Learning to Serve & Serving

to Learn

Service Learning Recommendations for Fifth

Grade Students
Megan Curtis
 6 March 2017

1 Service Learning for Fifth Grade Students

Table of Contents
TABLE OF CONTENTS..........................................................................................1
ABSTRACT......................................................................................................... 2
INTRODUCTION.................................................................................................. 3
WHAT IS SERVICE LEARNING?..................................................................................................... 3
HOW IS IT BENEFICIAL?............................................................................................................. 3
METHODOLOGY.................................................................................................. 4
SERVICE LEARNING TOPICS........................................................................................................ 4
Environment.................................................................................................................... 4
Hunger............................................................................................................................ 4
Global.............................................................................................................................. 4
CONNECTION TO COMMON CORE................................................................................................ 4
RESULTS............................................................................................................ 5
Environment.................................................................................................................... 5
Hunger............................................................................................................................ 5
Global.............................................................................................................................. 6
ANALYSIS.......................................................................................................... 6
Environment.................................................................................................................... 7
Hunger............................................................................................................................ 7
Global.............................................................................................................................. 7
RECOMMENDATIONS..........................................................................................8
HOW CAN SERVICE LEARNING BE IMPLEMENTED IN THE CLASSROOM?..................................................8

CONCLUSION..................................................................................................... 8
REFERENCES...................................................................................................... 9
APPENDIX A..................................................................................................... 10
RECOMMENDED READING........................................................................................................ 10
APPENDIX B..................................................................................................... 11
COMMON CORE STANDARDS.................................................................................................... 11
Anchor Standards.......................................................................................................... 11
Fifth Grade Standards................................................................................................... 12
 6 March 2017

2 Service Learning for Fifth Grade Students

ABSTRACT
The purpose of this report is to explain the importance of service learning
projects for fifth grade students. Service learning is meaningful community
service that provides students with the opportunity to practice research,
critical thinking, problem solving, and reflection skills. After providing
background information about service learning, I explore three fields of
service: environmental, hunger, and global issues. These issues occur in
most communities, making them pertinent to both the students serving and
communities served. They are broad categories that can be adapted to meet
specific needs and interests of the community and students. Then I review a
project in each field and provide information about its learning objectives. In
the analysis section, I summarize the benefits and drawbacks of each
project. In conclusion, I recommend starting with a simple service learning
project and then expanding to projects that meet the interest and need of
your students and community. The simple service learning project in this
report is the one that addresses hunger issues. It provides lessons for
students to learn about child hunger in their communities, identify needs,
learn about their own strengths that can help others, and work with their
school to collect food for a foodbank. Additional resources and aligned
standards are included in the appendixes.
 6 March 2017

3 Service Learning for Fifth Grade Students

INTRODUCTION
In this report, I will provide you with information about what service learning
is, how it benefits students and communities, how to implement service
learning projects in your classroom.

What is service learning?

According to the National
Service Learning Clearinghouse,
service learning is a teaching
and learning strategy that
integrates meaningful
community service with
instruction and reflection to
enrich the learning experience,
teach civic responsibility, and
strengthen communities
(Bandy, J.). In other words,
service learning is a teaching
strategy that incorporates
community service. Generally,
service learning projects follow
the model in figure 1. They start figure 1
Adapted from the National Clearinghouse of
with an investigation into a Service-Learning
problem. Once a problem is
identified, participants can plan
and implement a project to help alleviate that problem. Afterwards, they
reflect on the project, its impact, and what people learned. Then they present
and celebrate their achievements (Arias, W.).
Service learning differs from community service because it involves an
intentional education piece. Community service just involves the action piece
of a project. Service learning focusing on the investigation, planning, and
reflection of the project as well. In these steps students are challenged to
critically think about their community, the world, and their impact on them.
Students have to investigate a problem through research which can happen
online, in books, or by interviewing experts in the field. They must then
synthesize their knowledge and produce a project that will address the
problems they found. Throughout their project and in the end, students have
to reflect on what they learned, what they accomplished, and further
implications of their project. These steps connect community service to
academic learning.
 6 March 2017

4 Service Learning for Fifth Grade Students

How is it beneficial?
Service learning benefits both the students completing the work and the
community receiving the services. It benefits students by helping them:
increase their problem solving skills
apply skills in real world situations with real outcomes
connect to their community
develop a deeper understanding of themselves, their community, and
society
build career readiness skills
increase their civic responsibility
develop leadership skills
work as a team (Arias; Kaye, C. B. 2010 p. 9; Van Gelder, P. 2014).
It benefits communities by:
completing community improvement projects
providing new energy and perspectives on community needs
creating better relationships with young people
connecting schools with community organizations (Arias; Bandy)

METHODOLOGY
Service Learning Topics
For this report, I reviewed service learning curriculum for fifth grade
classrooms. I focused on finding projects that had measurable outcomes and
connection to standards. I used several websites, including Learning to Give,
to search for projects containing both volunteer and academic components.
This site has complete service learning plans organized by both topic and
grade level. I divided my research into the following topics:
Environment
This category included any service learning projects involving environmental
factors, renewable resources, sustaining resources, reducing consumption
and waste, reusing items, recycling, gardening, sustainable living practices,
sustainable food systems, and human and environment interactions. I chose
a project in this category that could be completed in a variety of settings,
including school based or community wide.
Hunger
This category included both local and global issues concerning access to
quality food for people of all ages. I chose a project that focused on student
nutrition, contributing factors to hunger, and community level involvement.
Global
This category included any topic concerning people on a global level.
Common topics involved environmental issues, hunger, war, human rights,
lack of proper healthcare, and poor education access. I chose a project that
 6 March 2017

5 Service Learning for Fifth Grade Students

connected global issues to current events and local populations to help

younger students see their role in the world.

