Take Care of Oregon Days Project Ideas: 150 Project Ideas

Take Care of Oregon Days Project Ideas
Project: Content Standards / CCG’s: Essential Skills: Available Resources:

A Cookbook of Science/Life Science/Organisms:  Read and comprehend a  Tryon Life Community Farm:
 Describe the characteristics, structure, and variety of text. http://tryonfarm.org/share/
Native Plants functions of organisms.  Write clearly and accurately. medicinal-plant-guide_pacific-
Students research  SC.05.LS.03.01: Associate specific structures with
 Apply mathematics in a variety
northwest
native edibles and their functions in the survival of the organism.  United States Forest Service: Pacific
of settings.
herbs. Science/Life Science/ Diversity & Interdependence: Northwest Research Station:
 Use technology to learn, live, http://www.fs.fed.us/pnw/index.shtml
 Explain and analyze the interdependence of
They compile and organisms in their natural environment.
and work.
 Oregon State University Extension
publish a recipe Social Sciences/ Geography:
 Demonstrate civic and Offices
book highlighting community engagement.
 Understand the distribution and movement of  Local native plant nurseries
native species. people, ideas, and products.  Demonstrate personal
management and teamwork  Local libraries
Students learn about  SS.HS.GE.07.02: Identify and understand different
methods of extracting and using resources, and skills.  Local oral history
plant structure and
analyze and compare the effect on the environment.
growth, the local  Understand how physical characteristics in the
environment, local environment and changes in the environment affect
and regional history, human activities.
personal health. Social Sciences/History/ State & Local History:
They draw  Understand and interpret events, issues, and
developments in Oregon history.
connections  SS.08.HS.08: Understand the lasting influence of
between the events and developments in local history.
environment and Language Arts/Reading:
human inhabitants.  CCG: Listen to, read, and understand a variety of
text across the subject areas at school and on own,
applying comprehension strategies as needed.
Language Arts/Writing:
 EL.WR.02: Discuss ideas for writing with
classmates, teachers and other writers, and develop
drafts alone and collaboratively.
Health Education/ Promotion of Healthy Eating:
 Explain the components of a balanced diet and their
importance to growth and wellness.
© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org


Access to Food Social Sciences/Social Science Analysis:  Read and comprehend a  Oregon Food Bank
 Identify, research, and clarify an event, issue, variety of text. www.oregonfoodbank.org
Resources problem, or phenomenon of significance to society.  Write clearly and accurately.  Oregon Hunger Relief Task Force
Students in a foreign  Identify and analyze characteristics, causes, and www.oregonhunger.org
 Listen actively and speak
language class work consequences of an event, issue, problem, or
clearly and coherently.  Public Health Law and Policy:
phenomenon.
with the local food  Identify, compare, and evaluate outcomes,  Think critically and Planning for Healthy Places
bank to learn about analytically. http://www.healthyplanning.org/
responses, or solutions; then reach a supported
factsheets.html
barriers to getting conclusion.  Demonstrate civic and
food resources to Social Sciences/Civics and Government: community engagement.
those who most  SS.05.CG.05 Understand how citizens can learn Skills: :
need them in their about public issues.
community. Social Sciences/Economics:
 SS.08.EC.02.01: Know and give examples of how
Students practice changes in the economy impose costs on some and
their vocabulary and benefits on others because they arbitrarily
communication redistribute purchasing power.
skills by translating Second Language/Presentational Mode: Writing:
materials into a  Express ideas in written form on familiar topics for
language other than a variety of purposes.
English. Second Language/Presentational Mode: Speaking:
 Communicate ideas and information on familiar
Students research topics for a variety of purposes.
the demographics of Health Education/Promotion of Healthy Eating:
the local  Explain the components of a balanced diet and their
community, and importance to growth and wellness.
plan a promotional  Demonstrate the ability to advocate for personal,
family, and community health and safety.
campaign to
distribute the Language Arts/Speaking and Listening:
 CCG: organize oral, visual, and multimedia
translated presentations in clear sequence, making
informational connections and transitions among ideas and
materials. elements.
:


Acting for Social Sciences/History/World History:  Read and comprehend a  History of Theater
 Understand the importance and lasting influence of variety of text. http://www.theatrehistory.com/
Social Action issues, events, people, and developments in world  Write clearly and accurately.  Alice Lovelace “Story in Art and
Students research history. Mediation”
the history of Social Science/Civics and Government: clearly and coherently. http://www.inmotionmagazine.com/
theater and learn  Understand the roles, rights, and responsibilities of al/alths1.html
 Demonstrate civic and
citizens in the United States.  Students Use the Arts to Advocate for
about specific community engagement.
Language Arts/Reading: Social Justice
instances when it  Demonstrate personal
 CCG: Listen to, read, and understand a variety of http://activecitizen.tufts.edu/?pid=379
has been an effective text across the subject areas at school and on own,
management and teamwork
skills.  Local Community Theater
vehicle for the applying comprehension strategies as needed.
promotion of social Language Arts/Writing:
justice.  CCG: Write narrative, expository, and persuasive
Students write a texts, using a variety of written forms – including
journals, essays, short stories, poems, research
play exploring a reports, research papers, business and technical
particular theme of writing – to express ideas appropriate to audience
social justice, and and purpose across the subject areas.
offer a free The Arts/Create, Present and Perform:
performance of the  Use essential elements and organizational
play for the principles to create, present and/or perform works
of art for a variety of purposes.
community.
The Arts/Historical and Cultural Perspectives:
 Explain how a work of art reflects the artist’s
environment and personal experience within a
society or culture, and apply to one’s own work.
 Explain how the arts serve a variety of personal,
professional, practical, economic, community, and
cultural needs.
 AR.08.HC.05: Explain the influence of the arts on
individuals, communities and cultures in various
time periods.
 AR.HS.HC.05: Explain the influence of the arts on
human behavior, community life and cultural
traditions.


Adopt-a-Park Social Sciences/Civics and Government:  Read and comprehend a  Our Cities Without Green Space
 SS.05.CG.02.01: Identify public safety, variety of text. www.aag.org/sustainable/gallery/
Students adopt a transportation, education, and recreation as  Write clearly and accurately. projects/mugenyi.pdf
local park or responsibilities of local governments.  Project for Public Spaces
 Think critically and
greenspace area near Social Sciences/Geography: analytically. http://www.pps.org/topics/whyneed/
their school.  SS.05.GE.07.01: Understand how and why people
 Demonstrate civic and  SOLVwww.solv.org
alter the physical environment.
Students coordinate  SS.08.GE.07.01: Understand how the process of
community engagement.
with the parks urbanization affects the physical environment of a  Demonstrate personal
management to place, and the physical and human characteristics of management and teamwork
plant and maintain a the surrounding region. skills.
section of the park. Science/Life Science/Organisms:
Students research  SC.03.LS.02: Describe the basic needs of living
things.
the impact of
greenspaces on a Science/Life Science/ Diversity & Interdependence:
 SC.05.LS.05: Describe the relationship between
community and characteristics of specific habitats and the
develop an organisms that live there.
advertising  SC.HS.LS.03.02: Explain how humans and other
campaign to species can impact an ecosystem.
promote the use of The Arts/Create, Present and Perform:
the park.  AR.08.CP.01: Select and combine essential
elements and organizational principles to achieve a
desired effect when creating presenting and/or
performing works of art.
Health Education/Promotion of Physical Activity:
 Explain the impact physical activity has on
maintaining and/or improving health and well-
being.
Health Education/Promotion of Environmental
Health:
 Explain the elements of a safe and healthy personal,
school, home and community environment and
their effect on health and well-being.


Advocating for Language Arts/Reading:  Read and comprehend a  Oregon Dental Association
 CCG: Listen to, read, and understand a variety of variety of text. http://www.oregondental.org/i4a/
Oral Hygiene text across the subject areas at school and on own,  Write clearly and accurately. pages/index.cfm?pageID=3331
Students explore applying comprehension strategies as needed.
careers in health and Language Arts/Writing: community engagement.
health sciences.  CCG: Investigate topics of interest and importance
across the subject areas, selecting appropriate
Students gather media sources, using effective research processes,
information about and demonstrating ethical use of resources and
appropriate oral materials.
hygiene. Career-Related Learning Standards/Career
Development:
Students learn about  CS.CD.02: Research and analyze career and
dental services for educational information.
low-income Social Sciences/Economics:
residents in their  SS.05.EC.02.02: Understand the difference between
community. “needs” and “wants” and their relationship to
economic trade-offs.
Students include
Health Education/Health Skills:
these resources in a
 Accessing Information: Demonstrate ability to
brochure that they access valid health and safety related information.
develop and  Interpersonal Communication: Demonstrate
distribute within ability to use interpersonal communication skills
their school or (verbal and non-verbal) to enhance health and
community. safety.
 Advocacy: Demonstrate the ability to advocate for
personal, family and community health and safety.
Health/Prevention and Control of Disease:
 Explain the relationship between positive and
negative health behaviors and prevention of illness,
disease and premature death.
 Demonstrate the ability to advocate for personal,
family and community health and safety.


