Old Streetcar Being Restored
Lewis & Clark County historic preservation commission at work on "Old #3".
Local historical groups and Capital High School are working to restore part of the area’s transportation history. In a couple of years, they hope to finish work on an old trolley car and they are looking for help in completing that job.
This story began in 1909 when a new vehicle was delivered to Helena, one that would ply the city’s streets for nearly two decades. It was the most modern of contraptions, built of wood and iron and steel and, mercy sakes, it was electrified. The vehicle was Helena Streetcar #3, with a cherry wood interior and rattan seats fancy enough to satisfy Helena’s most discriminating rider. Into it clambered commuters and school kids, businessmen and shoppers, workmen and people headed for an afternoon at the park. Part of a mass transportation system that spanned the distance between the State Nursery and the East Helena smelter, it operated from downtown into the suburbs of Lennox, Kenwood and the 6th Ward.
But even in 1909, riding through town in this new car was routine. Electric streetcars, or trolleys as they were also known, had been operating in Helena for nearly twenty years. They must have been taken for granted, these silent running people movers whose sunken tracks ribboned Main Street in pairs and stretched down avenues like Hollings, 8th and Idaho. It would have surprised area residents to learn that in less than another twenty years the streetcars would be no more; that nearly every local family would have a personal automobile and if they needed to use mass transportation they would be riding something called a bus.
In 1927 the Helena area system shut down. It was an era in which many other streetcar systems around the nation terminated service, outdone by the flexible, autonomous, gasoline engine. General Motors and other automobile interests helped remove streetcars nationwide. Trolley rails were ripped up and the trolleys were sold to lines still in operation, scrapped or hauled off to serve as sheds and chicken coops. Some, however, housed people.
Trolley #3, our trolley of 1909, was one of the survivors. Moved to a dairy west of Helena, it was parked near Tenmile Creek, boarded up and fitted with a stove and newspaper matte insulation. A new floor was laid down on the old trolley boards and doors with proper knobs and hinges were installed. In this converted state, Old #3 became host to a family of Italian immigrants who spent a chilly winter in its confines while working at the dairy. Then relegated to use as a storage shed, #3 idled away until 1950 when a collector bought it and it moved to Silver Star, Montana where it again sat for years until another owner moved it to Big Sandy with the intention of restoring it or using it for parts in a restoration.
By the turn of the 21st century, Old #3 was redundant even as a source for parts. With no prospects, it was offered to the City of Helena as an historic artifact and in 2006 the car returned to its 1909 destination. A restoration was to be funded by TIF monies but these were diverted. Thus began the fun.
Today Old Helena Trolley (or streetcar, if you like) #3 has been taken apart and is being put back together again by the Helena/Lewis and Clark County Historic Preservation Commission on behalf of the City. Capital High School and the Lewis and Clark County Historical Society are key partners in the effort. The project is nothing short of magical. With half the $50,000 raised for materials, these groups have created an interactive learning project where students contribute major aspects of the research and restoration of the trolley. Capital High woodworkers are repairing and recreating parts, history and media students are interviewing people who lived in and are working on the trolley, computer classes are recreating a 3-dimensional electronic image of the trolley and there will be more to come, according to Preservation Commission chair Ray Read. "Some day soon, the trolley will be on display with historic signs and exhibits and we want the students to be helping with that", says Read, "Even when completed, the trolley can serve as the backdrop of historical skits and productions. The possibilities for its use are limited only by the imagination."
Read credits Capital High School staff for making collaboration with the students possible. "We weren’t sure this was doable two years ago, but the teachers and administration had confidence in those young people," he recalls. "The shop teacher, Mr. Pierce, was especially, key." Read flashes a big grin and adds, "Now we are so proud of the work those kids are doing we could bust."
Volunteers also make the project happen. George Hoff leads a small crew in planning and conducting the restoration. "We are a step ahead of the money," he grins, "But the project is flowing pretty well." When the cash gets short, George contributes his own resources. "I’ll recover most of it," he says confidently. "The Commission has been successful in covering costs so far." With half the project to go, Hoff has plenty of work to look forward to. "Epoxy applications and sanding are our biggest task," he explains. "We don’t have students doing that and are asking people to come down and help." George also needs volunteers for painting and carpentry jobs."There’s enough to keep somebody busy," he grins, "and it’s a lot of fun."
For more information about this project, please contact: Paul M. Putz, Helena/Lewis & Clark County Historic Preservation Officer, Helena, MT 59623, PPUTZ@co.lewis-clark.mt.us.
Lewis & Clark County historic preservation commission at work on "Old #3".
Local historical groups and Capital High School are working to restore part of the area’s transportation history. In a couple of years, they hope to finish work on an old trolley car and they are looking for help in completing that job.
This story began in 1909 when a new vehicle was delivered to Helena, one that would ply the city’s streets for nearly two decades. It was the most modern of contraptions, built of wood and iron and steel and, mercy sakes, it was electrified. The vehicle was Helena Streetcar #3, with a cherry wood interior and rattan seats fancy enough to satisfy Helena’s most discriminating rider. Into it clambered commuters and school kids, businessmen and shoppers, workmen and people headed for an afternoon at the park. Part of a mass transportation system that spanned the distance between the State Nursery and the East Helena smelter, it operated from downtown into the suburbs of Lennox, Kenwood and the 6th Ward.But even in 1909, riding through town in this new car was routine. Electric streetcars, or trolleys as they were also known, had been operating in Helena for nearly twenty years. They must have been taken for granted, these silent running people movers whose sunken tracks ribboned Main Street in pairs and stretched down avenues like Hollings, 8th and Idaho. It would have surprised area residents to learn that in less than another twenty years the streetcars would be no more; that nearly every local family would have a personal automobile and if they needed to use mass transportation they would be riding something called a bus.
In 1927 the Helena area system shut down. It was an era in which many other streetcar systems around the nation terminated service, outdone by the flexible, autonomous, gasoline engine. General Motors and other automobile interests helped remove streetcars nationwide. Trolley rails were ripped up and the trolleys were sold to lines still in operation, scrapped or hauled off to serve as sheds and chicken coops. Some, however, housed people.
Trolley #3, our trolley of 1909, was one of the survivors. Moved to a dairy west of Helena, it was parked near Tenmile Creek, boarded up and fitted with a stove and newspaper matte insulation. A new floor was laid down on the old trolley boards and doors with proper knobs and hinges were installed. In this converted state, Old #3 became host to a family of Italian immigrants who spent a chilly winter in its confines while working at the dairy. Then relegated to use as a storage shed, #3 idled away until 1950 when a collector bought it and it moved to Silver Star, Montana where it again sat for years until another owner moved it to Big Sandy with the intention of restoring it or using it for parts in a restoration.
By the turn of the 21st century, Old #3 was redundant even as a source for parts. With no prospects, it was offered to the City of Helena as an historic artifact and in 2006 the car returned to its 1909 destination. A restoration was to be funded by TIF monies but these were diverted. Thus began the fun.
Today Old Helena Trolley (or streetcar, if you like) #3 has been taken apart and is being put back together again by the Helena/Lewis and Clark County Historic Preservation Commission on behalf of the City. Capital High School and the Lewis and Clark County Historical Society are key partners in the effort. The project is nothing short of magical. With half the $50,000 raised for materials, these groups have created an interactive learning project where students contribute major aspects of the research and restoration of the trolley. Capital High woodworkers are repairing and recreating parts, history and media students are interviewing people who lived in and are working on the trolley, computer classes are recreating a 3-dimensional electronic image of the trolley and there will be more to come, according to Preservation Commission chair Ray Read. "Some day soon, the trolley will be on display with historic signs and exhibits and we want the students to be helping with that", says Read, "Even when completed, the trolley can serve as the backdrop of historical skits and productions. The possibilities for its use are limited only by the imagination." Read credits Capital High School staff for making collaboration with the students possible. "We weren’t sure this was doable two years ago, but the teachers and administration had confidence in those young people," he recalls. "The shop teacher, Mr. Pierce, was especially, key." Read flashes a big grin and adds, "Now we are so proud of the work those kids are doing we could bust."
Volunteers also make the project happen. George Hoff leads a small crew in planning and conducting the restoration. "We are a step ahead of the money," he grins, "But the project is flowing pretty well." When the cash gets short, George contributes his own resources. "I’ll recover most of it," he says confidently. "The Commission has been successful in covering costs so far." With half the project to go, Hoff has plenty of work to look forward to. "Epoxy applications and sanding are our biggest task," he explains. "We don’t have students doing that and are asking people to come down and help." George also needs volunteers for painting and carpentry jobs."There’s enough to keep somebody busy," he grins, "and it’s a lot of fun."
