed many service learning activities including, community awareness, recycling, clean-up, legislative lobbying, storm drain painting, tree and plant planting and erosion control.

1995: My 8th grade students designed a hands-on science experiment using the 3rd grade curriculum. They collected materials and made a display board using the scientific method for their project. They went to a 3rd grade elementary school and taught their lesson and assisted the students in making their own science projects. They "taught" three classes of students. The 3rd graders then made their own science projects and entered them in the school and county science fair.

Shelley Finkelstein, 1994, South River High School, 410-956-5600

As a team, all the 9th grade Law and the Individual teachers involved more than 300 students in a service-learning project on cross cultural communication. For preparation, students participated in student led workshops on personalities and self-analysis. They studied the diversity of our communities and the need to actively participate in the community. For action, students went to Camp Letts, a YMCA Camp, to do environmental projects to improve their community. They also conducted a button making fundraiser in order to send money to relief agencies helping the victims of the Oklahoma City bombing. To reflect, they put together a slide show. We're planning another big project for next year!

Catherine Gistedt, 1997, Marley Middle School (Media Specialist), 410-761-0934

Students learn how to determine acceptable water quality of our environment using surveys, observations, and test kits. They then test, analyze and observe wildlife at Marley Creek in our community to determine a plan of action to improve the water quality or the wildlife habitat for this local creek.

Doreen Kok, 1994, Arundel Middle School, 410-674-6900, bkok@erols.com

Students built an outdoor classroom, trails, and animal houses for our wooded area (called Towsers Branch). The students cleaned and monitored the stream area - water testing, fish identification, plant study. Students work to improve the area through monitoring, projects and work days. They work in cooperation with the AA County Dept. Of Recreation and Parks and with the Dept. of Planning and Zoning by sharing data. The project is financed and supported by the Chesapeake Bay Trust.

Pat Neidhardt, 1995, Broadneck High School, 410-757-1300, aneidhardt@hotmail.com

1996: I have incorporated service-learning into Field Biology through group projects during classes and through individual projects. All students were asked to assess the needs of wildlife in their community and to do a project which would improve habitat. The project could be carried out on private/community property. All 10th graders planted marsh grasses along the perimeter of Wye Island to provide habitat and prevent erosion. Students also determined the source of nutrients fouling in a pond in Patapsco State Park. The conclusions were reported to park officials.

1995: Students earn credit toward graduation by choosing, planning, funding, and carrying out a summer environmental service project. The students spend 1 hour after school one day a week during spring semester during the planning phase. They camp out on site for one week during the summer. They spend 8 hrs a day working and participating in 2 hours of programs each evening. Two years the students selected grass planting (spartini) along the shore, building wood ducks, bat, and blue bird boxes on Wye Island. One year was spent at Horsehead Refuge planting grasses, trees and shrubs, and building various habitat boxes. I moved to a new school this year and will be starting new programs and incorporating service-learning wherever I can.