“Making Strides against Breast Cancer,” in conjunction with the American Cancer Society, is a three-sided unit. First, it raises awareness in the faculty, students and staff about the various factors that are linked to breast cancer in general. Secondly, students organize a gallery walk to demonstrate what they have learned and inform the community. Lastly, the unit collects money for the cause.
Making Strides Against Breast Cancer |
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By: George Lewis, Karen Simpson, Sarah Martin Teaching Team: George Lewis
Karen Simpson
Sarah Martin
School: Hubbard M.S. Grade Levels: 8 Academic Focus/ Core Curriculum Standards: Comprehensive Health and Physical Education: 2.1, 2.2 Language Arts Literacy: 3.1, 3.2, 3.3, 3.4 Social Studies: 6.1, 6.2
Technology: 8.1 A, B
Consumer, Family & Life Skills: 9.2 A, B, C, D Core Ethical Values: Responsibility, empathy, civic-mindedness
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Project Description:
“Making Strides against Breast Cancer,” in conjunction with the American Cancer Society, is a three-sided unit. First, it raises awareness in the faculty, students and staff about the various factors that are linked to breast cancer in general. Secondly, students organize a gallery walk to demonstrate what they have learned and inform the community. Lastly, the unit collects money for the cause. Target Audience: The Plainfield community Timeline: 7-8 weeks prior to the gallery walk Project Scheduling: During social studies, math, and ELA classes
Equipment Needed: Statistics pamphlets, registration forms, permission slips for parents/guardians to sign for students, and donation “folders” provided by the American Cancer Society to collect donations. Academic Focus:
Visual Arts: Students created posters that were displayed on the gallery walk. Comprehensive Health and Phys. Ed.: Students learn facts and statistics about breast cancer. Language Arts Literacy: Students collaborated on their research and what to write on the pamphlets and posters that they created. Social Studies: Students conducted much of their research during social studies class. Students learned civics by reaching out to and educating their classmates and the Plainfield community. Technology: Students created informational pamphlets. |
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Hurdles Encountered: Hurdles: Getting people involved. Solution: Announcements, word of mouth, student-made posters (for extra credit in respective classes) |
Educational Strategies:
Performance-based Education: Students participated in real-life project with positive outcomes. Cooperative Learning: Students worked together toward the common goal of educating the community and creating the gallery walk. Interdisciplinary Approach: Students combined health ed., language arts, visual arts, social studies, and technology to educate the student body and community at large. Personal Growth Outcomes:
Students showed clear understanding of the components and importance of this service-learning project. |
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Celebration: Students who participate given a “goody” bag the day following the walk’s opening. Recognition: Media coverage
Key Findings: Students understand the project and character education are interrelated. |
Community Involvement:
Event includes entire community of Plainfield (Courier and local newspapers, TV station promotion). Parents and Volunteer Involvement:
Students who participated in the gallery walk will explain different parts of the gallery to parents. Reflection Activities:
Students meet the day after the opening of the gallery walk and are asked a series of questions that have them reflect on the importance of the project and reaching out to the community. Means of Assessment:
Pre- and post-project tests were conducted that challenged the students’ knowledge of breast cancer. |