For more information about this project, please contact: Paul M. Putz, Helena/Lewis & Clark County Historic Preservation Officer, Helena, MT 59623, PPUTZ@co.lewis-clark.mt.us.
Students Publish Local History Online
K-12 TEACHERS UNVEIL STUDENT-CREATED LOCAL HISTORY WEBSITES
Over the past two years, 25 teams of teachers and students from across Massachusetts, working with local museums and historical societies and the Hampshire Educational Collaborative (HEC), have researched and published local history narratives and source materials on the web. The results of these Windows on History projects are impressive. To celebrate their successes, a dozen teachers unveiled their sites June 2 at HEC via a bank of computers. (See sites at http://tah.collaborative.org under “Windows on History.”)
Students in several Western Massachusetts communities helped local historians present stories on the web through HEC’s Windows on History program. Students analyze and write about primary sources – documents and artifacts from the past. Students examine the sources to see what they have to say about national issues and themes of the past. Then the students create web sites based on their research to share history with the public. In the process, students learn the knowledge, skills, and intellectual discipline of traditional American history.
Some of the many student-created online histories feature: three centuries of agriculture in Hadley, the rise and decline of mills in Easthampton and Holyoke, transportation and the Connecticut River in South Hadley, the recreational trail in Southwick, elementary schools in West Springfield, and a Monson quarry.
Windows on History projects began in July, 2006 and June, 2007 at summer history colloquia offered by HEC and Historic Northampton, the Springfield Armory, and University of Massachusetts historians, educators, and computer scientists. HEC’s 2008 summer program begins June 23. The program is free thanks to a Teaching American History grant from the U.S. Department of Education. Teachers may receive stipends and credit. Contact Rich Cairn at HEC: 413 586-4900 x166 or rcairn@collaborative.org.
For more information about this project, please contact: Rich Cairn, Hampshire Educational Collaborative, Northampton, MA 01060, rcairn@collaborative.org, http://tah.collaborative.org/local-history-on-the-web-projects.
K-12 TEACHERS UNVEIL STUDENT-CREATED LOCAL HISTORY WEBSITES
Over the past two years, 25 teams of teachers and students from across Massachusetts, working with local museums and historical societies and the Hampshire Educational Collaborative (HEC), have researched and published local history narratives and source materials on the web. The results of these Windows on History projects are impressive. To celebrate their successes, a dozen teachers unveiled their sites June 2 at HEC via a bank of computers. (See sites at http://tah.collaborative.org under “Windows on History.”)
Students in several Western Massachusetts communities helped local historians present stories on the web through HEC’s Windows on History program. Students analyze and write about primary sources – documents and artifacts from the past. Students examine the sources to see what they have to say about national issues and themes of the past. Then the students create web sites based on their research to share history with the public. In the process, students learn the knowledge, skills, and intellectual discipline of traditional American history.
Some of the many student-created online histories feature: three centuries of agriculture in Hadley, the rise and decline of mills in Easthampton and Holyoke, transportation and the Connecticut River in South Hadley, the recreational trail in Southwick, elementary schools in West Springfield, and a Monson quarry.
Windows on History projects began in July, 2006 and June, 2007 at summer history colloquia offered by HEC and Historic Northampton, the Springfield Armory, and University of Massachusetts historians, educators, and computer scientists. HEC’s 2008 summer program begins June 23. The program is free thanks to a Teaching American History grant from the U.S. Department of Education. Teachers may receive stipends and credit. Contact Rich Cairn at HEC: 413 586-4900 x166 or rcairn@collaborative.org.
For more information about this project, please contact: Rich Cairn, Hampshire Educational Collaborative, Northampton, MA 01060, rcairn@collaborative.org, http://tah.collaborative.org/local-history-on-the-web-projects.
From the Cafeteria to the Gas Tank (A Learn and Serve America Grantee)
It’s lunchtime at Heritage High School and the teachers are in the staff room discussing their upcoming weekend. Gwen Thompson, the school’s advanced placement chemistry and physics teacher, expresses frustration that she can only buy fuel for her new biodiesel car in Portland, Oregon, at a few scattered filling stations, which is a good ten miles from Vancouver, Washington where the high school is located.
Jim Neiman, Heritage’s Careers in Technical Education (CTE) teacher, who also happens to be an owner of a biodiesel truck, looks up with interest. “I wonder what we might be able to produce from the leftover cooking oil that comes from the school cafeteria deep fryer?” he asks.
The teachers spend the weekend researching biodiesel production on the Internet and Gwen experiments with producing a few mini-batches in her school lab during her prep time. Two weeks later, Gwen, the lab scientist, and Jim, the small engines expert, hatched the beginning of a service learning project, now in its second year, which has ignited students’ initiative, curiosity, and creativity, as well as break-the-mold collaboration among students, teachers, departments, and the community.
With grant support from the CESNW Service Learning Network, Heritage teachers Gwen and Jim were able spend time together last year planning and collaborating on their project, determining the learning goals and standards that would be met, and researching equipment requirements for a processor that would convert the cafeteria grease into fuel (the Evergreen School District also pitched in to help with start-up costs and new equipment).
When the teachers brought the idea to their students (which included a mix of students from AP chemistry, career and tech small engines class, and science club) the response was overwhelmingly enthusiastic. It was a chance to help the environment AND learn something new. “We wanted to get kids excited about applying their learning towards an issue, like reducing our carbon footprint, that has the potential to change their world,” says Jim.
Senior Jennifer Harkin says the opportunity to raise awareness amongst her peers about the environmental impact was what initially drew her to the project last year. “We are recycling what we have and already use in the cafeteria,” she explains.
But before the waste material from the cafeteria could be recycled, there was a lot of experimentation, as the students and their teachers worked together to create a safe and successful process for converting the waste grease into usable fuel. The process involved heating and circulating the kitchen grease at 120 °F in a student-modified hot water heater and adding a methanol reactant and lye catalyst. As the esterification reaction proceeded, biodiesel was produced, along with glycerin, a by-product, which the students used to create grease-cutting soap now used in the school’s science and small gas engines labs.
As part of the biodiesel project, students routinely apply concepts pulled directly from the pages of a typical chemistry textbook, including acid-based properties, solute and solvent interactions, concentration and stoichiometric calculations, equilibrium, and reaction rates. “This project gives us a unique perspective on the math and science concepts that we are learning in our other classes. It’s more relevant than just reading a text book,” says senior Jason Moss.
In addition to the increased relevance, the authentic nature of service learning naturally demands increased rigor and accountability. This can been seen in the heightened responsibility of students working in the biodiesel lab. “They must document what is done during the cleaning and refinement process so that when they leave the lab and a new student comes in, she knows where to pick up” Jim says. Adds senior Sarah Mann, “In the lab, students are in charge and expected to make sure stuff gets done. We are treated as adults.”
For Heritage High School teachers Jim Neiman and Gwen Thompson, service learning and their biodiesel project has enabled them to re-imagine the high school learning experience. “Instead of thinking about classes, we as teachers need to be thinking about the real world experiences that we want our students to have and how we can offer them through projects, Jim says. “With service learning projects, students can take their own ideas, explore them, apply their learning, and work together on solving problems to benefit their community,” adds Gwen. Read the complete article.
For more information about this project, please contact: Mary Beth Lambert, Coalition of Essential Schools NW Service Learning Network, Seattle, WA 98103, marybeth@cesnw.org, http://www.cesnorthwest.org/servicelearningexchange/.
It’s lunchtime at Heritage High School and the teachers are in the staff room discussing their upcoming weekend. Gwen Thompson, the school’s advanced placement chemistry and physics teacher, expresses frustration that she can only buy fuel for her new biodiesel car in Portland, Oregon, at a few scattered filling stations, which is a good ten miles from Vancouver, Washington where the high school is located. Jim Neiman, Heritage’s Careers in Technical Education (CTE) teacher, who also happens to be an owner of a biodiesel truck, looks up with interest. “I wonder what we might be able to produce from the leftover cooking oil that comes from the school cafeteria deep fryer?” he asks.
The teachers spend the weekend researching biodiesel production on the Internet and Gwen experiments with producing a few mini-batches in her school lab during her prep time. Two weeks later, Gwen, the lab scientist, and Jim, the small engines expert, hatched the beginning of a service learning project, now in its second year, which has ignited students’ initiative, curiosity, and creativity, as well as break-the-mold collaboration among students, teachers, departments, and the community.
With grant support from the CESNW Service Learning Network, Heritage teachers Gwen and Jim were able spend time together last year planning and collaborating on their project, determining the learning goals and standards that would be met, and researching equipment requirements for a processor that would convert the cafeteria grease into fuel (the Evergreen School District also pitched in to help with start-up costs and new equipment).
