In their Life Skills in the Family course, seventh grade students at Crestwood Middle School completed a hand-sewing tutorial and project. Students were asked to complete a second hand-sewing project that consisted of creating handmade cat toys to be donated to the
Frederick County Animal Shelter.
Best Practice 1: Meet a Recognized Need in the Community
There is an overwhelming number of animals in small cages awaiting adoption in Frederick County. Students wanted to help by making cat toys to be distributed to cats awaiting their forever homes. This service contribution allowed the limited funds available to the shelter to be better utilized on life sustaining resources, such as feed, bedding, and health care supplies. Toys provided to the shelter promoted healthier animals, as independent play and exercise can be difficult to provide for animals isolated to individual crates while they await adoption.
Best Practice 2: Achieve Curricular Objectives through Service-Learning
FACS.LS7.60 Integrate knowledge and skills needed to make informed clothing and textile decisions for the family.
FACS.LS7.60.03 Demonstrate skills needed to produce or repair textile products and apparel.
FACS.LS7.60.05 Use reading strategies to analyze and follow written directions to produce a finished product.
FACS.LS7.60.08 Evaluate ongoing project construction and the finished project using the established criteria.
Best Practice 3: Reflect throughout the Service-Learning Experience
During daily check-ins and classroom discussions, students shared they were eager to do something to help homeless animals and to make a positive impact on the community. Students became confident in their ability to sew and showed pride in their products and the impact their work would have on the well-being of shelter animals.
One unexpected outcome to students was the calming effect that the slow, repetitive activity that required concentration and carefully sewing stitches had on the class. They noticed reduced anxiety and elevated mood. With mental health concerns among young learners on the rise, this was a welcome and positive side effect, and many reported an interest in doing similar work in the future for personal wellness and for the animals they supported.
Best Practice 4: Develop Student Responsibility
Students were eager to participate in this service-learning activity, proactively getting all of their materials out even before the bell rang at the start of class. They understood the objective and were actively engaged the entire class period. This became something they enjoyed and looked forward to doing each day.
Students helped each other along the way, with everything from how to thread a needle to tying knots to how to sew a simple stitch. Five or six students offered to create additional cat toys by taking supplies home with them. Each student in the class made 2 (or more) cat toys with 100% student engagement!
When students were told they might be featured in the Frederick News-Post, this elevated the excitement and a group of 5 girls created an additional batch of toys, both during class and their free time.
Best Practice 5: Establish Community Partnerships
Over 50 cat toys were delivered to the Frederick County Animal Shelter and distributed to cats awaiting adoption. Shelter staff said they would be used for the cats currently awaiting adoption at the shelter, to which the teacher could attest after having adopted a pet earlier in the year.
Best Practice 6: Plan Ahead for Service-Learning
Scrap materials left over from other student projects over the years were located and utilized for this project. Three cat toy templates were identified, ranging from beginner to skilled, and students were required to complete two by the end of the two and a half week long unit. Simple instructions that were clear and easy to follow, as well as a time table for the project, were also needed in advance of the activity. Additional materials required included catnip and batting, which were provided with student activity funds and a teacher donation.
Best Practice 7: Equip students with Knowledge & Skills needed for Service
Students learned to sew by hand earlier in the school year. This second project honed their skills and reinforced what they had learned earlier. Since the cat toys were small, the students were not overwhelmed, and they gained confidence in their skills and satisfaction in knowing they had made a positive impact on the community.
Through this service-learning experience, students learned teamwork, how to effectively utilize scrap material to create something new and useful, sewing skills, the care and use of basic sewing materials and tools, how to cut a pattern, how to follow instructions, how to express themselves through creativity, time management, how to thread a needle, the importance of safety and about folds, grain and selvages.