Alternative Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  SOLVwww.solv.org
 SC.08.ES.01: Recognize that Earth materials are variety of text.  Alternative Energy News
Energy limited, and explore strategies for addressing this  Listen actively and speak http://www.alternative-energy-news.info/
Resources problem. clearly and coherently.  Alternative Energy Institute
Students use the Language Arts/Writing:  Think critically and http://www.altenergy.org/
internet and library  CCG: Investigate topics of interest and importance analytically.  Oregon State Department of Energy
resources to  Use technology to learn, live, http://www.oregon.gov/ENERGY/
media sources, using effective research processes,
investigate past, and demonstrating ethical use of resources and
and work. RENEW/index.shtml
current, and future materials.  Demonstrate civic and
research into community engagement.
Language Arts/Speaking and Listening:
alternative energy  CCG: organize oral, visual, and multimedia  Demonstrate personal
resources. presentations in clear sequence, making management and teamwork
connections and transitions among ideas and skills.
Students share their elements.
findings with the Social Sciences/Economics:
community and  Understand the economic concept of scarcity.
evaluate the  Understand the concept of supply and demand.
potential of Social Sciences/Geography:
introducing or  SS.HS.GE.07.01: Distinguish between renewable
supporting various resources and non-renewable resources and the
global consequences of mismanagement.
alternative energy
resources into the Social Sciences/Social Science Analysis:
 Identify, research, and clarify an issue, problem, or
community. phenomenon of significance to society.
 Gather, use, and evaluate researched information to
support analysis and conclusions.
 Understand an event, issue, problem, or
phenomenon from multiple perspectives.
 Identify and analyze characteristics, causes, and
consequences of an events, issue, problem, or
phenomenon.
Technology:
 TG.04: Use technology in an ethical and legal
manner and understand how technology affects
society.


Art in the Park The Arts/Create, Present and Perform:  Read and comprehend a  Local artists and muralists
 Use essential elements and organizational variety of text.  Local parks
Students study principles to create, present and/or perform works  Think critically and  Local arts associations
significant public of art for a variety of purposes. analytically.
artists, focusing on The Arts/Aesthetics and Criticism:  Environmental Art Museum
 Demonstrate civic and http://www.greenmuseum.org
the environmental  Respond to works of art, giving reasons for community engagement.
preferences and using terminology that conveys  Public Art Online
and cultural impact  Demonstrate personal http://www.publicartonline.org.uk
knowledge of the arts.
of their work. management and teamwork
The Arts/Historical and Cultural Perspectives: skills.
Students create art  Explain how a work of art reflects the artist’s
(murals, sculpture, environment and personal experience within a
etc.) reflecting pride society or culture, and apply to one’s own work.
in their community  Explain how the arts serve a variety of personal,
or region. Students cultural needs.
arrange to place the  AR.HS.HC.05: Explain the influence of the arts on
art in a local park or human behavior, community life and cultural
public space. traditions.
Language Arts/Reading:
 CCG: Listen to, read, and understand a variety of
Social Sciences/Civics and Government:
 SS.03.CG.03: Identify ways that people can
participate in their communities and the
responsibilities of participation.
Social Sciences/Geography:
 SS.08.GE.08: Understand how changes in a
physical environment affect human activity
Social Sciences/History/State and Local History:
 Understand and interpret events, issues, and
developments in Oregon history
developments in local history


Assess Local Social Science/Civics and Government:  Read and comprehend a  TriMet www.trimet.org
 Understand and apply knowledge about variety of text.  LTD www.ltd.org
Public government and political systems, and the rights  Write clearly and accurately.  State of Oregon Public Transit Division
Transportation and responsibilities of citizens.
 Listen actively and speak http://www.oregon.gov/ODOT/PT/
 SS.05.CG.02.01: Identify public safety,
Students study transportation, education, and recreation as
clearly and coherently.
access to and responsibilities of local governments.  Apply mathematics in a variety
resources for public of settings.
Social Science/Economics:
transportation  Understand economic concepts and principles and  Think critically and
within their how available resources are allocated in a market analytically.
community, and economy.  Use technology to learn, live
share their findings Social Science/Geography: and work.
with local  SS.08.GE.01.01: Use maps, charts, and graphs to  Demonstrate civic and
understand patterns of movement over time and community engagement.
government and space.  Demonstrate personal
community groups. Language Arts/Writing: management and teamwork
 CCG: Investigate topics of interest and importance skills.
and demonstrating ethical use of resources and
materials.
presentations in clear sequence, making
connections and transitions among ideas and
elements.
Technology:
 TG.02: Select and use technology to enhance
learning and problem solving.
 TG.03: Access, organize, and analyze information
to make informed decisions, using one or more
technologies.
Mathematics/ Measurements:
 CCG: Understand measurable attributes of objects
and the units, systems, and processes of
measurement.


Athletic Shoe Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  Nike
 Identify the structure of the Earth system and the variety of text. http://www.nikebiz.com/
Recycling availability and use of the materials that make up  Think critically and responsibility/community_programs/
Students learn about that system. analytically. reuse_a_shoe.html
the resources needed  SC.05.ES.01.03: Recognize that the supply of many
resources is limited, and that resources can be
to create athletic extended through recycling and decreased use.
shoes, and the  SC.08.ES.01.01: Identify ways in which various  Demonstrate global literacy.
amount of landfill resources can be recycled and reused.
space used to Social Sciences/Economics:
dispose of them.  Understand the economic concept of scarcity.
 SS.08.EC.02.02: Distinguish between “needs” and
Students create a “wants” in the US and other countries of the world,
campaign to recycle and the impact of the media.
athletic shoes at  Understand the concept of supply and demand.
their school. Social Sciences/Geography:
 SS.HS.GE.07.01: Distinguish between renewable
resources and non-renewable resources and the
Social Sciences/Social Science Analysis:
 Identify, research, and clarify an issue, problem, or
phenomenon of significance to society.
consequences of an events, issue, problem, or
phenomenon.
being.


Bat Houses Science/Life Science/Diversity & Interdependence:  Read and comprehend a  Free Bat House Plans
 Explain and analyze the interdependence of variety of text. http://www.eparks.org/
Students study the organisms in their natural environment. wildlife_protection/wildlife_facts/
life cycle of bats, and  SC.03.LS.04: Describe a habitat and the organisms bats/bat_house.asp
of settings.
the natural pest that live there.  Why Bat Houses May Fail
control benefits to  SC.08.LS.04.02: Identify populations of organisms
analytically. http://www.batmanagement.com/
the environment within an ecosystem by the function that they serve. Batcentral/batboxes/whyfail.html
 SC.05.LS.06.01: Describe changes to the  Demonstrate civic and
that they provide. environment that have caused the population of community engagement.  Building a Bat House / National Wildlife
Federation
Students construct some species to change.  Demonstrate personal
http://www.nwf.org/backyard/
bat houses Language Arts/Reading: management and teamwork bathouse.cfm
simulating their  CCG: Listen to, read, and understand a variety of skills.
natural habitat and text across the subject areas at school and on own,
hang them in a
nearby park. Language Arts/Writing:
 EL.WR.02: Discuss ideas for writing with
Students inform classmates, teachers and other writers, and develop
local community drafts alone and collaboratively.
members about their Mathematics/Geometry:
project and the  CCG: Analyze characteristics and properties of
importance of bat two- and three-dimensional geometric shapes and
develop mathematical arguments about geometric
habitat preservation. relationships.
measurement.
 CCG: Apply appropriate techniques, tools, and
formulas to determine measurements.


Beach Cleanup Science/Life Science/ Diversity & Interdependence:  Listen actively and speak  SOLV
 Explain and analyze the interdependence of clearly and coherently. www.solv.org
Students study the organisms in their natural environment.  Apply mathematics in a variety  Oregon Beach Information
impact of litter on  SC.03.LS.04: Describe a habitat and the organisms of settings. http://www.goingoutside.com/
marine plant and that live there. beachstates/or.html
 Use technology to learn, live
animal habitat.  SC.05.LS.05: Describe the relationship between
and work.  Helping Marine Life
characteristics of specific habitats and the
Students living in  Demonstrate civic and http://www.worldchanging.com/
organisms that live there.
community engagement. archives/007770.html
coastal communities  SC.HS.LS.03: Describe and analyze the effect of
team up with other species, including humans, on an ecosystem.  Demonstrate personal
Oregon students to  SC.05.LS.06.01: Describe changes to the management and teamwork
environment that have caused the population of skills.
organize a beach some species to change.
cleanup day. Social Sciences/Geography:
Students sort and  Understand how humans affect the physical
quantify the litter environment.
retrieved, and  SS.05.GE.07: Understand how physical
environments are affected by human activities.
present their  SS.05.GE.07.02: Describe how human activity can
findings on the impact the environment.
SOLV web site. Health Education/ Promotion of Environmental
Health:
measurement.
Technology:
 TG.03: Access, organize and analyze information to
make informed decisions, using one or more
technologies.
 TG.06: Extend communication and collaboration
with peers, experts, and other audiences using
telecommunications.


Biking Clinic Technology:  Read and comprehend a  Bicycle Transportation Alliance
 TG.02: Select and use technology to enhance variety of text. http://www.bta4bikes.org/
Students use the learning and problem solving.  Listen actively and speak  State of Oregon Bicycle and Pedestrian
internet and other  TG.03: Access, organize, and analyze information clearly and coherently. Program
resources to gather to make informed decisions, using one or more http://www.oregon.gov/ODOT/
information about technologies. HWY/BIKEPED/
of settings.
 TG.05: Design, prepare, and present unique works
bike safety, using technology to communicate information and  Think critically and  Oregon Bike and Walk to School
investigating the analytically. www.walknbike.org
ideas.
physics of bike Science/Physical Science/Force:  Use technology to learn, live
crashes and how  SC.PS.03: Explain interactions between force and and work.
they can be matter and relationships among force, mass, and  Demonstrate civic and
prevented. motion. community engagement.
Health Education/Promotion of Physical Activity:  Demonstrate personal
Students use this
 Explain the impact physical activity has on management and teamwork
information to maintaining and/or improving health and well- skills.
prepare and present being.
a bike safety clinic Health Education/Unintentional Injury Prevention:
for local youth and  Explain how to prevent dangerous or risky
community behaviors that might lead to personal injury and
members. how to respond to potentially unsafe situations at
home, at school and in the community.
elements.
Mathematics/ Data Analysis and Predictions:
 CCG: Develop and evaluate inferences and
predictions that are based on data.