When the teachers brought the idea to their students (which included a mix of students from AP chemistry, career and tech small engines class, and science club) the response was overwhelmingly enthusiastic. It was a chance to help the environment AND learn something new. “We wanted to get kids excited about applying their learning towards an issue, like reducing our carbon footprint, that has the potential to change their world,” says Jim.
Senior Jennifer Harkin says the opportunity to raise awareness amongst her peers about the environmental impact was what initially drew her to the project last year. “We are recycling what we have and already use in the cafeteria,” she explains.
But before the waste material from the cafeteria could be recycled, there was a lot of experimentation, as the students and their teachers worked together to create a safe and successful process for converting the waste grease into usable fuel. The process involved heating and circulating the kitchen grease at 120 °F in a student-modified hot water heater and adding a methanol reactant and lye catalyst. As the esterification reaction proceeded, biodiesel was produced, along with glycerin, a by-product, which the students used to create grease-cutting soap now used in the school’s science and small gas engines labs.
As part of the biodiesel project, students routinely apply concepts pulled directly from the pages of a typical chemistry textbook, including acid-based properties, solute and solvent interactions, concentration and stoichiometric calculations, equilibrium, and reaction rates. “This project gives us a unique perspective on the math and science concepts that we are learning in our other classes. It’s more relevant than just reading a text book,” says senior Jason Moss.
In addition to the increased relevance, the authentic nature of service learning naturally demands increased rigor and accountability. This can been seen in the heightened responsibility of students working in the biodiesel lab. “They must document what is done during the cleaning and refinement process so that when they leave the lab and a new student comes in, she knows where to pick up” Jim says. Adds senior Sarah Mann, “In the lab, students are in charge and expected to make sure stuff gets done. We are treated as adults.”
For Heritage High School teachers Jim Neiman and Gwen Thompson, service learning and their biodiesel project has enabled them to re-imagine the high school learning experience. “Instead of thinking about classes, we as teachers need to be thinking about the real world experiences that we want our students to have and how we can offer them through projects, Jim says. “With service learning projects, students can take their own ideas, explore them, apply their learning, and work together on solving problems to benefit their community,” adds Gwen. Read the complete article.
For more information about this project, please contact: Mary Beth Lambert, Coalition of Essential Schools NW Service Learning Network, Seattle, WA 98103, marybeth@cesnw.org, http://www.cesnorthwest.org/servicelearningexchange/.
S.A.V.E. Wins 3 National Awards (A Learn and Serve America Grantee)
S.A.V.E. In Action - 2005-06
S.A.V.E. In Action - 2005-06
- Cleaned up Knotty Oak Cemetery & re-flagged veterans’ graves
- Created anti-vandalism signs, bookmarks & bumper stickers for grades K-12 and visited schools
- Put in $6000 worth of donated landscaping to beautify our school
- Created Power Point presentation to educate students and communities about vandalism
- Taught classes at school’s annual Health Fair about relationship of vandalism and other abuses, etc< Presented at New England KIDS Service Learning Conference in Maine – Spring ‘06
- Met with R.I. Attorney General Patrick Lynch to discuss vandalism and how it hurts kids and communities – June ‘06
- Received $5000 from Wal-Mart to create community awareness about vandalism – Oct. ’06
- Presented workshop at national YCWA Conference in Denver, CO. (March ‘07
- Presented at KIDS Student Summit; University of Southern Maine (March ’07
- Repaired and painted graffiti in Coventry Girls softball dugouts.
- Planted new trees and gardens at Knotty Oak MS
- Starting team Adopt-a-Spot program at KOMS to create student ownership
- Starting “quick response team” to repair vandalism when it happens
- Implementing Youth Crime Watch program at KOMS
- Presented S.A.V.E. program to U.S. Senator Sheldon Whitehouse
- Over 120 members, Grades 6, 7, 8
- Expanded S.A.V.E. to Coventry High School – Core of 15 students with 60+ members
- Sixteen MS and HS members presented at national YCWA Conference, Miami FL (March ’08
- Re-landscaped front of school
- Created comprehensive anti-bullying program including: “Bully-Safe Houses” rooms where any student being bullied can go to before, during or after school, bully/crime reporting boxes and confidential response forms, 24/7 phone #, text messaging number to Coventry Police, and our S.A.V.E. website Response Form at www.stopvandalism.net
- Mr. Blanchette was a 2008 national finalist for National Youth Leadership Council’s State Farm Youth Leadership for Service Learning Excellence award
- Adopted & cleaned (2) RI historic cemeteries
- Created thematic photo walls to create student ownership
- Presented at RI Attorney General’s “Third Eye”/Youth Crime Watch training conferences (Fall 2007, Spring 2008
- S.A.V.E. members organized a weekend cleanup at the Impossible Dream’s playground, which had been vandalized. This playground was specifically designed to be accessible to children with disabilities and serious illnesses, such as cancer
- Raised money for UNICEF
- Marched in Coventry Memorial Day Parade
- Student members presented anti-vandalism/bullying programs at each of Coventry’s 6 elementary schools.
- Middle School of the Year
- Advisor of the Year – Mr. Blanchette
- Website of the Year
- Students in Coventry High Carpentry class used grant money to purchase materials to construct sturdy replacement mailboxes & posts; then, working with Coventry Police and Human Services, they replaced damaged mailboxes for Seniors at NO Charge.
A Service Learning Partnership where Everyone Wins (A Learn and Serve America Grantee)
Kerry McManus stands behind the ninth grade Windward student as she leans down to collect a water sample from the Schell Ditch Basin. "Make sure you take the sample from the middle, not the edge," Kerry coaches the student. "You don't want sediment in your sample."
Kerry is the Education Coordinator at the Nooksack Salmon Enhancement Association (NSEA) a community-based nonprofit organization dedicated to restoring sustainable wild salmon runs in Whatcom County. NSEA and Windward High School began working together last fall to assist the City of Ferndale with data collection for its stormwater monitoring plan.
Their work resulted in a unique three-way partnership and letter of understanding between Windward, the city, and NSEA, approved by the Ferndale City Council in the fall. The letter describes the water quality monitoring and educational outreach activities that are being performed during the 2007-2008 school year and the specific responsibilities of each partner.
The arrangement appears to be a win-win-win for each partner.
"According to our salmon spawning surveys, we are seeing some of the lowest population levels in Whatcom County in ten years," says Kerry. "As a result, salmon monitoring is critical to restoring sustainable wild salmon to our streams, but NSEA doesn't have the staff capacity to conduct all the data gathering. The Windward students are conducting a vital service to our community," Kerry adds.
This sentiment is echoed by Bob Cecile, a stormwater engineer with the city of Ferndale. "The city is under-funded and under-staffed, so the students are providing a valuable service for us. I'm pleased that we have this opportunity to partner with the school."
Windward ninth-grade students are also winners. Through their fieldwork, they are learning first-hand about water quality monitoring and salmon restoration and will collect data that city officials will use to manage the Schell Creek Watershed and comply with U.S. Department of Ecology standards for stormwater management.
In order for the city to be in compliance with the standards established by the federal government, a group of Windward science students conduct weekly water testing for fecal coliform at four Ferndale locations. The students collect water samples and transport the samples to the city's lab for testing. As they collect the water quality data, students talk with NSEA staff about a restoration plan that they plan to implement during April on Schell Creek.
To support the students in their fieldwork, city officials shadowed them and recommended sampling techniques. The city also donated a custom-designed tool that assists the students with collecting water samples from the middle of a monitored site, so that they are less likely to collect sediment in their sample.
The Windward students also collect data at each site on dissolved oxygen, temperature, pH, turbidity, and conductivity in order to document and plan to post the results on a project website.
The data that students collect will be shared with Ferndale residents through outreach and education activities sponsored by the City. Plans include developing a Stormwater Flyer, which will be enclosed in residents' upcoming utility bills. The flyer will define stormwater pollution (which includes runoff from septic systems, landscaping and gardens, motor oil and household hazardous wastes), describe it's environmental impact, and suggest how individuals can get involved in local stream restoration projects sponsored by NSEA and other community-based organizations.
"It's rewarding to participate in a partnership that encourages students' exploration and discovery and also cultivates a powerful sense of community stewardship. This project is showing kids and adults what the opportunities are and how easy it is to get involved," summarizes Kerry.
###
Information for this article was taken from an article by Kerry McManus, which appeared in the Winter 2008 Fish Tales, the quarterly newsletter of the Nooksack Salmon Enhancement Association (NSEA). More information about NSEA can be found at www.n-sea.org.
For more information about this project, please contact: Mary Beth Lambert, Coalition of Essential Schools NW Service Learning Network, Seattle, WA 98103, marybeth@cesnw.org, http://www.cesnorthwest.org/.
