EIC: 12 th Grade “ LEGACY Service Learning Project ”

1. EIC: 12th Grade“LEGACY Service Learning Project” 2014-2015

2. What will be yourLEGACY?

3. Service -Learning • Consider your service learning project this year a Legacy that you will leave to the future students of Arabia Mountain or to members of the local community. • How can you be of service?

4. Service Learning VS. Community Service • Service Learning is directly linked to the academic curriculum. Whether you are writing letters to your congressman, creating environmental college reference binders for underclassmen, you are linking your academic skills to your service. • In contrast to community service, service-learning is a method that combines academic content with students genuine service to the school and community. • Our goal is not to just do one day of service, but to create something that could possibly carry on after you leave. • That is your LEGACY!

5. The next few slides will give you the background on a few environmental topics that may help you form an idea for your service project.

6. I. Environmental Legacy • Environmental legacies relate to the impacts that past and current community operations have had on water, soil, air and the environment. In general they can have health effects and impact ecosystems. Activities are aimed at reducing our environmental legacy, meaning erasing as much as possible the effects on the environment to avoid any healthor social effects, whether for students or for the neighboring population. • A. Environmental Safety (pesticides, cleaning supplies) • B. School sustainability plan • C. Water Rights/Contamination • Sample Service Learning Lesson Plan: • Environmental Legacy: http://www.nature.org/about-us/careers/leaf/resources-for-teachers/leaf-anthology-lesson-environmental-legacy-project.xml

7. II. Environmental Justice • Environmental Justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. Environmental justice communities are commonly identified as those where residents are predominantly minorities or low-income; where residents have been excluded from the environmental policy setting or decision-making process; where they are subject to a disproportionate impact from one or more environmental hazards; and where residents experience disparate implementation of environmental regulations, requirements, practices and activities in their communities. Environmental justice efforts attempt to address the inequities of environmental protection in these communities • A. Disproportionate impact. How is pollution related to inequality? • B. Demography: impacting services, voting-rights laws, immigration, the impact of foreclosures on certain neighborhoods. • C. Food Deserts: Did you know Arabia Mountain sits in a food desert? Look it up! • Sample Service Learning Lesson Plans: • Environmental Justice: http://www.nature.org/about-us/careers/leaf/resources-for-teachers/leaf-anthology-lesson-environmental-justice.xml • Food Deserts: http://www.nature.org/about-us/careers/leaf/resources-for-teachers/leaf-anthology-lesson-food-deserts.xml

8. III. Sustainability and Self-Sufficiency • Sustainability is based on a simple principle: Everything that we need for our survival and well-being depends, either directly or indirectly, on our natural environment. Sustainability creates and maintains the conditions under which humans and nature can exist in productive harmony, that permit fulfilling the social, economic and other requirements of present and future generations. Sustainability is important to making sure that we have and will continue to have, the water, materials, and resources to protect human health and our environment. • A. Georgia natural resources: what is sustainable? Fisheries, forest, agriculture, kaolin. • B. School sustainability plan • C. Mapping environmental resources: sustainable resources and environmental hazards • D. Urban runoff • E. Waste Management • Sample Service Learning Lesson Plans: • Perception of Place/Sustainability: http://www.nature.org/about-us/careers/leaf/resources-for-teachers/leaf-anthology-lesson-perception-of-place.xml • Cities of Today/Sustainability: http://www.nature.org/about-us/careers/leaf/resources-for-teachers/leaf-anthology-lesson-cities-of-today.xml • Urban Runoff: http://www.nature.org/about-us/careers/leaf/resources-for-teachers/leaf-anthology-lesson-urban-runoff.xml

9. V. Historic Preservation • Historic preservation is the practice of recognizing, protecting, using and appreciating our nation’s diverse cultural resources so that generations to come may benefit from them. Encompassing a wide range of resources—including houses, neighborhoods, commercial buildings, downtowns, bridges, churches, schools and battlefields—historic preservation is also an economic development tool that has proven to be an effective way to revitalize neighborhoods and downtowns. • A. Oral Histories • B. Architectural Preservation- Flat Rock Archives- Slave cemetery off Browns Mill Rd. • C. Food (history, preservation, heirloom foods) • Sample Service Learning Lesson Plans: • Oral Histories: http://storycorps.org/ • Food: http://www.nature.org/about-us/careers/leaf/resources-for-teachers/leaf-anthology-lesson-two-bucket-garden.xml

10. Service Learning Planning • • Today you will establish student teams, 3-4 per group. Each student will complete and turn in an Brainstorming Worksheet that you will do in groups. You will be identifying two natural and social interactions that fall under the theme of Legacy. Some of the interactions may end up being Social-Social (people helping people) but they should have some environmental piece. • EX. Students creating a recycling awareness program for an elementary school. • •Projects should be need-based. • Ex. If the elementary school already educates it students on recycling there is no need. • • When you are finished coming up answering the questions about your interactions, each group will choose their favorite interaction that could be used to create the class’ service learning project and share it with the class. • After all groups report out, as a class you will choose the project you would enjoy and fits the idea of Legacy best.

11. Service Learning Planning • A few things to keep in mind as you choose your service project: • Keep these projects small and do-able. You only have 7 more class periods to complete the project! If you have something bigger picture, no fear! This year we will be completing 2 service learning projects, 1 per semester. The two projects can be related, but do not have to be. • Accountability is key! You must be able to document that you completed your project with images, video, research, interviews, etc. • These types of projects look great on a resume or college application! Lets look at our timeline

12. Time Line: see calendar for dates • Session 1: Intro to EIC & Systems • Session 2: Identify systems interactions & Environmental Service Learning Project • Session 3: Finalize Environmental Service Learning Project & begin to collect data • Session 4: Continue data collection & begin Environmental Service Learning Project • Session 5: Begin writing paper & creating PPT Presentation • Session 6: Research & continuing Environmental Service Learning Project • Session 7: Research & continuing Environmental Service Learning Project • Session 8: Submission of paper and PPT Presentation. • Session 9: (TBD) Submission of paper and PPT Presentation.

13. Homework • Each student will complete the Team Design Worksheet and return the Friday before our next EIC meeting. • Due: Friday October 10th • This will allow your teacher time to review your work and decide which team designs are best to implement with the project.