Bilingual Social Science/Civics and Government:  Read and comprehend a  Google Translator
 Understand the responsibilities and variety of text. www.google.com/ig
Signage interrelationships of local, state, and national  Write clearly and accurately.  Local language teachers
Foreign language government in the U.S.
 Think critically and  Local government agencies
students practice  SS.05.CG.02.01: Identify public safety
analytically.
transportation, education, and recreation as
their skills by responsibilities of local governments.  Demonstrate civic and
translating signs Social Science/Geography:
around their school  Understand, analyze and evaluate the consequences  Demonstrate global literacy.
and community into of population changes resulting from economic,
a second language in cultural, or environmental factors.
order to assist those The Arts/Historical and Cultural Perspectives:
who do not read  Explain how a work of art reflects the artist’s
English. environment and personal experience within a
cultural needs.
Second Language/Interpretive Mode: Reading
 Demonstrate comprehension of written text on
familiar topics for a variety of purposes.
Second Language/Presentational Mode: Writing
 Express ideas in written form on familiar topics
for a variety of purposes.


Bird Science/Life Science/ Diversity & Interdependence:  Read and comprehend a  Audubon Society www.audobon.org
 Explain and analyze the interdependence of variety of text.  Great Backyard Bird Count
Identification organisms in their natural environment.  Write clearly and accurately. http://www.birdsource.org/gbbc/
and Census  SC.08.LS.04: Identify and describe the factors that
 Listen actively and speak  Earth Easy http://www.eartheasy.com/
influence of change the balance of populations in
Students learn to their environment.
clearly and coherently. play_annual_birdcount.htm
identify local birds, Language Arts/Writing:
and participate in a community engagement.
 CCG: Communicate supported ideas across the
national or locally- subject areas, including relevant examples, facts,  Demonstrate global literacy.
sponsored bird anecdotes, and details appropriate to audience and
count project. purpose that engage reader interest.
Students share this  CCG: organize oral, visual, and multimedia
information with presentations in clear sequence, making
local environmental connections and transitions among ideas and
agencies, helping to elements; use language appropriate to topic,
assess the health of context, audience, and purpose.
native bird species. Social Sciences/Geography:
 SS.05.GE.05.01: Understand how physical
geography affects the routes, flow, and destinations
of migration.
 SS.08.GE.08.01: Identify and give examples of
economic, cultural and environmental factors that
influence population.
Mathematics/8.2 Data Analysis and Algebra:
 8.2.4: Compare descriptive statistics and evaluate
how changes in data affect those statistics.
 8.2.8: Use data to estimate the likelihood of future
events and evaluate the reasonableness of
predictions.
Mathematics/ Mathematical Problem Solving:
 CCG: Communicate mathematical thinking
coherently and clearly; use the language of
mathematics to express mathematical ideas
precisely.

Project: Content Standards / Common Essential Skills: Available Resources:

Curriculum Goals (CCG):
Birdhouses Science/Life Science/Diversity & Interdependence:  Read and comprehend a  Free Birdhouse Plans
 CCG: Understands the relationship among living variety of text. http://www.freebirdhouseplans.net/
Students study the things and between living things and their  Listen actively and speak  How to Build a Bird House
habitats and nesting environments. clearly and coherently. http://www.natureskills.com/
needs of birds.  SC.03.LS.05: Identify how some animals gather and how_to_build_a_bird_house.html
 Apply mathematics in a
store food, defend themselves, and find shelter.
Students construct  SC.03.LS.04: Describe a habitat and the organisms
variety of settings.  Wild Birds Forever
and maintain  Think critically and http://www.birdsforever.com/
that live there.
analytically. houses.html
nesting stations for The Arts/Create, Present and Perform:
birds on the school  Use essential elements and organizational principles  Demonstrate civic and
campus. to create, present and/or perform works of art for a community engagement.
variety of purposes.  Demonstrate personal
Students prepare  AR.03.CP.01: Use experiences, imagination, management and teamwork
and present an essential elements and organizational principles to skills.
informative display achieve a desired effect when creating, presenting,
about the nesting of and/or performing works of art.
birds for the Language Arts/Reading:
community.  CCG: Listen to, read, and understand a variety of
subject areas using oral, visual, and multimedia
forms in ways appropriate to topic, context,
audience, and purpose; organize oral, visual, and
multimedia presentations in clear sequence, making
elements; use language appropriate to topic,
context, audience, and purpose; and demonstrate
control of eye contact, speaking rate, volume,
enunciation, inflection, gestures, and other non-
verbal techniques.


Blood Pressure Health Education/Health Skills:  Read and comprehend a  Health Fair Planning Guide
 Accessing Information: Demonstrate ability to variety of text. http://fcs.tamu.edu/health/health_fair
Clinic access valid health and safety related information.  Listen actively and speak _planning_guide/index.php
While exploring  Interpersonal Communication: Demonstrate clearly and coherently.  A Guide To Organizing and Promoting
health careers and ability to use interpersonal communication skills Your Health Fair
(verbal and non-verbal) to enhance health and http://www.aap.org/family/healthfairkit.
health sciences, safety.
of settings.
htm
students gather  Advocacy: Demonstrate the ability to advocate for  Think critically and
analytically.  Blood Pressure Testing and Measurement
information about personal, family and community health and safety.
http://www.americanheart.org/
the dangers of high Health/Prevention and Control of Disease:  Demonstrate civic and
presenter.jhtml?identifier=4470
blood pressure.  Explain the relationship between positive and community engagement.
negative health behaviors and prevention of illness, 
Students practice disease and premature death.
taking blood  Demonstrate the ability to advocate for personal,
pressure family and community health and safety.
measurements, and Health/Promotion of Physical Activity:
coordinate a free  Explain the impact physical activity has on
blood pressure clinic maintaining and/or improving health and well-
being.
for the community
 Demonstrate ability to access valid health and
or offer their services safety-related information.
to a local community Social Sciences/Social Science Analysis:
health fair.  Design and implement strategies to analyze issues,
explain perspectives, and resolve issues using the
social sciences.
measurement.
audience, and purpose.


Book Drive Language Arts/Reading:  Read and comprehend a  World Wide Book Drive
 CCG: Listen to, read, and understand a variety of variety of text. http://worldwidebooks.org
Students research text across the subject areas at school and on own,  Apply mathematics in a variety  How to Organize a Book Drive
the history of applying comprehension strategies as needed. of settings. http://www.pageahead.org/_p/book-drive-
literature using the Social Science/Economics:  Demonstrate civic and packet.pdf
internet, local  Understand the economic concept of scarcity. community engagement.
library and other Social Sciences/History/US History:
resources.  Understand the importance and lasting influence of
Students find a individuals, issues, events, people, and
developments in U.S. history.
community group in
need of books.  CCG: Understand measurable attributes of objects
Students organize a and the units, systems, and processes of
book drive and measurement.
encourage their
parents, friends, and
community
members to donate
used books for the
community group.


Books for Social Sciences/Social Science Analysis:  Read and comprehend a  New York Public Library: Utopia
 Define and clarify an issue so that its dimensions are variety of text. http://utopia.nypl.org/
Prisoners well understood.  Write clearly and accurately. primarysources.html
While learning  Acquire and organize materials from primary and  Listen actively and speak  Local libraries
about Utopian and secondary sources. clearly and coherently.  Local prisons
Dystopian literature,  Explain various perspectives of an event or issue and  Apply mathematics in a variety  Ex-inmates
the roles of the reasoning behind them. of settings.  Going Straight
government, and  Identify and analyze an issue.  Think critically and http://www.going-
while exploring the  Select a course of action to resolve an issue. analytically. straight.com/index.shtml
issues surrounding Social Sciences/Civics and Government:  Use technology to learn, live
imprisonment and and work.
 Understand the purposes of government and the
recidivism, students basic constitutional purposes of the United States  Demonstrate civic and
conduct a book republican form of government. community engagement.
drive to collect  SS.HS.CG.01: Understand the purpose of laws and  Demonstrate global literacy.
books that can be government, provisions to limit power, and the  Demonstrate personal
sent to prisoners. ability to meet changing needs as essential ideas of management and teamwork
the Constitution. skills.
 Understand that there are different ways for
governments to be organized and hold power.
English Language Arts/Literature:
 CCG: Listen to text and read text to make
connections and respond to a wide variety of
literature of varying complexity.
 CCG: Demonstrate general understanding of grade-
level literary text.
 CCG: Develop an interpretation of grade-level
literary text.
 CCG: Examine content and structure of grade-level
literary text.
Health Education/Promotion of Mental, Social, and
Emotional Health:
 Explain the key components of mental, social, and
emotional health.


