Diversity Integrated Thematic Unit |
Service learning
Service Learning with a Visual and Performing Arts Aspect:
This unit attempts to fulfill the need for community in a learning environment. In order to build community on our campus we propose students advocate a celebration of diversity. After researching their student body and the diversity on campus, students will prepare projects that will be made public throughout the campus in one way or another. Students are given the choice of media for this advocacy art. The goal is to show the entire student body what they have in common with one another and at the same time show strength in uniqueness. This unit was designed for math and science integration, but can be formed for any content area. The science aspect comes into play as students learn about genes and heredity. Math is integrated by means of statistics and information gathering. Students collaborate with their peers by working together cross-content.
Steps:
Day 1: Investigation
Students are shown videos of diversity and different forms of raising awareness. Students start to brainstorm preferences
for their advocacy art.
Day 2: Preparation and Planning
Students select partners and create survey question(s) in which they want to bring to their student body at large.
Day 3: Action
Students will begin researching/ surveying student body on selected question(s). Calculations are then made from the data
collected.
Day 4-5: Action
Students create the advocacy art depicting their data or statement they want to publicize to the student body.
Day 6: Action/ Demonstration
Day of Presentation! As a class, the students "invade" the campus to post and/or present their advocacy art. Students
also provide a "thought bucket" next to their presentation to provide a place for feedback from their peers.
Day 7: Reflection
Using data and feedback from the student body, students reflect and report on their learning/findings throughout this unit.
Day 8: Evaluation
Students turn in their self assessed rubrics. Teacher provides feedback on the same specified rubric.
Steps:
Day 1: Investigation
Students are shown videos of diversity and different forms of raising awareness. Students start to brainstorm preferences
for their advocacy art.
Day 2: Preparation and Planning
Students select partners and create survey question(s) in which they want to bring to their student body at large.
Day 3: Action
Students will begin researching/ surveying student body on selected question(s). Calculations are then made from the data
collected.
Day 4-5: Action
Students create the advocacy art depicting their data or statement they want to publicize to the student body.
Day 6: Action/ Demonstration
Day of Presentation! As a class, the students "invade" the campus to post and/or present their advocacy art. Students
also provide a "thought bucket" next to their presentation to provide a place for feedback from their peers.
Day 7: Reflection
Using data and feedback from the student body, students reflect and report on their learning/findings throughout this unit.
Day 8: Evaluation
Students turn in their self assessed rubrics. Teacher provides feedback on the same specified rubric.
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