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|Project Title: ||Recycle with EPA Entrepreneurial Paper Activities|
|School Year: ||2004|
|School - District:||Charlestown High - Boston|
|Contact Name:||Karen Prussing|
|Content-Area(s):||English Language Arts, Mathematics, Science & Technology|
|Grades:||9, 10, 11, 12|
|Community Need:||Education, (environment)|
|Brief Description of SL Project: |
A team of students identified that paper was overused at the school and responded by applying recycling guidelines to an entrepreneurial model. Students visited a recycle center and a plastics museum to discover and learn how discarded material can evolve into useful and/or aesthetic objects. They hosted representatives from a company that recycles office waste. With college Vista volunteers, they tested local river water and published results for the school community. Then organizing and conducting a student-run collection of discarded classroom paper, they brainstormed ways to reuse the waste product. After researching and sharing the history of paper making, they constructed a giant paper tree from recycled paper, made hundreds of origami miniatures, and personalized Chinese calligraphy art on handmade paper. A Recycling Fair involved the entire school. This project can help educate communities about the benefits of recycling and how to they can turn trash to treasure.
|The Community Need the Project is Meeting:|
When students recognized how much paper was used in their school they were empowered to address the issue through collecting discarded paper and educating their classmates on reusing it.
|Service Component: |
Students prepared, organized, and conducted a student-run collection of discarded classroom paper along with a school wide Recycling Fair informing the school community on the importance of recycling along with ways to create beautiful objects from discarded paper.
|Connections with Massachusetts Curriculum Frameworks: |
English Language Arts- understand and effectively employ the writing, process, use various formats and technology to complete & enhance work.
Mathematics- collect, organize and describe data, construct, read and interpret data, apply knowledge of measurement in the construction of two and three-dimensional figures.
Science- develop an understanding of the positive, practical results that can accrue from turning an environmental liability into an asset, transfer knowledge gained to other similar situations, understand the need to treat potentially hazardous materials, understand how humans use technology and the design process to respond to the natural world and to solve everyday problems, identify aspects of social & personal issues that can be addressed through scientific study.
|How Youth Voice Helps Shape Project:|
Presented with an opportunity to learn and serve, students decided to organize an event that increased recycling awareness. Inspired by college Vista volunteers and visits to a plastics museum, they realized their goals by combining science research, crafts, and communication skills.
|Student Reflection Component: |
Individual student computer slides shows include student reflections on how this project raised awareness of safe environmental activities. Reflection activities create pathways to enhance student learning and achievement. The greater the opportunity for reflection about each academic area, the stronger their awareness of how service meets community and curricular needs.
|Community Partners Involved: |
City of Boston Recycling Program, ExCL Extras for Creative Learning Recycle Center, Earthworm, Inc., The National Plastics Center & Museum, Vista volunteers from the Urban Ecology Institute at Boston College
|Demonstration/Celebration of Students' Work: |
Students celebrated their achievements both at the school-wide Recycling Fair and at their combined team’s recognition day where participants received certificates and exchanged congratulations. Recognition and celebratory events enhance youth empowerment and community collaboration while rewarding meaningful service. Presentations of successes, achievements, and lessons learned are valuable facets of the service-learning experience.
|Evaluation of Project’s Impact:|
Student surveys, graphs, and experiments evaluate on-going science and math activities. Student interactions and contributions during tours, interviews, and presentations are evaluated through teacher observation and peer review. To evaluate the impact of this service-learning project, fair attendees were asked to fill out a questionnaire reporting on their awareness or lack of awareness on safe environmental practices.
|Challenges/Solutions Identified by District:|
There were no reported challenges in this service-learning project. An array of school community stakeholders supported this project contributing to the success of the project. For continued success of service-learning projects, it is recommended to gain school-wide support.
* 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.