Books on Tape Language Arts/Reading:  Read and comprehend a  Local libraries
 Analyze words, recognize words, and learn to read variety of text.  Local media centers
Students practice grade-level text fluently across the subject areas.  Listen actively and speak  Local senior centers or retirement homes
their reading skills  Listen to, read, and understand a variety of text clearly and coherently.
by reading books across the subject areas at school and on own,  Recording for the Blind and Dyslexic
 Use technology to learn, live http://www.rfbd.org/
onto tape for applying comprehension strategies as needed.
and work.
seniors, for the Language Arts/Literature:  Books on Tape By Kids, for Kids
 Demonstrate civic and www.booksontapeforkids.org/
visually impaired,  Listen to text and read text to make connections
for students with and respond to a wide variety of literature of
varying complexity.  Demonstrate personal
special needs, and  Demonstrate general understanding of grade-level management and teamwork
for preschoolers or literary text. skills.
young children. Technology:
 TG.01: Demonstrate proficiency in the use of
technological tools and devices.
The Arts:
 Use essential elements and organizational
principles to create, present and/or perform works


Build a Trail Science/Life Science/ Diversity & Interdependence:  Read and comprehend a  National Trails Training Partnership
 Explain and analyze the interdependence of variety of text. www.americantrails.org/resources/
Students learn why organisms in their natural environment.  Write clearly and accurately. advocacy/trails101utah.html
and how trails are  SC.HS.LS.03: Describe and analyze the effect of  Trail Design and Construction
built, and the species, including humans, on an ecosystem. www.americantrails.org/resources/
of settings.
process of securing Social Sciences/Civics and Government:
trailbuilding/index.html
permission to build  Understand the responsibilities and  SOLV www.solv.org
analytically.
interrelationships of local, state, and national
trails on public government in the U.S.  Demonstrate civic and
property.  SS.05.CG.02.01: Identify public safety, community engagement.
Students help build, transportation, education, and recreation as  Demonstrate personal
restore, add responsibilities of local governments. management and teamwork
 SS.08.CG.02.01: Understand how laws are made skills.
interpretive signage and enforced at the federal, state, and local levels.
and/or maintain a
trail in their  Identify and analyze physical and human
community. characteristics of places and regions, the processes
that have shaped them, and their geographic
significance.
 SS.05.GE.02.02: Use other visual representations to
locate, identify, and distinguish physical and human
features of places and regions.
 SS.05.GE.07.01: Understand how and why people
 SS.08.GE.07.02: Understand how clearing
vegetation affects the physical environment of a
place and other places.
formulas to determine measurements


Build Children’s Language Arts/Reading:  Read and comprehend a  How to Build a Child’s Playhouse
 CCG: Listen to, read, and understand a variety of variety of text. http://www.ronhazelton.com/
Playhouse for text across the subject areas at school and on own,  Apply mathematics in a variety howto/childs_playhouse.htm
Habitat applying comprehension strategies as needed. of settings.  Habitat for Humanity
Students learn about Social Science/Economics:  Think critically and www.habitat.org
 Understand the economic concept of scarcity analytically.  Local homeless shelters
the issues of  SS.03.EC.01: Understand that limited resources
homelessness  Use technology to learn, live  Local lumberyards and hardware stores
make economic choice necessary.
throughout the and work.  Local contractors and builders
Mathematics/Algebraic Relationships:
world, and study the  Demonstrate civic and
 CCG: Understand patterns, relations, and
basics of functions.
construction.  CCG: Represent and analyze mathematical  Demonstrate personal
situations and structures using algebraic symbols. management and teamwork
Students build a skills.
Mathematics/Geometry:
children’s playhouse  CCG: Analyze characteristics and properties of
which they sell at an two- and three-dimensional geometric shapes and
auction to support develop mathematical arguments about geometric
the local Habitat for relationships.
Humanity  CCG: Use visualization, spatial reasoning, and
geometric modeling to solve problems.
organization. CCG: Specify locations and describe spatial
relationships using coordinate geometry and other
representational systems.
CCG: Apply transformations and use symmetry to
analyze mathematical situations.
measurement.
Technology:
using technology to communicate information and
ideas.


Butterfly Garden Science/Life Science/Organisms:  Read and comprehend a  Bosky Dell Natives
 Describe the characteristics, structure, and variety of text. http://www.boskydellnatives.com/
Following research functions of organisms.  Demonstrate civic and plantlist_butt.htm
into the lifecycle of  SC.05.LS.03.01: Associate specific structures with community engagement.  The Butterfly Site
butterflies, students their functions in the survival of the organism. http://www.thebutterflysite.com/oregon-
 Demonstrate personal
plant a butterfly Science/Life Science/Heredity: management and teamwork butterflies.shtml
garden at their  Understand the transmission of traits in living skills.  Lady Bird Johnson Wildflower Center
things. http://www.wildflower.org/collections/
school or at a local  SC.03.LS.04: Describe the life cycle of an organism. collection.php?collection=OR
park using native
Science/Life Science/ Diversity & Interdependence:  Berry Botanical Gardens
and noninvasive  Explain and analyze the interdependence of http://www.berrybot.org/pubs/
plants. The garden organisms in their natural environment. fs_bubutterfly.html
attracts butterflies  SC.08.LS.04: Identify and describe the factors that
 SOLVwww.solv.org
to beautify and influence tor change the balance of populations in
enhance the area. their environment.
 Describe and analyze diversity of species, natural
selection, and adaptations.
 SC.08.LS.05.02: Describe how animal and plant
structures adapt to environmental change.
Health:
 Explain the elements of a safe and health personal,
their affect on health and well-being.


Buy Local Social Sciences/Geography:  Listen actively and speak  Think Local Campaign
 SS.05.GE.07: Understand how physical clearly and coherently. www.thinklocalportland.org
Students analyze the environments are affected by human activity.  Think critically and  Local Farmers Market
environmental  SS.HS.GE.07.01: Distinguish between renewable analytically.  Local Chamber of Commerce
impact of resources and non-renewable resources and the
 Use technology to learn, live  Oregon Entrepreneurs Network
transporting goods global consequences of mismanagement.
and work. www.oen.org
 Understand how physical characteristics in the
and materials to environment and changes in the environment affect  Demonstrate civic and
different parts of the human activities. community engagement.
country and  SS.05.GE.08.01: Identify constraints on human  Demonstrate personal
throughout the activity caused by the physical environment. management and teamwork
world. Science/Earth & Space Science/The Dynamic Earth: skills.
 SC.08.ES.01: Recognize that Earth materials are
Students visit local limited, and explore strategies for addressing this
businesses to learn problem.
more about goods Social Sciences/Economics:
and services  Understand the economic concept of scarcity.
produced locally or  SS.03.EC.01: Understand that limited resources
in Oregon. make economic choice necessary.
 SS.08.EC.01.01: Know that people respond
Students design and predictably to positive and negative incentives.
develop a local  SS.05.EC.03: Understand how supply and demand
electronic media influence price, and how price increases or
campaign to decreases influence the decisions of consumers.
encourage Technology:
community  TG.02: Select and use technology to enhance
members to shop  TG.05: Design, prepare, and present unique works
locally. using technology to communicate information and
ideas.
telecommunications.
The Arts/Create, Present and Perform:
 Use essential elements and organizational principles
to create, present and/or perform works of art for a
variety of purposes.


Car Wash Social Science/Economics:  Read and comprehend a
 Understand the economic concept of scarcity. variety of text.  Oregon Biz Center www.bizcenter.org
Fundraiser  SS.O3.EC.02: Identify ways of making money to buy  Apply mathematics in a variety  Oregon Entrepreneurs Network
Students work with a desired product and what it will cost in time and of settings. www.oen.org
community energy for each option.
 Think critically and  How To Run a Successful Car Wash
 SS.08.EC.01: Understand incentives in a market
members to choose a economy that influence individuals and businesses
analytically. http://www.happychild.org.uk/fr
nonprofit  Demonstrate civic and /ideas/gen/carwash/cwgchap01.htm
in allocating resources (time, money, labor, and
organization in need natural resources). community engagement.
of additional  SS.08.EC.03: Understand how price is an incentive  Demonstrate personal
funding. for both buyers and producers/sellers in the management and teamwork
marketplace. skills.
Students learn the Language Arts/Reading:
basics of fundraising  CCG: Listen to, read, and understand a variety of
and finance. text across the subject areas at school and on own,
Students coordinate applying comprehension strategies as needed.
a car wash to raise Mathematics/ Measurements:
funds for the needy and the units, systems, and processes of
nonprofit in their measurement.
community. Mathematics/Mathematical Problem Solving:
 CCG: Select, apply, and translate among
mathematical representations to solve problems.
 CCG: Apply and adapt a variety of appropriate
strategies to solve problems.
 CCG: Monitor and reflect on the process of
mathematical problem solving.
precisely.
 CCG: Accurately solve problems that arise in
mathematics and other contexts.


Cemetery The Arts/Historical and Cultural Perspectives:  Listen actively and speak  Oregon Parks and Recreation
 Distinguish works of art from different societies, clearly and coherently. www.oregon.gov/OPRD/PARKS/
Restoration time periods and cultures, emphasizing their  Apply mathematics in a variety  Oregon Historical Society www.ohs.org
Students restore, common and unique characteristics. of settings.  The Association for Gravestone Studies
beautify and Social Sciences/History/ State & Local History:  Think critically and www.gravestonestudies.org
enhance a local  Understand and interpret events, issues, and analytically.  SOLVwww.solv.org
developments in Oregon History.
cemetery by  SS.05.HS.07: Understand how various groups of
removing weeds and community engagement.
people were affected by events and developments in
litter and cleaning Oregon state history.
headstones.  SS.08.HS.07.01 / SS.HS.HS.07.01 : Identify and
Students take understand significant events, developments,
groups, and people in the history of Oregon.
rubbings of the
 SS.08.HS.07.02 / SS.HS.HS.07.02 : Understand the
headstones to learn interactions and contributions of the various people
about local and and cultures that have lived in or migrated to the
regional history. area that is now Oregon.
Students share their Language Arts/Reading:
research in a forum
with community applying comprehension strategies as needed.
members, to gain Language Arts/Writing:
more information  CCG: Investigate topics of interest and importance
about early across the subject areas, selecting appropriate
community media sources, using effective research processes,
residents and and demonstrating ethical use of resources and
materials.
leaders.
elements.
Mathematics/ Data Analysis and Predictions:
 CCG: Develop and evaluate inferences and
predictions that are based on data.


