1. Service-Learning Contact Information
Charles Yocum, Anne Arundel County Public Schools
2. Service-Learning Fact Sheet
A complete PDF version of Anne Arundel's Service-Learning Implementation Plan is available below.
Implementation Plan • Teacher Project Report • Appendix
Service-learning is infused into specific courses between grades 5-10. Excellent use of Fellows as training partners for service-learning.
5th grade - U.S. History - social studies (5 hours)
6th grade - interdisciplinary team project (10 hours)
7th grade - interdisciplinary team project (10 hours)
8th grade - interdisciplinary team project (10 hours)
High School - U.S. Government (10 hours), English 10 (10 hours), science/biology (10 hours), health (10 hours)
Reporting: Service-learning is tracked on report cards (as completion by grade level).
Transfer Policy: Hours earned are reported to other districts. Transfers in pick up at where they enter the system. Entry in 11th grade, students do 20 hours. Senior transfers do service-learning work under direction of the guidance office.
3. Teacher Fellows (see overview)
Wesley Baker, 2010, Old Mill High School (History), Anne Arundel County, firstname.lastname@example.org
Bobbi Coffman, 2010, Meade High School (English, Social Studies), Anne Arundel County, email@example.com
Leslie Eisenhauer, 2009, Magothey River Middle School (Language Arts), Anne Arundel County, LEisenhauer@aacps.org
Annitsa Spanos, 2008, Arundel Middle School (Science), Anne Arundel County, firstname.lastname@example.org
Green School Project
Become state certified as a Maryland Green School! This project involves a two-year commitment to holistic, integrated approaches to authentic learning that incorporates local environmental issue investigation, professional development with environmental best management practices, and community stewardship.
Janet Hines, 2007, Chesapeake Bay Middle School (social studies), 410-410-437-2400, email@example.com
Read-A-Thon for Johns Hopkins Pediatric Unit
To increase my students’ awareness of other children and develop their leadership skills, a collection of items for the John Hopkins Hospital Pediatric Unit was conducted. Students created games, wrote story books, designed coloring books, and purchased supplies needed to entertain the young patients.
Joanna Heckman, 2005, Arundel Middle School (Science), Anne Arundel County, 410-674-6900, firstname.lastname@example.org Moved Out of State
Towser's Branch Project
Stephen Fletcher, 2004, Marley Middle School, (Formerly in Montgomery County at Eastern Middle School), email@example.com
Students created a Bluebird Train and engaged in a landscaping workshop. We established a sense of pride in our schoolyard that if nurtured, could endure for years to come as well as improved the habitat for Bluebirds.
Catherine Gistedt, 1997, Marley Middle School (Media Specialist), 410-761-0934
Students learn how to determine acceptable water quality of our environment using surveys, observations, and test kits. They then test, analyze and observe wildlife at Marley Creek in our community to determine a plan of action to improve the water quality or the wildlife habitat for this local creek.
Monna Madron (Bartenstein), 1996, Severna Park High School (Speech, American Heritage), 410-544-0900
High School Mentors
I established a dialogue between high school students and their feeder schools to encourage positive student self-concepts and success in "real life" conflict and environmental situations. High school students in public speaking and literature classes teamed up with science students. They led Sunset Elementary School students in small group plays, poster creation, songs, and discussions about improving self, school, and community.
Pat Neidhardt, 1995, Broadneck High School, 410-757-1300, firstname.lastname@example.org Retired
1996: I have incorporated service-learning into Field Biology through group projects during classes and through individual projects. All students were asked to assess the needs of wildlife in their community and to do a project which would improve habitat. The project could be carried out on private/community property. All 10th graders planted marsh grasses along the perimeter of Wye Island to provide habitat and prevent erosion. Students also determined the source of nutrients fouling in a pond in Patapsco State Park. The conclusions were reported to park officials.
1995: Students earn credit toward graduation by choosing, planning, funding, and carrying out a summer environmental service project. The students spend 1 hour after school one day a week during spring semester during the planning phase. They camp out on site for one week during the summer. They spend 8 hrs a day working and participating in 2 hours of programs each evening. Two years the students selected grass planting (spartini) along the shore, building wood ducks, bat, and blue bird boxes on Wye Island. One year was spent at Horsehead Refuge planting grasses, trees and shrubs, and building various habitat boxes. I moved to a new school this year and will be starting new programs and incorporating service-learning wherever I can.
Maryann Buckley, 1995, Severna Park Middle School (Principal), 410-691-4344, email@example.com Retired
- 1996: We have adopted Marley Creek and are analyzing the water quality and aquatic life. We have brain stormed many service learning activities including, community awareness, recycling, clean-up, legislative lobbying, storm drain painting, tree and plant planting and erosion control.
· 1995: My 8th grade students designed a hands-on science experiment using the 3rd grade curriculum. They collected materials and made a display board using the scientific method for their project. They went to a 3rd grade elementary school and taught their lesson and assisted the students in making their own science projects. They "taught" three classes of students. The 3rd graders then made their own science projects and entered them in the school and county science fair.
Shelley Finkelstein, 1994, South River High School, 410-956-5600
As a team, all the 9th grade Law and the Individual teachers involved more than 300 students in a service-learning project on cross cultural communication. For preparation, students participated in student led workshops on personalities and self-analysis. They studied the diversity of our communities and the need to actively participate in the community. For action, students went to Camp Letts, a YMCA Camp, to do environmental projects to improve their community. They also conducted a button making fundraiser in order to send money to relief agencies helping the victims of the Oklahoma City bombing. To reflect, they put together a slide show. We're planning another big project for next year!
Doreen Kok, 1994, Arundel Middle School, 410-674-6900, firstname.lastname@example.org
Students built an outdoor classroom, trails, and animal houses for our wooded area (called Towsers Branch). The students cleaned and monitored the stream area - water testing, fish identification, plant study. Students work to improve the area through monitoring, projects and work days. They work in cooperation with the AA County Dept. Of Recreation and Parks and with the Dept. of Planning and Zoning by sharing data. The project is financed and supported by the Chesapeake Bay Trust.