Project K.I.D.S. C.A.N.: Service-Learning in the Classroom and Community

Abstract Project K.I.D.S. C.A.N. (Keep Involving Dassa Students in Community and Nature) offered the opportunity for many to serve the needs of each other through restoring an outdoor nature trail and beautification projects on school and community properties. The sites of the project were Dassa McKinney Elementary School, the community nature trail, and the Veteran's Memorial in the local town of West Sunbury, Pennsylvania. Students in the learning and emotional support classrooms at Dassa McKinney Elementary school were the primary participants. General education peers, along with high school students, teachers, administrators, parents, and community members were partners. In this article, sustainability and evaluation methods are discussed. Definitions of service-learning and evidence of support are offered. Through the use of service-learning, this article demonstrates how Project K.I.D.S. C.A.N. strengthened ties in a rural community along with meeting curricular objectives. Introduction "This is a lot of fun learning about the environment!" "I can't wait to help someone else." "What's our next project going to be?" "Can we do this again next year?" "YES! I got a certificate on awards day!" What are these children talking about? The answer is simple, easy, and growing in popularity every day. The answer is service-learning. You probably have heard of it by now, even though you may not be sure exactly what it entails. This article begins with a definition of service-learning. Identification of positive aspects for implementing service-learning into the school district curriculum are discussed. Finally, a description of an example of a particular service-learning project, Project K.I.D.S C.A.N. (Keep Involving Dassa Students in Community And Nature) is provided. This includes the district curricular goals that were involved, sustainability, and evaluation methods. Project K.I.D.S. C.A.N. was implemented in the school district of Moniteau. This school district is located within a rural setting comprised of small communities, farms, and residential homes. Service-learning projects, such as Project K.I.D.S. C.A.N., allow an opportunity for school districts located in rural, many times remote, areas to become involved in helping their communities. Service-learning projects offer a chance for providing a reciprocal relationship between community and school. Definition Eyler and Giles (1999) state there are 147 definitions of service-learning. Why are there so many definitions? Service-learning comprises two parts: service and learning. The service and learning components may share equal weight in terms of amount of time given or one may be viewed as needing more time than the other one. Eyler and Giles state that no matter which approach is taken, it is still service-learning. The service component entails providing a needed service to others in the community or school. Learning refers to the fact that, while participants are providing service, they are also learning and meeting curricular goals. Fertman (1994) states service-learning contains four components: a) learning, b) service, c) reflection, and d) celebration. During the first, or learning component, students amass knowledge through many avenues. One possibility is hosting guest speakers at your school who are experts in the chosen area of service. Reading books, writing reports, and interviewing more knowledgeable peers, teachers, administrators, or community members on the topic are also options. The second component involves the students going out to the community or school to provide the chosen service. Many times the service reinforces and allows application of the learning component. For example, if students choose to make bird feeders, many math objectives may be applied through measuring materials and the construction of the feeders. Reflection is the third component. …