College Mentors Social Science/Economics:  Read and comprehend a  FAFSA
 SS.HS.EC.02: Understand a cost-benefit analysis of variety of text. www.fafsa.ed.gov
While discussing economic choices.  Write clearly and accurately.  Paying for college student resource guide
various college  Demonstrate the knowledge and skills necessary to http://www.house.gov/roybal
options, students make reasoned and responsible financial decisions -allard/2008_Resource_Guide.pdf
learn about financial as a consumer, producer, saver, and investor in a
 Apply mathematics in a variety  Get College Funds in Oregon
market economy.
aid and paying for a  SS.08.EC.09: Understand different ways that of settings. http://www.getcollegefunds.org/
college education. people invest and save.  Think critically and
Students approach a Language Arts/Reading: analytically.
group of local  CCG: Listen to, read, and understand a variety of  Use technology to learn, live
college students and text across the subject areas at school and on own, and work.
applying comprehension strategies as needed.  Demonstrate civic and
ask them to share
Language Arts/Writing: community engagement.
their advice on
 CCG: Communicate supported ideas across the  Demonstrate global literacy.
financing their subject areas, including relevant examples, facts,
education. anecdotes, and details appropriate to audience and  Demonstrate personal
purpose that engage reader interest; organize management and teamwork
Students convene a skills.
information in clear sequence, making connections
meeting for all and transitions among ideas, sentences, and
interested high paragraphs; and use precise words and fluent
school students and sentence structures that support meaning.
their parents. English Language Arts/Speaking and Listening:
forms in ways appropriate to topic, audience, and
purpose; organize oral, visual, and multimedia
enunciation, inflection, gestures, and other
nonverbal techniques.


Wheelchair Social Sciences/Civics and Government:  Apply mathematics in a variety  Assessing your School Environment for
 SS.05.CG.04: Identify the rights of US citizens. of settings. Access to People with Disabilities
Ramp  SS.HS.CG.04: Understand the role of the courts  Think critically and http://www.adl.org/education/
Construction and of the law in protecting the rights of US analytically. curriculum_connections/fall_2005/
citizens. fall_2005_lesson5_sb_assessing.asp
Students learn about  Use technology to learn, live
Social Sciences/Geography: and work.  A Brief History of the Disability Rights
the Individuals with  SS.05.GE.07.01: Understand how and why people Movement
Disabilities Act, and  Demonstrate civic and http://www.adl.org/education/
about improvements community engagement. curriculum_connections/fall_2005/
 SS.05.GE.08.01: Identify constraints on human
they can make in activity caused by the physical environment.  Demonstrate personal fall_2005_lesson5_history.asp
their community to Health Education/Promotion of Environmental
skills.
 The Home Wheelchair Ramp Program
improve Health: http://www.wheelchairramp.org/
accessibility for  Explain the elements of a safe and healthy personal,
elderly and disabled their effect on health and well-being.
residents. Mathematics/Geometry:
Students use science  CCG: Analyze characteristics and properties of
and math skills to two- and three-dimensional geometric shapes and
learn how to develop mathematical arguments about geometric
relationships.
construct and install  CCG: Use visualization, spatial reasoning, and
wheelchair ramps at geometric modeling to solve problems.
strategic locations in  CCG: Specify locations and describe spatial
their community. relationships using coordinate geometry and other
 CCG: Apply transformations and use symmetry to
measurement.


Community Social Science/Economics:  Write clearly and accurately.  Local Chamber of Commerce
 SS.05.EC.06: Understand the processes of earning,  Apply mathematics in a variety  Local businesses
Coupons saving, spending, budgeting and record keeping in of settings.  EcoMetro
In order to raise money management.
 Think critically and http://www.ecometro.com/portland/
funds for a local  SS.08.EC.03: Understand how price is an incentive
analytically. coupon-book.aspx
for both buyers and producers/sellers in the
nonprofit marketplace.  Use technology to learn, live
organization, Mathematics/ Measurements:
and work.
students create a  CCG: Understand measurable attributes of objects  Demonstrate civic and
coupon book for and the units, systems, and processes of community engagement.
goods and services measurement.  Demonstrate personal
available in the local Language Arts/Writing: management and teamwork
community.  CCG: Investigate topics of interest and importance skills.
Students reach out media sources, using effective research processes,
to local businesses and demonstrating ethical use of resources and
to provide coupons materials.
for the book and use Technology:
a desktop  TG.01: Demonstrate proficiency in the use of
publishing program technological tools and devices.
to create the book. learning and problem solving.
ideas.
telecommunications.


Community Language Arts/Reading:  Read and comprehend a  American Red Cross
 Listen to, read, and understand a variety of text variety of text. http://www.redcross.org/flash/brr/English-
Emergency across the subject areas at school and on own,  Write clearly and accurately. flash/default.asp
Preparedness applying comprehension strategies as needed.
 Think critically and  Ready.gov
Plan Language Arts/Writing: analytically. www.ready.gov
 Investigate topics of interest and importance across  State of Oregon Emergency Preparedness
Students learn about  Use technology to learn, live
the subject areas, selecting appropriate media http://www.oregon.gov/
disaster and work.
sources, using effective research processes, and DHS/ph/preparedness/
(earthquakes, demonstrating ethical use of resources and  Demonstrate civic and
materials. community engagement.
flooding)
preparedness and Social Sciences/Geography:
safety within their
environment and changes in the environment affect
community by using human activities.
the internet and  SS.05.GE.02: Examine and understand how to
interviewing local prepare maps, charts, and other visual
experts. representations to locate places and interpret
geographic information.
Students use this
Science/Earth and Space Science:
information to  Explain and analyze changes occurring within the
create an emergency lithosphere, hydrosphere, and atmosphere of the
preparedness plan Earth.
for the community.  SC.05.ES.02: Describe patterns of seasonal weather.
 SC.08.ES.03: Describe the Earth’s structure and
how it changes over time.
 SC.HS.ES.03: Analyze evidence of ongoing
evolution of the Earth system.
Technology:


Community Language Arts/Reading:  Read and comprehend a  Oregon Historical Society
 CCG: Listen to, read, and understand a variety of variety of text. www.ohs.org
Forum text across the subject areas at school and on own,  Listen actively and speak  Oregon Trail History Museum
Students learn about applying comprehension strategies as needed. clearly and coherently. http://www.endofthe
the history of Language Arts/Speaking and Listening:  Think critically and oregontrail.org/histhome.html
Oregon.  CCG: organize oral, visual, and multimedia analytically.  Toolkit for Organizing a Community
presentations in clear sequence, making Forum
Students select an  Demonstrate civic and
connections and transitions among ideas and www.results.org/website/
issue in Oregon’s elements. navdispatch.asp?id=1676
history and facilitate Social Sciences/Social Science Analysis:
a community forum  Identify, research, and clarify an event, issue,
on that issue. problem, or phenomenon of significance to society.
consequences or an event, issue, problem, or
phenomenon.
Social Science/Civics and Government:
 SS.HS.CG.05: Understand the civic responsibilities
of US citizens and how they are met.
 SS.08.CG.06: Identify and give examples of how
groups and organizations can influence the actions
of government.
developments in local history.


Community Language Arts/Reading:  Read and comprehend a  Conducting a Needs Assessment
 CCG: Listen to, read, and understand a variety of variety of text http://www.njslom.org/Conducting
Needs text across the subject areas at school and on own,  Write clearly and accurately CommunityNeedsAssessment.html
Assessment applying comprehension strategies as needed.
 Listen actively and speak  Laboratory for Community and Economic
Students learn about English Language Arts/Speaking and Listening: clearly and coherently Development
 CCG: Communicate supported ideas across the http://www.communitydevelopment.
how to complete a subject areas using oral, visual, and multimedia
 Demonstrate civic and uiuc.eduresources/factsheets/needpuls.html
community needs community engagement
forms in ways appropriate to topic, audience, and  Needs Assessment Strategies
assessment. purpose; organize oral, visual, and multimedia http://www.extension.iastate.edu/
Students conduct a presentations in clear sequence, making communities/tools/assess/
needs assessment of elements; use language appropriate to topic,
 SOLV
their community. www.solv.org
Students share the control of eye contact, speaking rate, volume,
information with
the local
government  Understand the responsibilities and
agencies, non-profit interrelationships of local, state, and national
organizations, government in the U.S.
community groups,  Understand the roles, rights, and responsibilities of
and local citizens. citizens in the United States.
 SS.08.CG.05: Understand how citizens can make
their voices heard in the political process.
 Understand how individuals, groups, and
international organizations influence government.
 Identify, research, and clarify an event, issue,
problem, or phenomenon of significance to society.
consequences of an event, issue, problem, or
phenomenon.
 Identify, compare, and evaluate outcomes,
responses, or solutions; then reach a supported
conclusion.