Connection to Common Core

Service learning projects can be designed for any subject. Appendix B lists all
of the Common Core Anchor and Fifth Grade standards that all service
learning projects meet. Specific projects will meet more standards than what
is listed.

Results
Environment
This project comes from the Learning to Give website and is titled Cool Kids
Compost. Its focus is to promote responsible use of resources. This lesson
first has students conduct research through surveys to learn
about food waste at their own school. Then they research
various ways to reduce food waste, plan a project
around one of those ways, and implement it in their
school cafeteria.
The lesson objectives are as followed:
Students will:
define environmental stewardship.
recognize the need for recycling food waste.
develop questions in order to understand the importance and process
of composting.
investigate food waste in the school.
demonstrate understanding of new vocabulary through graphic
representations.
communicate in writing the results of their food-waste survey.
discuss a literature selection on composting.
compare and contrast dirt and compost through observation.
recall vocabulary related to composting.
research information about composting.
brainstorm ideas for a service-learning project.
come to a consensus with classmates on a service project related to
food waste.
create a plan of action and complete the service project.
reflect on the impact of their project.
share the results of their service with peers and/or family (Cool kids
compost).

Hunger
This project comes from the Learning to Give website and is titled What will
you bring to the table? The focus of this project is to teach students about
food scarcity in their communities and then have the students come up with
 6 March 2017

6 Service Learning for Fifth Grade Students

a project to help solve the problem. The table is used as a theme throughout
the lesson as students are asked to think about what they can bring to the
table beyond food when solving problems. Additionally, a table is suggested
for being the base of a food drive and presenting the students work. The
reflection points in this lesson revolve around hiding from problems and
how to avoid it and how students can share their knowledge with others.
The lesson objections are as followed:
Students will:
deduce patterns and discover a "rule" through a
word game.
investigate child hunger locally or in the U.S.
compute hunger statistics using ratio and
researched local statistics.
identify time, talent, and treasure students can
bring to the table.
prepare for the service experience with planning and goal
setting.
take action through designing and carrying out a service to address the
issue of child hunger.
use communication skills to advocate, promote, and demonstrate
(What will you bring to the table).

Global
This project comes from the Michigan State University College of Education
and is titled Fighting for Freedom. The focus of this project is to teach
students about slavery, both past and current, and develop a project to help
people who have been rescued from slavery. Slavery was chosen as the
focus of this project because it is a prevalent problem in the world, but most
students learn about it as it relates to United States
history. Students will make donation boxes for refugee
centers to collect necessities and educate the
community about slavery. Reflection for this project
will revolve around the idea of what it means to be a
hero. Cen
The lesson objectives are as followed: Ref
ter
Students will: uge
e
analyze the development of the slave system in
the Americas and its impact on the life of Africans.
identify a problem and analyze information to solve it.
present the solution to inform others.
utilize key ideas and details when reading informational text.
utilize key ideas and details when reading literature (Yuhas, N.,
Lancaster, L., Kimak, J., Downey, S., & Daw, M., 2012).
 6 March 2017

7 Service Learning for Fifth Grade Students

ANALYSIS
Each of the reviewed programs has elements to enhance classroom
education. They have specific objectives, standard alignments, and activities
that promote critical thinking and problem solving skills. Table 1 addresses
some of the benefits and drawbacks of each project.

Benefits: Benefits: Benefits:

Whole school
component
What will
Needed in all
communities
History
connection
Cool Kids
Science
connection
you bring
Celebration of
individual talents
Fighting for
Relates to current
events
Compost
Communication
practice with
to the
Builds empathy Freedom
Can be completed
in most settings
peers table?
Drawbacks: Drawbacks: Drawbacks:
Need space for May be a sensative Need a nearby
composting at topic for some refugee center
school students Discusses a
Need uses for Donation drive are controversial issue
compost common in schools Teacher creates
Need someone Requires more of the lesson
committed to participation of components
maintaining project parents

Table 1

Environment
Cool Kids Compost is a more time-intensive project that requires coordination
and commitment from the school. Once students research and plan their
project, the school will need to have the capacity to implement and maintain
a composting system. This may not be feasible in all schools. Adaptations of
this project may include partnering with a community garden, implementing
a compost system for a week, or preparing a recommendation report for the
school explaining why this project is necessary.