Kerry McManus stands behind the ninth grade Windward student as she leans down to collect a water sample from the Schell Ditch Basin. "Make sure you take the sample from the middle, not the edge," Kerry coaches the student. "You don't want sediment in your sample."Kerry is the Education Coordinator at the Nooksack Salmon Enhancement Association (NSEA) a community-based nonprofit organization dedicated to restoring sustainable wild salmon runs in Whatcom County. NSEA and Windward High School began working together last fall to assist the City of Ferndale with data collection for its stormwater monitoring plan.
Their work resulted in a unique three-way partnership and letter of understanding between Windward, the city, and NSEA, approved by the Ferndale City Council in the fall. The letter describes the water quality monitoring and educational outreach activities that are being performed during the 2007-2008 school year and the specific responsibilities of each partner.
The arrangement appears to be a win-win-win for each partner.
"According to our salmon spawning surveys, we are seeing some of the lowest population levels in Whatcom County in ten years," says Kerry. "As a result, salmon monitoring is critical to restoring sustainable wild salmon to our streams, but NSEA doesn't have the staff capacity to conduct all the data gathering. The Windward students are conducting a vital service to our community," Kerry adds.This sentiment is echoed by Bob Cecile, a stormwater engineer with the city of Ferndale. "The city is under-funded and under-staffed, so the students are providing a valuable service for us. I'm pleased that we have this opportunity to partner with the school."
Windward ninth-grade students are also winners. Through their fieldwork, they are learning first-hand about water quality monitoring and salmon restoration and will collect data that city officials will use to manage the Schell Creek Watershed and comply with U.S. Department of Ecology standards for stormwater management.
In order for the city to be in compliance with the standards established by the federal government, a group of Windward science students conduct weekly water testing for fecal coliform at four Ferndale locations. The students collect water samples and transport the samples to the city's lab for testing. As they collect the water quality data, students talk with NSEA staff about a restoration plan that they plan to implement during April on Schell Creek.
To support the students in their fieldwork, city officials shadowed them and recommended sampling techniques. The city also donated a custom-designed tool that assists the students with collecting water samples from the middle of a monitored site, so that they are less likely to collect sediment in their sample.
The Windward students also collect data at each site on dissolved oxygen, temperature, pH, turbidity, and conductivity in order to document and plan to post the results on a project website.
The data that students collect will be shared with Ferndale residents through outreach and education activities sponsored by the City. Plans include developing a Stormwater Flyer, which will be enclosed in residents' upcoming utility bills. The flyer will define stormwater pollution (which includes runoff from septic systems, landscaping and gardens, motor oil and household hazardous wastes), describe it's environmental impact, and suggest how individuals can get involved in local stream restoration projects sponsored by NSEA and other community-based organizations.
"It's rewarding to participate in a partnership that encourages students' exploration and discovery and also cultivates a powerful sense of community stewardship. This project is showing kids and adults what the opportunities are and how easy it is to get involved," summarizes Kerry.
###
Information for this article was taken from an article by Kerry McManus, which appeared in the Winter 2008 Fish Tales, the quarterly newsletter of the Nooksack Salmon Enhancement Association (NSEA). More information about NSEA can be found at www.n-sea.org.
For more information about this project, please contact: Mary Beth Lambert, Coalition of Essential Schools NW Service Learning Network, Seattle, WA 98103, marybeth@cesnw.org, http://www.cesnorthwest.org/.
No Word for Bubbles (A Learn and Serve America Grantee)
Who would have guessed blowing bubbles and playing soccer would have created the bridge that crossed the communication gap between a refugee family from Burundi, and the 1st-3rd graders at ANSER Charter School in Boise, ID? But that is what happened when ANSER partnered with the Agency for New Americans. The students from ANSER visited the Agency, and watched an ESL class. By reading the book, The Lost Children, it helped the students see just a little of what the refugee families had gone through. Later, they also participated in pretending to be a refugee family by taking roles and facing tough scenarios like, “The second oldest child has gotten malaria from a mosquito, and is too sick to walk. What will you do?”
The kids took household items over to an empty apartment that the Agency was setting up for this Burundi refugee family. The family, who couldn’t speak any English, were forced to leave their home in Burundi, and ended up in a refugee camp in Tanzania before coming to the U.S.. The students (3 first-graders, 1 second-grader and 6 third-graders) helped make beds, carry groceries, set up kitchen supplies, and get a bathroom ready for use.
It wasn’t until a week later that the students went back to the apartment to actually meet the Burundi family. At first it was a little awkward with the language barrier, but it didn’t stop the children from reaching out to all the members of the family. There was a Congolese family that was able to speak limited English, and they helped as interpreters. All awkwardness evaporated when a soccer ball was tossed out and the kids joined in a lively game of soccer. The students also found out that there are more ways to communicate than spoken language when they brought out the bubbles. Blowing bubbles with a giant bubble wand was a complete fascination for the refugee kids, and adults as well. It was discovered that there was no word in their language for “blowing bubbles”, but there were many words for compassion and caring.
For more information about this project, please contact Cheryl Kary at the Idaho Department of Education, 650 W. State St., Boise, ID 83702, cmkary@sde.idaho.gov - http://www.sde.idaho.gov/.
Who would have guessed blowing bubbles and playing soccer would have created the bridge that crossed the communication gap between a refugee family from Burundi, and the 1st-3rd graders at ANSER Charter School in Boise, ID? But that is what happened when ANSER partnered with the Agency for New Americans. The students from ANSER visited the Agency, and watched an ESL class. By reading the book, The Lost Children, it helped the students see just a little of what the refugee families had gone through. Later, they also participated in pretending to be a refugee family by taking roles and facing tough scenarios like, “The second oldest child has gotten malaria from a mosquito, and is too sick to walk. What will you do?”The kids took household items over to an empty apartment that the Agency was setting up for this Burundi refugee family. The family, who couldn’t speak any English, were forced to leave their home in Burundi, and ended up in a refugee camp in Tanzania before coming to the U.S.. The students (3 first-graders, 1 second-grader and 6 third-graders) helped make beds, carry groceries, set up kitchen supplies, and get a bathroom ready for use.
It wasn’t until a week later that the students went back to the apartment to actually meet the Burundi family. At first it was a little awkward with the language barrier, but it didn’t stop the children from reaching out to all the members of the family. There was a Congolese family that was able to speak limited English, and they helped as interpreters. All awkwardness evaporated when a soccer ball was tossed out and the kids joined in a lively game of soccer. The students also found out that there are more ways to communicate than spoken language when they brought out the bubbles. Blowing bubbles with a giant bubble wand was a complete fascination for the refugee kids, and adults as well. It was discovered that there was no word in their language for “blowing bubbles”, but there were many words for compassion and caring.
For more information about this project, please contact Cheryl Kary at the Idaho Department of Education, 650 W. State St., Boise, ID 83702, cmkary@sde.idaho.gov - http://www.sde.idaho.gov/.
College students rock a campus of expelled students
Beginning in the fall of 2005, an innovative collaboration has introduced music into the lives of at-risk students, and at the same time brought University students into our neediest communities. Through the concept of service learning, music students from California State University Fresno have been working in classrooms of the Fresno County Office of Education’s Teilman Education Center where they have the opportunity to give expelled students insight into an oft neglected topic - music. This program benefits not only Teilman students by providing an opportunity to encounter positive role models in their own environment, it also gives the Fresno State students a chance to share the fruits of their own education with an underserved student population. As the college students mentor youth, they also benefit from the feedback and experienced perspective provided by the Teilman classroom teachers observing the lessons. The teachers have been highly enthusiastic about the impact this program has had on the Teilman Center students. In the past year, this program has expanded by bringing Teilman students to Fresno State, giving them an opportunity to experience firsthand a college environment that they may have never considered open to them. This is one of many examples of how our local educational institutions work together to serve our area youth and benefit our entire community.
The immediate impact was a reduction in student misbehaviors, and an improvement in student attitudes in class.We used an informal assessment given to the classroom teachers. This semester we intend to analyze student disciplinary referral data for the past two years to give us a baseline. We'll then compare it to this year's data to measure the correlation between having the project going and an anticipated reduction in disciplinary referrals.
The Teilman Education Center is a school for students who have been expelled within the County of Fresno. Our partnership with the CSUF Music Department focuses on bringing aspects of music education not traditionally offered to at-risk students, with the goal of expanding their awareness of music as well as making connections with college and college students.
For more information about this project, please contact Mr. Nick Hustedde at Fresno County Office of Education, 11 S. Teilman, Fresno, CA 93706, nhustedde@fcoe.k12.ca.us - http://www.fcoe.k12.ca.us - http://www.BenjaminBoone.com.