Community Language Arts/Reading:  Read and comprehend a  Oregon Historical Society
 CCG: Listen to, read, and understand a variety of variety of text. www.ohs.org
Traditions and text across the subject areas at school and on own,  Write clearly and accurately.  Southern Oregon Historical Society
Celebrations applying comprehension strategies as needed.
 Listen actively and speak www.sohs.org
Students research Language Arts/Writing: clearly and coherently.  Oregon Blue Book
 CCG: Investigate topics of interest and importance http://bluebook.state.or.us/
the history of across the subject areas, selecting appropriate
and work. cultural/history/history.htm
traditions and media sources, using effective research processes,
celebrations within and demonstrating ethical use of resources and  Demonstrate civic and
their community. materials. community engagement.
This may include the Language Arts/Speaking and Listening:
history of local  CCG: Communicate supported ideas across the
landmarks and
businesses. audience, and purpose.
Students create a Social Sciences/History/State and Local History:
website  Understand and interpret events, issues, and
documenting this developments in Oregon history.
information to share  Understand and interpret events, issues, and
with the developments in local history.
community. Technology:
Students plan an technological tools and devices.
event around one of  TG.02: Select and use technology to enhance
the celebrations, and learning and problem solving.
invite community  TG.05: Design, prepare, and present unique works
residents to attend. ideas.


Community Language Arts/Reading:  Read and comprehend a  Volunteer Match
 CCG: Listen to, read, and understand a variety of variety of text. www.volunteermatch.org
Volunteer text across the subject areas at school and on own,  Apply mathematics in a variety  Oregon Volunteers
Registry applying comprehension strategies as needed. of settings. www.oregonvolunteers.org/
Students learn about Social Sciences/Civics and Government:  Think critically and  SOLV
 Understand the roles, rights, and responsibilities of analytically. www.solv.org
the importance of citizens in the United States.
volunteering and  Use technology to learn, live
 SS.08.CG.05: Understand how citizens can make
civic engagement. and work.
their voices heard in the political process.
 Understand how individuals, groups, and  Demonstrate civic and
Students learn how community engagement.
international organizations influence government.
to use computer
database programs.  Identify, research, and clarify an event, issue,
Students create an problem, or phenomenon of significance to society.
online registry for  Gather, use, and evaluate researched information to
prospective support analysis and conclusions.
volunteers, and consequences of an event, issue, problem, or
arrange to share the phenomenon.
database with local  Identify, compare, and evaluate outcomes,
community agencies responses, or solutions; then reach a supported
and non-profit conclusion.
organizations. Technology:
 TG.03: Access, organize, and analyze information to
technologies.
society.
telecommunications.


Composting Science/Physical Science/Matter:  Read and comprehend a  Composting Guide
 Describe and analyze chemical and physical variety of text. http://vegweb.com/composting/
Students learn about changes.  Listen actively and speak  Cornell Waste Management Institute
composting and  SC.05.PS.02.02: Identify changes in states of matter clearly and coherently. http://cwmi.css.cornell.edu/
how it benefits the seen in the environment. composting.htm
environment and the Science/Physical Science/Energy: analytically.  Metro Regional Government
community.  CCG: Understand energy, its transformations, and
 Demonstrate civic and http://www.metro-
interactions with matter. region.org/index.cfm/go/by.web/id=553
Students create a community engagement.
composter and Science/Life Science/ Diversity & Interdependence:
 SC.HS.LS.03: Describe and analyze the effect of
utilize food and species, including humans, on an ecosystem.
other school waste skills.
Social Sciences/ Economics:
to create compost  Understand the economic concept of scarcity.
for area gardens.  SS.08.EC.01.01: Know that people respond
They share their predictably to positive and negative incentives.
findings with other Social Sciences/ Social Science Analysis:
classes at school, to  SS.05.SA.05: Identify a response or solution and
encourage school- support why it makes sense, using support from
research.
wide composting as
a practice.  CCG: Communicate supported ideas across the
verbal techniques.
Health:
 Explain the elements of a safe and health personal,
© SOLV 2009 503-844-9571 / 800-333-SOLV  www.solv.org


Computer Language Arts/Reading:  Read and comprehend a  Teaching Computer Skills to Seniors
 CCG: Listen to, read, and understand a variety of variety of text. http://www.nationalserviceresources.org/
Classes for text across the subject areas at school and on own,  Listen actively and speak practices/17313
Seniors applying comprehension strategies as needed. clearly and coherently.  Local senior centers or retirement homes
Utilizing their Language Arts/Speaking and Listening:  Think critically and  Local libraries
computer science  CCG: Communicate supported ideas across the analytically.
subject areas using oral, visual, and multimedia  Use technology to learn, live
skills, students forms in ways appropriate to topic, context, and work.
research and develop audience, and purpose; organize oral, visual, and
computer classes for  Demonstrate civic and
seniors. connections and transitions among ideas and
elements; use language appropriate to topic,  Demonstrate personal
Students learn about context, audience, and purpose; and demonstrate management and teamwork
the importance of control of eye contact, speaking rate, volume, skills.
mental, social and enunciation, inflection, gestures, and other non-
emotional verbal techniques.
stimulation in Social Science/Civics and Government:
promoting a healthy  SS.HS.CG.05 Understand the civic responsibilities
of US citizens and how they are met.
lifestyle for senior
citizens. Health/Promotion of Mental, Social, and Emotional
Health:
Students provide  Explain the key components of mental, social and
these classes at a emotional health.
local senior center. Technology:
society.
telecommunications.


Computer Science/Earth & Space Science/The Dynamic Earth:  Write clearly and accurately.  StRUT
 Identify the structure of the Earth system and the  Think critically and http://www.oregonstrut.org
Recycling – availability and use of the materials that make up analytically.  Free Geek www.freegeek.org
StRUT* that system.
 Use technology to learn, live  Next Step Recycling
 SC.05.ES.01.03: Recognize that the supply of many
Students investigate resources is limited, and that resources can be
and work. www.nextsteprecycling.org
the different types of extended through recycling and decreased use.  Demonstrate civic and  Association of Oregon Recyclers
materials used to  SC.08.ES.01.01: Identify ways in which various community engagement. www.aorr.org
build computers and resources can be recycled and reused.  Demonstrate global literacy.
how these materials  SC.HS.ES.01.01: Predict consequences of increased
consumption of renewable and non-renewable
can be either resources.
disposed of or Social Sciences/Economics:
recycled.  Understand the economic concept of scarcity.
Students partner Social Sciences/Geography:
with a local  SS.HS.GE.07.01: Distinguish between renewable
electronic waste resources and non-renewable resources and the
recycler and develop
a brochure to Technology:
TG04: Use technology in an ethical and legal manner
encourage and understand how technology affects society.
community Language Arts/Writing:
members to recycle  CCG: Investigate topics of interest and importance
old electronics. across the subject areas, selecting appropriate
materials.
subject areas, including relevant examples, facts,
anecdotes, and details appropriate to audience and
purpose that engage reader interest; organize
and transitions among ideas, sentences, and
*Students Recycling paragraphs; and use precise words and fluent
Used Technology sentence structures that support meaning.


Correspondence Health/Promotion of Mental, Social, and Emotional  Read and comprehend a  Intergenerational pen-pal project
Health: variety of text. http://www.nationalserviceresources.org/
with Seniors  Explain the key components of mental, social and  Write clearly and accurately. node/17217
Students learn about emotional health.
the importance of Language Arts/Reading: community engagement.
mental, social and  CCG: Listen to, read, and understand a variety of
emotional applying comprehension strategies as needed.
stimulation in
promoting a healthy  Communicate supported ideas across the subject
lifestyle for senior areas, including relevant examples, facts, anecdotes,
citizens. and details appropriate to audience and purpose
that engage reader interest; organize information in
Students practice clear sequence, making connections and transitions
their writing skills among ideas, sentences, and paragraphs; and use
by writing letters to precise words and fluent sentence structures that
seniors at a local support meaning.
retirement home or  Demonstrate knowledge of spelling, grammar,
punctuation, capitalization, and penmanship across
senior center. the subject areas.
 Write narrative, expository, and persuasive texts,
using a variety of written forms – including
reports, research papers, business and technical
writing – to express ideas appropriate to audience
and purpose across the subject areas.


Create a Rain Science/Earth and Space Science/Dynamic Earth:  Read and comprehend a  SOLVwww.solv.org
 Explain and analyze changes occurring within the variety of text.  Local watershed councils
Garden lithosphere, hydrosphere, and atmosphere of the  Apply mathematics in a variety  Local soil and water conservation districts
Students can Earth. of settings
 SC.05.ES.02: Explain the water cycle and its  Oregon Watershed Enhancement Board:
investigate the  Think critically and http://healthfundboard.oregon.gov/OWEB/
relationship to weather and climatic patterns.
benefits of rain  SC.08.ES.03.03: Identify factors affecting water
analytically. index.shtml
gardens and the flow, soil erosion, and deposition.  Demonstrate civic and
scientific principles community engagement.
Science/Life Science/ Diversity & Interdependence:
which support their  Explain and analyze the interdependence of  Demonstrate personal
use. organisms in their natural environment. management and teamwork
 SC.05.LS.05: Describe the relationship between skills.
Students can then characteristics of specific habitats and the
partner with a local organisms that live there.
government or  Describe and analyze diversity of species, natural
community agency selection, and adaptations
to create a rain  SC.05.LS.06: Describe how adaptations help a
species survive.
garden at their
school, using native Science/ Scientific Inquiry:
 Analyze scientific information to develop and
trees and shrubs. present conclusions.
 CCG: Evaluate the significance and accuracy of
information and ideas presented in oral, visual, and
multimedia communications across the subject
areas.
 Understand the responsibilities and
government in the U.S.
responsibilities of local governments.