Hunger
What will you bring to the table? is similar to community projects commonly
completed in schools. This can make it easier as people will understand it
and know how to support it. However, this may be a drawback as student
interest may be less or the school may already have similar projects in place.
The added benefits of this project that differs from traditional food drives are
that it teaches students about hunger in their communities and can help
children build empathy.
 6 March 2017

8 Service Learning for Fifth Grade Students

Global
Fighting for Freedom is a project that ties history lessons about slavery to
modern day slavery. The project itself is similar to many other clothing
drives. However, this project has a different population than most. This
project would be most appropriate in a community where there are refugees.
However, with current events, this topic may bring up sensitive issues, so
teachers must know their students and parents to present this project in the
most appropriate manner.

RECOMMENDATIONS
Start with What will you bring to the table? This is a relatively simple,
common, and uncontroversial project where students can most likely achieve
success. From there, find other projects that meet the interest of your
students, school, and community. This may include one of the other projects
presented here or a project designed specifically for your classroom.

When completing any service learning project, focus on the research and
reflection. Ensure students know why they are doing the project and what its
effects are. Allow students time to think about what they did, what went well,
and what could go better in the future. These components of service learning
build on those skills that students will need most throughout their lives. They
help students problem solve, think critically, and work with one another.

How can service learning be implemented in the

classroom?
Service learning may seem daunting at first, but do not fret. There are
numerous resources available to anyone who is interested in implementing
service learning in her classroom. To get started:
1. Read this report for project recommendations.
2. Read suggested resources in Appendix A, if desired.
3. Start small.
4. Align the project with standards.
5. Collaborate with other teachers or community organization (Cooper, A.)

CONCLUSION
To sum up, service learning projects are greatly beneficial to students,
schools, and communities. They help students connect with their
communities and gain skills applicable in the life outside of school. They
promote positive messages about young people in the community and
provide needed service. Service learning projects are more meaningful than
community service, so they may take more time and preparation from
teachers. However, they can be connected to classroom standards and
objectives to make that extra time well spent.
 6 March 2017

9 Service Learning for Fifth Grade Students

Please see Appendix A for a list of books to help you get started with service
learning in the classroom. If you run in to any problems, need advice, or need
extra support, please do not hesitate to call our organization at 555-555-
5555. We are here to support youth involvement in the community and
would like to help in any way possible.
 6 March 2017

10 Service Learning for Fifth Grade Students

REFERENCES
Arias, W. (n.d.). Service learning. Retrieved from
https://reachmilitaryfamilies.umn.edu/book/export/html/3828

Bandy, J. (n.d.). What is service learning or community engagement?

Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-
engagement/

Cool kids compost. (n.d.) Retrieved from

https://www.learningtogive.org/units/cool-kids-
compost

Cooper, A. (n.d.). Service learning success. Retrieved from

https://www.scholastic.com/teachers/articles/teaching-content/service-
learning-success/

Kaye, C. B. (2010). The complete guide to service learning: Proven, practical

ways to
engage students in civic responsibility, academic curriculum, & social
action. Minneapolis, MN: Free Spirit Publishing Inc.

Van Gelder, P. (2014). Study of fifth grade service learning (Unpublished

master thesis).
Dordt College, Iowa.

What will you bring to the table? (n.d.) Retrieved from

https://www.learningtogive.org/units/what-will-you-bring-table-3-5

Yuhas, N., Lancaster, L., Kimak, J., Downey, S., & Daw, M. (2012, May).
Fighting for freedom.
MSU College of Education (lesson plan).
 6 March 2017

11 Service Learning for Fifth Grade Students

Appendix A
Recommended Reading
Doing Good Together: 101 Easy, Meaningful Service Projects for
Families, Schools, and Communities by Jenny Friedman Ph.D. and Jolene
Roehlkepartain provides information for how families, schools and
communities to complete service projects in twelve different topic areas.

Real Kids, Real Stories, Real Change: Courageous Actions Around

the World Paperback
by Garth Sundem tells the stories of young people from around the world
who took action to make a difference in their communities.

The Complete Guide to Service Learning: Proven, Practical Ways to

Engage Students in Civic Responsibility, Academic Curriculum, &
Social Action by Cathryn Berger Kaye M.A. provides instruction for
educators to integrate service learning into curriculum.

The Kid's Guide to Service Projects: Over 500 Service Ideas for
Young People Who Want to Make a Difference by Barbara A. Lewis
provides hundreds of ideas for both large and small service projects.
 6 March 2017

12 Service Learning for Fifth Grade Students

Appendix B
Common Core Standards
Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and expressing
their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3
Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric.
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
 6 March 2017

13 Service Learning for Fifth Grade Students

CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.

Fifth Grade Standards

CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
CCSS.ELA-LITERACY.RI.5.4
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in
two or more texts.
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem
efficiently.
CCSS.ELA-LITERACY.RI.5.8
Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably.
 6 March 2017

14 Service Learning for Fifth Grade Students

CCSS.ELA-LITERACY.RI.5.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the
grades 4-5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.5.3
Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
CCSS.ELA-LITERACY.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal contrast, addition,
and other logical relationships (e.g., however, although, nevertheless,
similarly, moreover, in addition).