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|Project Title: ||Fair Foods|
|School Year: ||2006|
|School - District:||Smith Leadership Academy Charter Public School - Smith Leadership Academy Charter Public (District)|
|Contact Name:||Janelle Hoffman|
|Content-Area(s):||History & Social Sciences|
|Brief Description of SL Project: |
Eighth grade students at Smith Leadership voluteered with Fair Foods, an organization committed to solving hunger problems in low-income communities. Supermarket chains, which include Stop & Shop, Trader Joes, Star Market, donated excess food to this organization which then bags and redistributes the food in our community. Most of the food donated included bread, produce, and dry goods. Students at Smith Leadership Academy were responsible for sorting, packaging, and bagging the food. This experience allowed students to understand the basic functions of non-profit organizations and their role in our community. In addition, students were also able to learn the severity of hunger problems in our community and different solutions for addressing these problems.
|The Community Need the Project is Meeting:|
Students were able to address the hunger need in their community by working with Fair Foods. Students were able to address the need for healthy food in low-income communities as majority of the food distributed through Fair Foods is produce. Students prepared healthy food for the community at no cost.
|Service Component: |
Students spent 10 hours from January to June at Fair Foods sorting, packaging, and bagging the food. They helped the people who need healthy food in low-income communities. More low-income individuals in the community were getting food parcels.
|Connections with Massachusetts Curriculum Frameworks: |
US History & Government
US.G 5.1 Explain the meaning and responsibilities of citizens in the US and MA; US.G 5.2 Describe roles of citizens in MA and US including, participating in voluntary associations to promote the common good; USG 4.6 Differentiate governmental and non-governmental organization/describe purpose and function; USG.5.6 Identify specific ways for individuals to serve their communities and participating responsibly in civil society.
Community & Public Health-Students learn the influence of social factors on health and contribution of public health, and gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities.
English Language Arts:
Composition Strands 19:Writing, 21:Revising, 23:Organizing Ideas in Writing, 25:Evaluating Writing/Presentation
|How Youth Voice Helps Shape Project:|
Students in this project were afforded the opportunity to assess a community need, provide student service, and make academic connections in response to their experience. This granted students with ownership to their projects and greater learning opportunities.
|Student Reflection Component: |
After every reading session students were expected to reflect in their journal and share their experience with the class followed by a class discussion on service to others. Students compared their experiences this year with just learning about it last year when they did not actually serve.
"During my time at Fair Foods I had fun. We separated tomatoes from good to bad then we grabbed all the good ones and put them in green, red, and clear baskets and threw the bad tomatoes in the trash. We had fun not only doing what we were doing, but the feeling of making healthy food for the community rather than junk food. I noticed every container of tomatoes I filled was saving another life. The feeding of another mom, child, or elderly man or women made me proud."
|Community Partners Involved: |
students, school, Fair Foods, Stop & Shop, Trader Joes, Star Market
|Demonstration/Celebration of Students' Work: |
Students had a community service celebration night for students, parents, and family members. During the celebration, students were able to display their work using poster boards and giving PowerPoint presentations. The community was then able to get an in depth understanding of each of the students organizations and the role and function it plays in their community.
|Evaluation of Project’s Impact:|
Each student had to meet the following criteria: read a story, come prepared with two questions to ensure students have comprehended what they had read, read with articulation, change in tone, and dramatization, hand in a one page summary of their experience, and participate in class discussion.
|Challenges/Solutions Identified by District:|
The challenges faced were related to transportation but our solution was to get the students to walk to and from school to the service site. Another challenge was the time I would have preferred students to have more time at each of the site visits. Lastly, resources were scarce. For example, when separating tomatoes often times student did not wear gloves. They expressed a desire to wear them, which was reasonable.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.