Cross-cultural Language Arts/Reading:  Read and comprehend a  Los Compadres: ESL Student Mentor
 CCG: Listen to, read, and understand a variety of variety of text. Program
Stories text across the subject areas at school and on own,  Write clearly and accurately. www.eric.ed.gov/ERICWebPortal/
High school Spanish applying comprehension strategies as needed. recordDetail?accno=ED461298
class students pair up Language Arts/Speaking and Listening: clearly and coherently.  Local ESL teachers
with elementary ESL  CCG: Communicate supported ideas across the  Use technology to learn, live
students to subject areas using oral, visual, and multimedia and work.
conceptualize and write  Demonstrate civic and
a story based on a community engagement.
shared commonality (or  CCG: Write narrative, expository, and persuasive
 Demonstrate global literacy.
shared difference). texts, using a variety of written forms – including  Demonstrate personal
Together, the students journals, essays, short stories, poems, research management and teamwork
reports, research papers, business and technical skills.
create a book about the
using the information and purpose across the subject areas.
they gathered. Second Language/Interpretive Mode: Listening
Students present their  Demonstrate comprehension of messages,
books at a school presentations, conversations, and/or narratives on
assembly. a variety of topics for a variety of purposes.
Second Language/Interpretive Mode: Reading
Second Language/Presentational Mode: Speaking
 Express ideas, ask and answer questions, and
initiate and engage in conversations on familiar
topics for a variety of purposes.


Cultural Social Sciences/Geography:  Read and comprehend a  The Exchange Network Lesson Plans
 Identify and analyze physical and human variety of text. http://www.sevec.ca/SPEAQ/
Heritage Fair characteristics of places and regions, the processes  Write clearly and accurately. units/units/teacher4.3.html
While researching that have shaped them, and their geographic  Oregon Historical Society
different cultures significance. www.ohs.org
 Understand the distribution and movement of
students organize a people, ideas, and products.  Demonstrate civic and  Local cultural societies and groups
fair to share The Arts/Create, Present, and Perform:
community engagement.  Local libraries
background and  Use essential elements and organizational  Demonstrate global literacy. 
traditions of principles to create, present and/or perform works
different cultures of art for a variety of purposes.
with the The Arts/Historical and Cultural Perspectives:
community.  Explain how a work of art reflects the artist’s
Students prepare society or culture, and apply to one’s own work.
visual, written, and Language Arts/Speaking and Listening:
oral presentations,  CCG: Communicate supported ideas across the
collections of subject areas using oral, visual, and multimedia
cultural artifacts, forms in ways appropriate to topic, context,
and culturally audience, and purpose; organize oral, visual, and
significant connections and transitions among ideas and
performances elements; use language appropriate to topic,
(poetry, dance, etc.). context, audience, and purpose; and demonstrate
verbal techniques.
 CCG: Write narrative, expository, and persuasive
texts, using a variety of written forms – including


Design a Hydro- Science/Earth and Space Science/The Dynamic  Read and comprehend a  SOLVwww.solv.org
Earth: variety of text.  Green Car Journal:
electric Car  SC.08.ES.01 Recognize that Earth materials are  Think critically and http://www.greencar.com/
Students learn about limited, and explore strategies for addressing this analytically.  Electric Auto Association:
the history of problem.
 Use technology to learn, live, http://www.eaaev.org/index.html
 SC.HS.ES.01 Describe how the importance and use
automation in the of resources has changed over time with changes in
and work.  Automotive News:
United States and economic and technological systems.  Demonstrate civic and http://www.autonews.com/
around the world. Language Arts/Reading:
community engagement.  HowStuffWorks.com:
They will learn  CCG: Listen to, read, and understand a variety of  Demonstrate global literacy. www.howstuffworks.com
about contemporary text across the subject areas at school and on own,  “Who Killed the Electric Car?”:
car designs and their applying comprehension strategies as needed. http://www.whokilledtheelectriccar.com/
impacts on the Social Sciences/History/US History:  ConsumerReports.org:
environment.  Understand the importance and lasting influence of http://www.consumerreports.org/cro/
individuals, issues, events, people, and cars/new-cars/news/2006/alternative-
They will investigate developments in U.S. history. autos-and-fuels-1105/pros-and-
alternative designs  SS.HS.HS.06.04 Understand how new inventions, cons/alternative-autos-and-fuels-
and will understand new methods of production, and new sources of pros-and-cons.htm
the processes that power transformed work, production, and labor in
the early 20th century.
make such designs
work. They will also Technology:
investigate the manner and understand how technology affects
impacts such society.
alternatives could The Arts/Create, Present and Perform:
have on their own  Explain and describe the use of ideas, techniques,
community. and problem solving in the creative process (e.g.
planning, choice of medium, choice of tools, analysis
and revision) and identify the impact of choices
made.
 AR.HS.CP.02: Explain the choices made in the
creative process when combining ideas, techniques
and problem solving to produce one’s work, and
identify the impact that different choices might
have made.


Develop an Social Sciences/Geography:  Write clearly and accurately.  Americans With Disabilities Act
 SS.05.GE.02: Examine and understand how to  Apply mathematics in a variety Home Page
ADA-accessible prepare maps, charts, and other visual of settings. http://www.ada.gov/
Walking Map representations to locate places and interpret
 Think critically and  Accessible Trails
geographic information. http://www.americantrails.org/
Students use  SS.03.GE.05: Understand how people’s lives are
analytically.
resources/accessible/
geography skills and affected by the physical environment.  Use technology to learn, live
and work.  Pacific NW Accessible Trails
technology to  SS.05.GE.07.01: Understand how and why people
http://www.accessibletrails.com/
develop a walking alter the physical environment.  Demonstrate civic and
map of their town or  SS.05.GE.08.01: Identify constraints on human community engagement.
activity caused by the physical environment.
school that is
accessible to those  SS.05.CG.04: Identify the rights of US citizens.
with disabilities.  SS.HS.CG.04: Understand the role of the courts
Students share the and of the law in protecting the rights of US
map with civic citizens.
 SS.05.CG.05: Understand how citizens can learn
leaders and the about public issues.
community.  SS.05.CG.06.01: Identify and give examples of
actions citizens can take to influence government
policy and decision-making.
 CCG: Investigate topics of interest and importance
materials.
 CCG: Use visualization, spatial reasoning, and
 CCG: Specify locations and describe spatial
relationships using coordinate geometry and other


Downspout Social Sciences/Geography:  Read and comprehend a  Downspout Disconnection
 SS.05.GE.07.02: Describe how human activity can variety of text. http://www.portlandonline.com/
Disconnect impact the environment.  Think critically and bes/index.cfm?c=43081
Program  SS.08.GE.07: Understand how human modification analytically.  Using Incentives and Other Actions to
of the physical environment in a place affects both Reduce Watershed Impacts from Existing
Students learn how that place and other places.
community engagement. Development
roof rainwater  SS.08.GE.07.01: Understand how the process of www.epa.gov/nps/natlstormwater03/
runoff flowing urbanization affect the physical environment of a  Demonstrate personal 18Hottenroth.pdf
directly from place, the cultural characteristics of a place, and the management and teamwork
skills.  Redirect or Disconnect your Downspout
downspouts into physical and human characteristics of the
www.marc.org/Environment/Water/
surrounding region.
sewers can cause downspout.htm
sewage overflows  Decision Making Demonstrate ability to use
into area rivers and decision making skills to enhance health and safety.
streams.  Advocacy Demonstrate the ability to advocate for
Students educate personal, family and community health and safety.
the community and Science/Earth & Space Science/The Dynamic Earth:
 SC.08.ES.02: Explain the water cycle and its
recruit homeowners
to participate in a
downspout  Listen to, read, and understand a variety of text
disconnect program. across the subject areas at school and on own,
Students organize applying comprehension strategies as needed.
and lead others in Language Arts/Speaking and Listening:
disconnecting  CCG: Communicate supported ideas across the
downspouts in the forms in ways appropriate to topic, context,
community. audience, and purpose.


Drop-out Language Arts/Reading:  Read and comprehend a  The Mentor Foundation
 CCG: Listen to, read, and understand a variety of variety of text. http://www.mentorfo
Prevention text across the subject areas at school and on own,  Listen actively and speak undation.org/
Mentors applying comprehension strategies as needed. clearly and coherently.  National Mentoring Center
Students learn about Language Arts/Speaking and Listening:  Think critically and http://www.nwrel.org
 CCG: Communicate supported ideas across the analytically. /mentoring/index.php
drop-out rates at subject areas using oral, visual, and multimedia
their school and  Demonstrate civic and
throughout Oregon. community engagement.
Students examine Social Sciences/Social Science Analysis:
the impact this has  Identify, research, and clarify an event, issue,
skills.
problem, or phenomenon of significance to society.
on the individuals  Gather, use, and evaluate researched information to
and the country as a support analysis and conclusions.
whole.  Understand an event, issue, problem, or
Students conduct phenomenon from multiple perspectives.
research and, if consequences of an event, issue, problem, or
possible, in-person phenomenon.
interviews to gather  Identify, compare, and evaluate outcomes,
reasons for dropping responses, or solutions; then reach a supported
of school. Based on conclusion.
the information they
gather, students
develop and
advertise a
mentoring program
at school as a
resource for
students at risk of
dropping out.