Supporting the Humane Society
Worcester County, 2023
Sixth grade students at the Berlin Intermediate School partnered with the
Worcester County Humane Society to support the initiatives of this no-kill shelter. Preparation for the project included researching the problem of animal homelessness, Zoom calls with the Worcester County Humane Society, and selected activities from a menu. In the Action phase of the service-learning experience, students completed a Penny Race, created and presented multimedia presentations, and raised money and goods during a drive for the Worcester County Humane Society. In the Reflection phase, students kept a reflection journal throughout the year, created a photo collage of their ongoing project, and wrote a reflection to the Worcester County Humane Society.
Best Practice 1: Meet a Recognized Need in the Community
Students supported the needs of the Worcester County Humane Society, which provides care for over 200 animals at their facility.
Best Practice 2: Achieve Curricular Objectives through Service-Learning
Social Studies
1.C.1 Describe the importance of being a good citizen
4.A.1.a Identify opportunity costs of economic decisions made by individuals and groups
4.A.2.a. Identify ways people have used resources to meet economic wants
W.6.2 Write informative / explanatory texts about the service-learning requirements
W.6.7 Conduct short focused research to determine needs of Worcester County Humane Society
R.6.7 Integrate visual information with other information in print and digital texts
RH6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text
WHST.6-8.8 Gather relevant information from multiple print and digital sources
Math
Students will use positive and negative integers in math
ELA
RI6.1 Cite textual evidence to support analysis of what the text says
W.6.2 Write informative explanatory text to examine a topic.
SL 5 Include multimedia components
SL4 Present claims and findings
Science
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Best Practice 3: Reflect throughout the Service-Learning Experience
- Students reflected throughout the project by:
- Writing a letter to explain service-learning requirements, components, goals, how students planned to meet the requirements.
- Writing a reflection after meeting with shelter volunteer via Zoom
- Captioning photographs on a Photo Collage that became part of their service-learning bulletin board.
- Responding to journal prompts to describe their activities and explain how it impacted them, and whether or not they actually met the needs of the Humane Society. Students focused on what went well and what could have been improved upon.
- Completing the Worcester County Service-Learning Survey during Social Studies class.
Best Practice 4: Develop Student Responsibility
Students voted to partner with the Worcester County Humane Society. They referred to their website to make lists of upcoming events to attend and of ways to support the partner with items that were most needed. Students chose the activities that they wanted to participate in. Students donated coupons, items, and money. Additionally, students created posters to raise awareness.
Best Practice 5: Establish Community Partnerships
The students worked with the Worcester County Humane Society and participated in the Boardwalkin’ for Pets event. Students created posters and wrote announcements to promote the event. Students formed teams to participate in Boardwalkin’ for Pets. The Humane Society also provided information in an introductory Zoom and was in constant communication with the 6th grade team throughout the year.
Best Practice 6: Plan Ahead for Service-Learning
- Students reviewed a list of previous years’ projects, examined pictures, and asked questions.
- Students discussed various project ideas, deciding to first investigate the problem of animal homelessness.
- Students looked at national ASPCA statistics, then focused on Worcester County. Students chose 3-5 articles to read to learn what kids can do to help solve the problem.
- Students completed a web quest activity to obtain information about the Worcester County Humane Society and its mission.
- Through a Schoology poll, students voted to decide whether to choose the problem of animal homelessness or to examine additional community needs.
- Students wrote a letter to explain service-learning requirements, components, goals, how they planned to meet the requirements.
- Students voted to partner with the Worcester County Humane Society. Teachers met with the shelter’s manager to determine its most urgent needs.
- Students referred to the website to make lists of upcoming events to attend and the items that were most needed.
Best Practice 7: Equip students with Knowledge & Skills needed for Service
Students completed service-learning activities from the Worcester County content guide.
- Lesson 1- Definition of Service-Learning and the 7 Best Practices
- Lesson 2 – Community Needs & Service-Learning Projects
- Lesson 3 – Service-Learning Components and Examples
- Lesson 4 – Goals of Service-Learning
- Lesson 5 – Requirements & How They are Fulfilled
Students reviewed writing skills relating to persuasive writing and utilizing writing conventions correctly.