Beginning in the fall of 2005, an innovative collaboration has introduced music into the lives of at-risk students, and at the same time brought University students into our neediest communities. Through the concept of service learning, music students from California State University Fresno have been working in classrooms of the Fresno County Office of Education’s Teilman Education Center where they have the opportunity to give expelled students insight into an oft neglected topic - music. This program benefits not only Teilman students by providing an opportunity to encounter positive role models in their own environment, it also gives the Fresno State students a chance to share the fruits of their own education with an underserved student population. As the college students mentor youth, they also benefit from the feedback and experienced perspective provided by the Teilman classroom teachers observing the lessons. The teachers have been highly enthusiastic about the impact this program has had on the Teilman Center students. In the past year, this program has expanded by bringing Teilman students to Fresno State, giving them an opportunity to experience firsthand a college environment that they may have never considered open to them. This is one of many examples of how our local educational institutions work together to serve our area youth and benefit our entire community.
The immediate impact was a reduction in student misbehaviors, and an improvement in student attitudes in class.We used an informal assessment given to the classroom teachers. This semester we intend to analyze student disciplinary referral data for the past two years to give us a baseline. We'll then compare it to this year's data to measure the correlation between having the project going and an anticipated reduction in disciplinary referrals.
The Teilman Education Center is a school for students who have been expelled within the County of Fresno. Our partnership with the CSUF Music Department focuses on bringing aspects of music education not traditionally offered to at-risk students, with the goal of expanding their awareness of music as well as making connections with college and college students.
For more information about this project, please contact Mr. Nick Hustedde at Fresno County Office of Education, 11 S. Teilman, Fresno, CA 93706, nhustedde@fcoe.k12.ca.us - http://www.fcoe.k12.ca.us - http://www.BenjaminBoone.com.
Students and Teachers Engage in Service Learning (A Learn and Serve America Subgrantee)
Last fall, teachers at Powerhouse, a small school within Lakewood's Clover Park High school, kicked off the school year by spending one of their half-day professional development sessions participating in community service projects. The staff was divided into four groups and worked at a soup kitchen, family resource center, organic farm for disabled adults, and local wetlands. Afterwards they debriefed and talked about the implications for service learning and the possible applications to their classrooms.
"For our small school, we see service as an important component of citizenship, and citizenship is a value we all hold as one of our three core values," explains Debra Shanafelt, administrator at Powerhouse. "Service learning is a powerful instructional strategy for making learning more relevant and meaningful by giving students more ownership and more choice," says Deb. "Since we are a CES school, we also like that it embraces a number of the CES Principles, including 'student as worker' and 'using one's mind well.' Service learning is a type of instruction that engages all different types of learners."
This year, ten Clover Park teachers—six from Powerhouse and four from other academies—are implementing service learning projects in their classrooms. Clover Park plans to implement service learning in all four academies and content areas during the next two years. Kristie Fetterly, who teaches Advanced Placement U.S. History at Powerhouse, believes service learning helps connect student learning with what is happening in the community. "For the students in my class, they were given the opportunity to participate in the history, instead of just reading about it," she explains.
Kristie started the year using the traditional AP history textbook, but soon decided that she needed to supplement it when her students reported the text was "boring." Kristie asked her students to brainstorm topics they were interested in learning and out of their conversations developed the Lakewood History Project, which connects Lakewood history to the larger national historical context. Throughout the project, Kristie's students partnered with the Lakewood Historical Society and the Lakewood History Museum to create a documentary on the political history of Lakewood. For Kristie, a third-year teacher, service learning has required her to "step out of the traditional teacher role and act more like a coach."
"Instead of 'stand and deliver,' I am sharing content and helping students work on projects based on their individual interests." Kristie's students were so excited about the Lakewood History Project that they recently began a second project that involves research and fact checking for the Tacoma Civil Rights Project, an exhibit that will open next year at the Washington State History Museum.
For more information about this project, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
Last fall, teachers at Powerhouse, a small school within Lakewood's Clover Park High school, kicked off the school year by spending one of their half-day professional development sessions participating in community service projects. The staff was divided into four groups and worked at a soup kitchen, family resource center, organic farm for disabled adults, and local wetlands. Afterwards they debriefed and talked about the implications for service learning and the possible applications to their classrooms. "For our small school, we see service as an important component of citizenship, and citizenship is a value we all hold as one of our three core values," explains Debra Shanafelt, administrator at Powerhouse. "Service learning is a powerful instructional strategy for making learning more relevant and meaningful by giving students more ownership and more choice," says Deb. "Since we are a CES school, we also like that it embraces a number of the CES Principles, including 'student as worker' and 'using one's mind well.' Service learning is a type of instruction that engages all different types of learners."
This year, ten Clover Park teachers—six from Powerhouse and four from other academies—are implementing service learning projects in their classrooms. Clover Park plans to implement service learning in all four academies and content areas during the next two years. Kristie Fetterly, who teaches Advanced Placement U.S. History at Powerhouse, believes service learning helps connect student learning with what is happening in the community. "For the students in my class, they were given the opportunity to participate in the history, instead of just reading about it," she explains.
Kristie started the year using the traditional AP history textbook, but soon decided that she needed to supplement it when her students reported the text was "boring." Kristie asked her students to brainstorm topics they were interested in learning and out of their conversations developed the Lakewood History Project, which connects Lakewood history to the larger national historical context. Throughout the project, Kristie's students partnered with the Lakewood Historical Society and the Lakewood History Museum to create a documentary on the political history of Lakewood. For Kristie, a third-year teacher, service learning has required her to "step out of the traditional teacher role and act more like a coach."
"Instead of 'stand and deliver,' I am sharing content and helping students work on projects based on their individual interests." Kristie's students were so excited about the Lakewood History Project that they recently began a second project that involves research and fact checking for the Tacoma Civil Rights Project, an exhibit that will open next year at the Washington State History Museum.
For more information about this project, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
Studying History by Studying People: What You Can't Learn in Textbooks (A Learn and Serve America Subgrantee)
Student quotes:
"It is important that people tell their stories. Older people have stories and we can learn a lot from them that we can’t learn in textbooks…it opens your eyes to things you’re never going to experience." -- Tina Chandler Sophomore Windward High School.
"I used to think that history was a big picture thing. But now I realize that it impacts people differently and when you study history, you are studying people." -- Ryan Greene Sophomore Windward High School.
This May, Windward high school will host a community celebration to release Echoes of History: Lummi and Early Whatcom County History, a bound collection of oral histories from over 25 community members and Lummi elders researched and written by approximately 80 freshmen and sophomore students. The project, spear-headed by English teacher Paul Lewis and U.S. history teachers Adam Goldstein and Katie Ruthford, was modeled after a previous oral history project the teachers had taught. That project had focused on the stories of Ferndale residents during the early part of the twentieth century; it served as a foundation for the teachers’ instructional planning.
"Oral history projects are a great way to have our students experience the history that we are teaching," says Adam.
"The students are also conducting a service by recording stories that will be preserved and that could have otherwise been lost," adds Paul.
Prior to conducting the interviews, the students spent six weeks learning about the relevant history, reading locally produced texts and researching other Lummi oral histories. Working in small groups, the students developed interview questions, worked on interview techniques, and developed an awareness and sensitivity about cultural differences. While the students unanimously described the interview process as "nerve-racking," many also described facts and ideas that they learned from their interviewees, as well as new insights into a culture and group of people who they didn’t know much about.
"It’s so different talking to real people," says sophomore Ryan Greene. "You’re talking to an actual person and hearing how history has impacted them."
Following the interviews, the student teams reviewed their notes and listened to their audio-recordings in order to write up drafts of the oral histories, which were then sent to the interviewees for editing and fact checking. Juanita Jefferson, who works at the Lummi Archives and is a member of the Lummi Nation, was interviewed by a group of Windward students. She agreed to participate because she felt like it was an opportunity for two communities to "get to know one another and develop trust." Referencing a long history of racial tension between the Ferndale community and the Lummi Nation, Juanita says, "Through this project, Windward has taken a proactive approach to get to know the people in the community and not just accept stereotypes."
For more information about this project and the collection of oral histories, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
Student quotes: "It is important that people tell their stories. Older people have stories and we can learn a lot from them that we can’t learn in textbooks…it opens your eyes to things you’re never going to experience." -- Tina Chandler Sophomore Windward High School.
"I used to think that history was a big picture thing. But now I realize that it impacts people differently and when you study history, you are studying people." -- Ryan Greene Sophomore Windward High School.
This May, Windward high school will host a community celebration to release Echoes of History: Lummi and Early Whatcom County History, a bound collection of oral histories from over 25 community members and Lummi elders researched and written by approximately 80 freshmen and sophomore students. The project, spear-headed by English teacher Paul Lewis and U.S. history teachers Adam Goldstein and Katie Ruthford, was modeled after a previous oral history project the teachers had taught. That project had focused on the stories of Ferndale residents during the early part of the twentieth century; it served as a foundation for the teachers’ instructional planning.
"Oral history projects are a great way to have our students experience the history that we are teaching," says Adam.
"The students are also conducting a service by recording stories that will be preserved and that could have otherwise been lost," adds Paul.
Prior to conducting the interviews, the students spent six weeks learning about the relevant history, reading locally produced texts and researching other Lummi oral histories. Working in small groups, the students developed interview questions, worked on interview techniques, and developed an awareness and sensitivity about cultural differences. While the students unanimously described the interview process as "nerve-racking," many also described facts and ideas that they learned from their interviewees, as well as new insights into a culture and group of people who they didn’t know much about.
"It’s so different talking to real people," says sophomore Ryan Greene. "You’re talking to an actual person and hearing how history has impacted them."
Following the interviews, the student teams reviewed their notes and listened to their audio-recordings in order to write up drafts of the oral histories, which were then sent to the interviewees for editing and fact checking. Juanita Jefferson, who works at the Lummi Archives and is a member of the Lummi Nation, was interviewed by a group of Windward students. She agreed to participate because she felt like it was an opportunity for two communities to "get to know one another and develop trust." Referencing a long history of racial tension between the Ferndale community and the Lummi Nation, Juanita says, "Through this project, Windward has taken a proactive approach to get to know the people in the community and not just accept stereotypes."
For more information about this project and the collection of oral histories, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
From the Cafeteria to the Gas Tank (A Learn and Serve America Subgrantee)
It’s lunch time at Heritage High School and the teachers are discussing their weekend. Gwen Thompson, our Advanced Placement Chemistry and Physics teacher shares how she attempted to create bio-diesel in her home. Jim Neiman, the Careers in Technical Education teacher, takes an interest in Gwen’s idea. Both instructors have recently purchased vehicles that run on diesels. Gwen knows that the school cafeteria produces thousands of gallons of fats and oils that can be combined with other ingredients to produce bio-diesel. Why not make this a class project? So after some discussion, Gwen and Jim presented the idea of creating bio-diesel to their students, who became highly engaged in the project and discovered how to produce bio-diesel on a large scale.
In February, the students presented their findings to the Evergreen School Board with each student explaining his or her learning and contribution to the process. The students then passed out glycerol soap (a by-product) to the audience. The students received a standing ovation from the large crowd, and Superintendent John Deeder and members of the school board were impressed by the students and their commitment to the project. It’s clear that Gwen and Jim's idea of integrating the curriculum and thinking outside the box has had a major impact on students and teachers alike. The students are already talking about expanding this project next year and teaming with a marketing class, as well as the Evergreen Transportation Department, to help market the fuel. Their long-term goal is to produce enough fuel to supply some of the district’s buses.
For a copy of a DVD that explains the setup of this project in detail, please contact Evergreen CTE Director Susan Dixon at 360-604-1001 (ext 4449) or email sdixon@egreen.wednet.edu - http://www.cesnorthwest.org.
It’s lunch time at Heritage High School and the teachers are discussing their weekend. Gwen Thompson, our Advanced Placement Chemistry and Physics teacher shares how she attempted to create bio-diesel in her home. Jim Neiman, the Careers in Technical Education teacher, takes an interest in Gwen’s idea. Both instructors have recently purchased vehicles that run on diesels. Gwen knows that the school cafeteria produces thousands of gallons of fats and oils that can be combined with other ingredients to produce bio-diesel. Why not make this a class project? So after some discussion, Gwen and Jim presented the idea of creating bio-diesel to their students, who became highly engaged in the project and discovered how to produce bio-diesel on a large scale. In February, the students presented their findings to the Evergreen School Board with each student explaining his or her learning and contribution to the process. The students then passed out glycerol soap (a by-product) to the audience. The students received a standing ovation from the large crowd, and Superintendent John Deeder and members of the school board were impressed by the students and their commitment to the project. It’s clear that Gwen and Jim's idea of integrating the curriculum and thinking outside the box has had a major impact on students and teachers alike. The students are already talking about expanding this project next year and teaming with a marketing class, as well as the Evergreen Transportation Department, to help market the fuel. Their long-term goal is to produce enough fuel to supply some of the district’s buses. For a copy of a DVD that explains the setup of this project in detail, please contact Evergreen CTE Director Susan Dixon at 360-604-1001 (ext 4449) or email sdixon@egreen.wednet.edu - http://www.cesnorthwest.org.
Technology & Teamwork Assist Local Emergency Planners! (A Learn and Serve America Subgrantee)
Students from Laconia High School in New Hampshire are well on their way to the creation of a DVD that will contain blueprints and critical information to be used by emergency services. In addition to creating a new emergency brochure for parents, students are using state of the art Computer Aided Drafting software and laser measuring tools to create detailed floor-plans and 3-D views of each room within the high school. Information like room location, size, hazardous material present, amount of doors & windows, location of emergency exits, and a video clip of the room will be compiled and converted to a DVD that fire, police and other emergency officials can review prior to, or during an emergency event. The project is expected to expand to other schools within the district and then to other public buildings within the city.
Through several reflection activities, students have made note of definite connections to their math, science, English and technology classes and have enjoyed working with Sheriff Dan Collis of the Belknap County Sheriffs Department. Students have also started the creation of a web site that will document their progress and describe the detailed procedures used in the creation of a final product. The web site will also be used to post the new emergency brochure with web-links to all state and local emergency contacts.
For more information about Project Extra! at Laconia High School, contact Paul Robdau, 345 Union Ave, Laconia, NH 03246, at probdau@laconia.k12.nh.us - http://www.projectextra.org/.
Students from Laconia High School in New Hampshire are well on their way to the creation of a DVD that will contain blueprints and critical information to be used by emergency services. In addition to creating a new emergency brochure for parents, students are using state of the art Computer Aided Drafting software and laser measuring tools to create detailed floor-plans and 3-D views of each room within the high school. Information like room location, size, hazardous material present, amount of doors & windows, location of emergency exits, and a video clip of the room will be compiled and converted to a DVD that fire, police and other emergency officials can review prior to, or during an emergency event. The project is expected to expand to other schools within the district and then to other public buildings within the city. Through several reflection activities, students have made note of definite connections to their math, science, English and technology classes and have enjoyed working with Sheriff Dan Collis of the Belknap County Sheriffs Department. Students have also started the creation of a web site that will document their progress and describe the detailed procedures used in the creation of a final product. The web site will also be used to post the new emergency brochure with web-links to all state and local emergency contacts.For more information about Project Extra! at Laconia High School, contact Paul Robdau, 345 Union Ave, Laconia, NH 03246, at probdau@laconia.k12.nh.us - http://www.projectextra.org/.
Learning Takes Root in Michigan (A Learn and Serve America Subgrantee)
Hands-on learning gained new meaning when students at Lincoln Elementary in Wayne Westland planted six trees as part of a service-learning project called Rooting for the Rouge. The trees will help keep excessive storm water runoff and pollutants out of the Rouge River . Lincoln was the first of nine district schools to host events benefiting the rouge.
"We voted on which trees to plant. We all took turns putting things on the trees like dirt, mulch, and the woodchips. Best of all, the planting helped make the Rouge River cleaner," said fourth grader Samantha.
This water quality project is a partnership between the cities of Wayne, Westland, Inkster, Canton, and the Wayne Westland Community Schools district fourth grade classes and building and grounds department. Students study local water quality, plant trees, label storm drains, and educate the community covering benchmarks and standards in language arts, science, social studies and life skills.
During the 2005-2006 school year, Wayne Westland Schools engaged more than 1700 students in more than 21,800 hours of service-learning. Wayne Westland service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Wayne Westland Schools, contact Lynn Malinoff, 36745 Marquette, Westland, Michigan 48185, (734) 419-2082 or at lmalinof@umich.edu.
Hands-on learning gained new meaning when students at Lincoln Elementary in Wayne Westland planted six trees as part of a service-learning project called Rooting for the Rouge. The trees will help keep excessive storm water runoff and pollutants out of the Rouge River . Lincoln was the first of nine district schools to host events benefiting the rouge.
"We voted on which trees to plant. We all took turns putting things on the trees like dirt, mulch, and the woodchips. Best of all, the planting helped make the Rouge River cleaner," said fourth grader Samantha. This water quality project is a partnership between the cities of Wayne, Westland, Inkster, Canton, and the Wayne Westland Community Schools district fourth grade classes and building and grounds department. Students study local water quality, plant trees, label storm drains, and educate the community covering benchmarks and standards in language arts, science, social studies and life skills.
During the 2005-2006 school year, Wayne Westland Schools engaged more than 1700 students in more than 21,800 hours of service-learning. Wayne Westland service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Wayne Westland Schools, contact Lynn Malinoff, 36745 Marquette, Westland, Michigan 48185, (734) 419-2082 or at lmalinof@umich.edu.
Creating a New Path (A Learn and Serve America Subgrantee)
Students from CASMAN Alternative Academy in Manistee , Michigan recognized a need for a better place to walk dogs instead of down a dirt road. Partnering with their local Humane Society, the students set about creating a pleasant walking and training environment for dogs and volunteers at the Homeward Bound Animal Shelter.
Students cleared and laid a quarter mile path on the Humane Society property. Guest speaker, Brian Belt, from the Forestry Department shared with students how to plan and build a trail. Students measured the property and created scale drawings for laying out the trail, contacted volunteers to help clear the path and donate wood chips, and finally, cleared, marked, and measured the trail. They also developed plans for future trail loops.
By creating a more attractive walking environment, the Humane Society hopes to draw in more volunteers, and have a place available for the community to use for walking dogs.
The math connection…in class, students learned about finding volume of geometric shapes, and applied this knowledge to calculate the amount of wood chips needed for the trail. Students practiced taking measurements and converting between different measures. Using ratios and proportions students found the length of the trail and created scale drawings. Study of the coordinate plane was applied to marking the location of benches, bridges, and natural features found on the property at the Humane Society Classroom lessons involved the study of exponential functions that were applied to the study of animal population growth. Students had to budget for materials.
This year, students will tackle the next loop, building a bridge, benches, birdhouses, and marking the trail with signs. Students will make more accurate maps using GPS units. A dog agility course will also be studied to be a possible addition at the start of the trail system. Math will team with science to create a nature guide to be used along the trail. Science students will identify plants, animals, and insects that could be found on the property. Language Arts will help create an informational pamphlet, which will be filled with information found during science class. A new website will document the service-learning progress of CASMAN students, promote the use of the trail, educate the community about animal care, and attract volunteers to the Humane Society.
This is but one example of the 3639 hours of service-learning CASMAN students participated in last year. This commitment to community involvement and development engaged all 100 students in this exemplary school, as well as 10 teachers and 38 volunteers. CASMAN's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was awarded a $15,000 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning CASMAN Alternative Academy contact Matt Somsel , 225 Ninth Street , Manistee, Michigan 49660 at (231) 723-4981, or at msomsel@manistee.org.
Students from CASMAN Alternative Academy in Manistee , Michigan recognized a need for a better place to walk dogs instead of down a dirt road. Partnering with their local Humane Society, the students set about creating a pleasant walking and training environment for dogs and volunteers at the Homeward Bound Animal Shelter.
Students cleared and laid a quarter mile path on the Humane Society property. Guest speaker, Brian Belt, from the Forestry Department shared with students how to plan and build a trail. Students measured the property and created scale drawings for laying out the trail, contacted volunteers to help clear the path and donate wood chips, and finally, cleared, marked, and measured the trail. They also developed plans for future trail loops. By creating a more attractive walking environment, the Humane Society hopes to draw in more volunteers, and have a place available for the community to use for walking dogs.
The math connection…in class, students learned about finding volume of geometric shapes, and applied this knowledge to calculate the amount of wood chips needed for the trail. Students practiced taking measurements and converting between different measures. Using ratios and proportions students found the length of the trail and created scale drawings. Study of the coordinate plane was applied to marking the location of benches, bridges, and natural features found on the property at the Humane Society Classroom lessons involved the study of exponential functions that were applied to the study of animal population growth. Students had to budget for materials.
This year, students will tackle the next loop, building a bridge, benches, birdhouses, and marking the trail with signs. Students will make more accurate maps using GPS units. A dog agility course will also be studied to be a possible addition at the start of the trail system. Math will team with science to create a nature guide to be used along the trail. Science students will identify plants, animals, and insects that could be found on the property. Language Arts will help create an informational pamphlet, which will be filled with information found during science class. A new website will document the service-learning progress of CASMAN students, promote the use of the trail, educate the community about animal care, and attract volunteers to the Humane Society.
This is but one example of the 3639 hours of service-learning CASMAN students participated in last year. This commitment to community involvement and development engaged all 100 students in this exemplary school, as well as 10 teachers and 38 volunteers. CASMAN's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was awarded a $15,000 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning CASMAN Alternative Academy contact Matt Somsel , 225 Ninth Street , Manistee, Michigan 49660 at (231) 723-4981, or at msomsel@manistee.org.
Creating a Healthy Environment (A Learn and Serve America Subgrantee)
Armed with rakes, wheelbarrows, shovels, and cordless drills, more than 150 freshman students from the Lowell Area Schools helped prepare the Mel Trotter Ministries Camp & Retreat Center for summer campers. The Center, located near Hopkins , Michigan , serves at-risk youth from the Grand Rapids area. It offers a safe and healthy outdoor environment for campers to learn about themselves, faith, teamwork, and the avoidance of risky behavior. The students built picnic tables and benches, replaced flooring in the cabins, spread mulch, and addressed other camp needs.
On the same day, in a totally different neck of the woods, 150 of their fellow classmates formed their own shovel brigade in Southeast Grand Rapids . They teamed up with students from Ottawa Hills High School and worked for two days to beautify parks and Southeast neighborhoods.
And, for both Lowell groups, at the end of the day their work was not done. After the hands-on service, their teachers guided them in applying their experiences and learning to their academic classes and everyday lives. English teachers used the projects to give a better understanding of self, peer, and community awareness. Social studies instructors asked students to consider the impact of being responsible citizens. Science teachers had students appreciating the environment and the benefits of restoration and preservation efforts. And math teachers had them understanding the mathematical applications at their job sites, such as measurement, calculating, charting, and graphing.
These are but two examples of the 24,828 hours of service-learning Lowell students participated in last year. This commitment to community involvement and development engaged 2,346 students, 77 teachers, and 131 volunteers. Lowell 's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Lowell Area Schools contact Carla Stone, 11700 Vergennes, Lowell, Michigan 49331 at (616) 987-2900, or at cstone@lowellschools.com.
Armed with rakes, wheelbarrows, shovels, and cordless drills, more than 150 freshman students from the Lowell Area Schools helped prepare the Mel Trotter Ministries Camp & Retreat Center for summer campers. The Center, located near Hopkins , Michigan , serves at-risk youth from the Grand Rapids area. It offers a safe and healthy outdoor environment for campers to learn about themselves, faith, teamwork, and the avoidance of risky behavior. The students built picnic tables and benches, replaced flooring in the cabins, spread mulch, and addressed other camp needs.
On the same day, in a totally different neck of the woods, 150 of their fellow classmates formed their own shovel brigade in Southeast Grand Rapids . They teamed up with students from Ottawa Hills High School and worked for two days to beautify parks and Southeast neighborhoods. And, for both Lowell groups, at the end of the day their work was not done. After the hands-on service, their teachers guided them in applying their experiences and learning to their academic classes and everyday lives. English teachers used the projects to give a better understanding of self, peer, and community awareness. Social studies instructors asked students to consider the impact of being responsible citizens. Science teachers had students appreciating the environment and the benefits of restoration and preservation efforts. And math teachers had them understanding the mathematical applications at their job sites, such as measurement, calculating, charting, and graphing.
These are but two examples of the 24,828 hours of service-learning Lowell students participated in last year. This commitment to community involvement and development engaged 2,346 students, 77 teachers, and 131 volunteers. Lowell 's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Lowell Area Schools contact Carla Stone, 11700 Vergennes, Lowell, Michigan 49331 at (616) 987-2900, or at cstone@lowellschools.com.
Serving Our Community Kids Style (SOCKS) (A Learn and Serve America Subgrantee)
700 students, the entire student body of Independence Elementary in Clarkston, participated in service-learning during February.
This program, which is in its second year, was initiated by a parent and planned with teachers. Seventy-five parents volunteered to make the day a success. The entire school population made donations, and funds from Learn and Serve – Michigan covered the program costs.
"We are very proud of the strong curriculum connection with our projects and the quality of our projects," said Clarkston Service-Learning Coordinator, Sue Wilson. "The rewards of this program are hard to quantify. It has changed the lives of many people, both the participants and the recipients."
In 2005-2006, Clarkston Community Schools engaged more than 2040 students in more than 88,230 hours of service-learning. Clarkston's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning at Clarkston Community Schools contact Sue Wilson, 6389 Clarkston, Clarkston, Michigan 48346, (248) 623-5413 or at wilsons2@clarkston.k12.mi.us.
700 students, the entire student body of Independence Elementary in Clarkston, participated in service-learning during February.
- Kindergarteners made gift bags for Haven, a shelter for abused women and children;
- First graders made dog bones for the Humane Society and gathered materials for bird nests;
- Second graders made care packages for service men and women including letters from the students;
- Third graders made muffins for Meals on Wheels with letters and refrigerator magnets;
- Fourth graders made blankets for the Linus Project; and the
- Fifth graders performed for Clarkston senior citizens, then shared brunch and memories.
This program, which is in its second year, was initiated by a parent and planned with teachers. Seventy-five parents volunteered to make the day a success. The entire school population made donations, and funds from Learn and Serve – Michigan covered the program costs. "We are very proud of the strong curriculum connection with our projects and the quality of our projects," said Clarkston Service-Learning Coordinator, Sue Wilson. "The rewards of this program are hard to quantify. It has changed the lives of many people, both the participants and the recipients."
In 2005-2006, Clarkston Community Schools engaged more than 2040 students in more than 88,230 hours of service-learning. Clarkston's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning at Clarkston Community Schools contact Sue Wilson, 6389 Clarkston, Clarkston, Michigan 48346, (248) 623-5413 or at wilsons2@clarkston.k12.mi.us.
Canine Commandos to the Rescue
Tropical’s fifth and sixth grade gifted and academically talented students have been working with our four-legged friends as part of their service-learning requirements. While watching a show on the Animal Planet Channel, a dog trainer stated that many dogs in the shelters are overlooked for adoption because of their highly strung behavior. He stated that these dogs could be trained quickly for furthering their success at finding a new home. Hence, Canine Commandos was formed. Canine Commandos received several small grants to purchase leashes, collars, chains, clickers and treats necessary for training. In small groups, the Commandos choose a dog not identified for adoption. Adults collar and leash the dogs then connect them to the fence (this prevents the dog from slipping out of the students' hands) with their trainers in waiting. The Commandos play with them until all the other students have their dogs.
Since the Commandos are confident with their training, they begin with the "watch me" command while holding a piece of cereal, Cheerios®. Once that command is satisfied, Commandos do the same with "sit," "down (the hardest command to teach)," "come," and "stay." All the while parent volunteers and teachers monitor, hand out supplies and work with students having any difficulties. A plus to the program is watching adoptive hopefuls walk around the dogs while in training. Seeing the dog in action enhances its chances of going home with new parents. Our hopes for the program, other than placing the loving dogs in loving homes, is to receive much coverage for expansion into other schools (we currently have two schools with 80 Commandos total).
The Commandos will be contacting schools to introduce and talk about the program. Another elementary school has recently just joined the Canine Commandos bandwagon allowing 75+ students now training dogs. We hope to have many schools training with us and find a professional dog trainer to meet the schools to provide training. In the classroom, Canine Commandos work on commercials, slide shows, brochures and a web page. Our PTO has donated $1700 to make training videos with a professional videographer which will take place this school year. DVDs will be donated to go home with adopted dogs while other DVDs will be sold with the profits going back into producing more.
If you would like more information about the program, contact Virginia Hamilton at Tropical Elementary at 454-1080 x252 or email HamiltonV@Brevard.k12.FL.us.
Tropical’s fifth and sixth grade gifted and academically talented students have been working with our four-legged friends as part of their service-learning requirements. While watching a show on the Animal Planet Channel, a dog trainer stated that many dogs in the shelters are overlooked for adoption because of their highly strung behavior. He stated that these dogs could be trained quickly for furthering their success at finding a new home. Hence, Canine Commandos was formed. Canine Commandos received several small grants to purchase leashes, collars, chains, clickers and treats necessary for training. In small groups, the Commandos choose a dog not identified for adoption. Adults collar and leash the dogs then connect them to the fence (this prevents the dog from slipping out of the students' hands) with their trainers in waiting. The Commandos play with them until all the other students have their dogs.
Since the Commandos are confident with their training, they begin with the "watch me" command while holding a piece of cereal, Cheerios®. Once that command is satisfied, Commandos do the same with "sit," "down (the hardest command to teach)," "come," and "stay." All the while parent volunteers and teachers monitor, hand out supplies and work with students having any difficulties. A plus to the program is watching adoptive hopefuls walk around the dogs while in training. Seeing the dog in action enhances its chances of going home with new parents. Our hopes for the program, other than placing the loving dogs in loving homes, is to receive much coverage for expansion into other schools (we currently have two schools with 80 Commandos total).The Commandos will be contacting schools to introduce and talk about the program. Another elementary school has recently just joined the Canine Commandos bandwagon allowing 75+ students now training dogs. We hope to have many schools training with us and find a professional dog trainer to meet the schools to provide training. In the classroom, Canine Commandos work on commercials, slide shows, brochures and a web page. Our PTO has donated $1700 to make training videos with a professional videographer which will take place this school year. DVDs will be donated to go home with adopted dogs while other DVDs will be sold with the profits going back into producing more.
If you would like more information about the program, contact Virginia Hamilton at Tropical Elementary at 454-1080 x252 or email HamiltonV@Brevard.k12.FL.us.
Online Service Learning Project Engaged Students to Service (A Learn and Serve America Subgrantee)
Sara Buttram a Broad Ripple High School 10th grade student in Indianapolis Indiana is the winner of the "Season of Service Images of Peace" Contest (107K pdf), sponsored by Service For Peace, Learn and Serve Indiana, Peace Learning Center, Indy Parks, and the Indiana Civil Rights Commission. Her winning poster entitled "Holding Peace" was displayed at this year's Martin Luther King / Robert F. Kennedy Commemoration Event "Making the Dream A Reality: Our Commitment to Peace and Non-Violence" which was held on April 4th, 2007 in Kennedy King Park. Her entry was part of an expanding the Martin Luther King Day of Service to a Season of Service starting from January 15th to April 4th 2007, which advances Dr. King's dream for peaceful and just communities by building a movement of positive social change.
The Poster/ Multimedia Contest encouraged teachers to instruct students in a youth directed service-learning project rooted in Robert F. Kennedy's April 4, 1968 speech to the citizens of Indianapolis following Dr. King's assassination. Ms. Emily Davies, a 2D Art Teacher at Broad Ripple, presented the assignment to the students, concentrating on the idea of symbolism. She had the students draw images or symbols that they thought represented many different words, i.e. freedom, agony, family, etc. After they finished this task, she introduced the poster assignment. Discussing what peace meant to them, both as individuals, and as a society, the students then had free reign to produce their idea of an Image of Peace.
"As for my thoughts on teaching about peace...I don't teach about peace as much as I do the practice of respect. After all, one cannot exist without the other." Ms. Davies said when asked about the service-learning project. When Ms. Buttram was asked about her experience she said, "I wanted to show that Peace may be hard to catch, but if you're careful enough, you just might catch it and be able to hold it in your hands."
If you would like more information about the program, contact Bruce Smith at Service For Peace/Peace Learning Center at bsmith@serviceforpeace.org.
Sara Buttram a Broad Ripple High School 10th grade student in Indianapolis Indiana is the winner of the "Season of Service Images of Peace" Contest (107K pdf), sponsored by Service For Peace, Learn and Serve Indiana, Peace Learning Center, Indy Parks, and the Indiana Civil Rights Commission. Her winning poster entitled "Holding Peace" was displayed at this year's Martin Luther King / Robert F. Kennedy Commemoration Event "Making the Dream A Reality: Our Commitment to Peace and Non-Violence" which was held on April 4th, 2007 in Kennedy King Park. Her entry was part of an expanding the Martin Luther King Day of Service to a Season of Service starting from January 15th to April 4th 2007, which advances Dr. King's dream for peaceful and just communities by building a movement of positive social change. The Poster/ Multimedia Contest encouraged teachers to instruct students in a youth directed service-learning project rooted in Robert F. Kennedy's April 4, 1968 speech to the citizens of Indianapolis following Dr. King's assassination. Ms. Emily Davies, a 2D Art Teacher at Broad Ripple, presented the assignment to the students, concentrating on the idea of symbolism. She had the students draw images or symbols that they thought represented many different words, i.e. freedom, agony, family, etc. After they finished this task, she introduced the poster assignment. Discussing what peace meant to them, both as individuals, and as a society, the students then had free reign to produce their idea of an Image of Peace. "As for my thoughts on teaching about peace...I don't teach about peace as much as I do the practice of respect. After all, one cannot exist without the other." Ms. Davies said when asked about the service-learning project. When Ms. Buttram was asked about her experience she said, "I wanted to show that Peace may be hard to catch, but if you're careful enough, you just might catch it and be able to hold it in your hands."If you would like more information about the program, contact Bruce Smith at Service For Peace/Peace Learning Center at bsmith@serviceforpeace.org.