Childhood Social Sciences/Social Science Analysis:  Read and comprehend a  Lesson Planet – Childhood Obesity
 Identify, research, and clarify an event, issue, variety of text. Lesson Plans
Obesity problem, or phenomenon of significance to society.  Write clearly and accurately. http://www.lessonplanet.com/
Students learn about  SS.08.SA.04: Examine the various characteristics, search?keywords=child
 Think critically and +obesity&rating=3
the lifelong health causes, and effects of an event, issue, or problem.
analytically.
and disease risks Health Education/Promotion of Healthy Eating:  Healthy Youth! Childhood Obesity
 Use technology to learn, live http://www.cdc.gov/HealthyYouth/
caused by poor importance to growth and wellness.
and work.
obesity/index.htm
eating and exercise  Demonstrate ability to analyze influences of  Demonstrate civic and
patterns in culture, media, technology and other factors on community engagement.
childhood and the health.
impact it can have  Demonstrate the ability to advocate for personal,
on families and
society. Physical Education/Fitness for Lifetime:
 Demonstrate ways to achieve and maintain a
Students use health-enhancing level of physical fitness.
technology to create Technology:
a website for other  TG.02: Select and use technology to enhance
students advocating learning and problem solving.
for healthy eating  TG.05: Design, prepare, and present unique works
and exercise habits. ideas.
Students advertise  TG.06: Extend communication and collaboration
the web site in flyers with peers, experts, and other audiences using
posted around their telecommunications.
school. Language Arts/Reading:
materials.


Emergency Care Language Arts/Reading:  Read and comprehend a  Homelessness in Oregon
 CCG: Listen to, read, and understand a variety of variety of text. http://www.blueoregon.com/
Packets for the text across the subject areas at school and on own,  Listen actively and speak 2007/01/oregon_6_in_nat.html
Homeless applying comprehension strategies as needed. clearly and coherently.  US Department of Housing and Urban
Students research Social Science/Economics:  Think critically and Development
 Understand the concept of supply and demand. analytically. http://www.hud.gov/local/
homelessness in  Understand the purpose of money in the economy. index.cfm?state=or&topic=homeless
Oregon and in their  Demonstrate civic and
 Apply economic concepts and principles to issues of  National Coalition for Homelessness
own community. community engagement.
personal finance. www.nationalhomeless.org
Students contact Social Science/Civics and Government:
management and teamwork  National Alliance to End
local homeless  SS.05.CG.02: Identify the primary functions of Homelessness
skills.
federal, state, and local governments. www.endhomelessness.org
shelters and
 Understand the participatory obligations of U.S.
organizations to  Local shelters and agencies
citizens.
learn about what  SS.03.CG.03: Identify ways that people an
services they participate in their communities and the
provide. responsibilities of participation.
Students solicit Health Education/Health Skills:
 HE.HS.HS.07: Advocate to self, peers, family and
donations and create community members the importance of
emergency care participating in health-enhancing behaviors and
packets for a local abstaining from unsafe behaviors.
homeless assistance Health Education/Prevention and Control of
organization. Disease:
Emotional Health:
 Explain the key components of mental, social and
emotional health.


Energy Audits Science/Physical Science/Energy:  Read and comprehend a  Energy Star
 SC.08.PS.06.02: Explain the principle that energy variety of text. http://www.energystar.gov/index.cfm?c=
Students learn about is conserved, neither created.  Write clearly and accurately. home_improvement.
the environmental  SC.HS.PS.06: Describe and analyze examples of hm_improvement_audits
impact of energy use conservation of energy.  Energy Audit Lesson Plan
of settings.
and explore ways in Science/Earth & Space Science/The Dynamic Earth:
http://www.thirteen.org/edonline/wue/
which individuals  SC.08.ES.01: Recognize that Earth materials are energy2_procedures.html
analytically.
limited, and explore strategies for addressing this  Home Energy Audit
and organizations problem.  Use technology to learn, live http://apps1.eere.energy.gov/consumer/
can reduce their and work.
Social Sciences/Economics: your_home/energy_audits/index.cfm/
energy consumption.  Understand the economic concept of scarcity.  Demonstrate civic and mytopic=11160
Students conduct an community engagement.
audit of their school,  SS.HS.GE.07.01: Distinguish between renewable
or senior citizens’ resources and non-renewable resources and the
homes in the global consequences of mismanagement.
community, to Language Arts/Reading:
determine if there text across the subject areas at school and on own,
are ways to reduce applying comprehension strategies as needed.
energy use. Language Arts/Speaking and Listening:
Students present the  CCG: organize oral, visual, and multimedia
results of their audit presentations in clear sequence, making
to the school / senior
elements.
citizens.
Technology:
 TG.03: Access, organize and analyze information to
technologies.
measurement.
Mathematics/Statistics and Probability:
 CCG: Select and use appropriate statistical
methods to analyze data.


Exercise Class Physical Education/Fitness for Lifetime:  Read and comprehend a  American Senior Fitness Association
 Demonstrate ways to achieve and maintain a health- variety of text. http://www.seniorfitness.net/sfatrain.htm
for Seniors enhancing level of physical fitness.  Listen actively and speak  Local senior centers and retirement homes
As part of a Physical  PE.HS.FL.04: Independently design a written clearly and coherently.  Local gyms and recreation departments
Education class, personal fitness and activity program which
incorporates related physical fitness components
students research and principles (overload, progression, specificity,
and develop an and individuality).  Demonstrate personal
exercise class for management and teamwork
Health/Promotion of Mental, Social, and Emotional
senior citizens. skills.
Health:
Students lead  Explain the key components of mental, social and
emotional health.
exercise groups at a
local senior center.
access valid health and safety related information.
verbal techniques.


Family Social Sciences/Geography:  Read and comprehend a  Travel Oregon
 Locate places and understand and use geographic variety of text. www.traveloregon.com
Adventures information or relationships by reading,  Write clearly and accurately.  Travel Brochures: Highlighting the
Students interpreting, and preparing maps and other  Think critically and Setting of a Story
brainstorm, plan, geographic presentations. analytically. http://www.readwritethink.org/
and pilot family- Social Sciences/History/State and Local History: lessons/lesson_view.asp?id=961
oriented activities in  Understand and interpret events, issues, and and work.  Create a Travel Brochure
developments in Oregon history. http://www2.scholastic.com/
their community or  Demonstrate civic and browse/lessonplan.jsp?id=12
region of Oregon.  Understand and interpret events, issues, and community engagement.
developments in local history.  Local Chamber of Commerce
Students learn about  Demonstrate personal
Physical Education/Fitness for Lifetime: management and teamwork  Local Visitors’ center
the resources, skills.
geography, and  Demonstrate ways to achieve and maintain a health-
enhancing level of physical fitness.
history of their
community.
Students learn about safety-related information.
taking personal Language Arts/Reading:
initiative with  CCG: Listen to, read, and understand a variety of
regard to health and text across the subject areas at school and on own,
wellness. applying comprehension strategies as needed.
Students create a Language Arts/Writing:
short, “travel across the subject areas, selecting appropriate
magazine” to be media sources, using effective research processes,
shared with and demonstrating ethical use of resources and
community materials.
members. The Arts/Create, Present and Perform:
cultural needs.


Family Language Arts/Reading:  Read and comprehend a  Are You Prepared?
 Listen to, read, and understand a variety of text variety of text. http://www.72hours.org/
Emergency across the subject areas at school and on own,  Listen actively and speak  American Red Cross
Preparedness applying comprehension strategies as needed. clearly and coherently. http://www.redcross.org/flash/brr/English-
Planning Language Arts/Writing:  Think critically and flash/default.asp
 Investigate topics of interest and importance across analytically.  Ready.gov
Students learn about the subject areas, selecting appropriate media www.ready.gov
disaster  Use technology to learn, live
sources, using effective research processes, and
and work.  State of Oregon Emergency Preparedness
preparedness and demonstrating ethical use of resources and
http://www.oregon.gov/
materials.  Demonstrate civic and
safety within their community engagement. DHS/ph/preparedness/
community by using Social Sciences/Geography:
 Understand how physical characteristics in the  Demonstrate personal
the internet and management and teamwork
environment and changes in the environment affect
interviewing local human activities. skills.
experts.  SS.05.GE.02: Examine and understand how to
Students use this prepare maps, charts, and other visual
representations to locate places and interpret
information to geographic information.
create a personal
family emergency  Explain and analyze changes occurring within the
preparedness plan. lithosphere, hydrosphere, and atmosphere of the
Earth.
 SC.05.ES.02: Describe patterns of seasonal weather.
 SC.08.ES.03: Describe the Earth’s structure and
how it changes over time.
 SC.HS.ES.03: Analyze evidence of ongoing
evolution of the Earth system.


Family Social Sciences/History/State and Local History:  Write clearly and accurately.  Creating a Family Cookbook
 Understand and interpret events, issues, and  Listen actively and speak http://genealogy.about.com/od/
Historical developments in Oregon history. clearly and coherently. family_connections/a/cookbook.htm
Cookbooks  Understand and interpret events, issues, and
 Apply mathematics in a  Family Cookbook Project
developments in local history. www.familycookbookproject.com
Students interview  SS.08.HS.08: Understand the lasting influence of
variety of settings.
elders in their events and developments in local history.  Use technology to learn, live
families to compile and work.
recipes that have CCG: Communicate supported ideas across the  Demonstrate civic and
been passed on subject areas using oral, visual, and multimedia forms community engagement.
through generations. in ways appropriate to topic, context, audience, and 
purpose.
Through these Language Arts/Writing:
interviews students  CCG: Investigate topics of interest and importance
learn about across the subject areas, selecting appropriate
American and media sources, using effective research processes,
Oregon history. and demonstrating ethical use of resources and
materials.
Students use  EL.WR.02: Discuss ideas for writing with
technology to create classmates, teachers and other writers, and develop
a web-based or drafts alone and collaboratively.
printed cookbook to Health Education/ Promotion of Healthy Eating:
share with the  Explain the components of a balanced diet and their
community.
Technology:
ideas.
measurement.


Financial Social Science/Economics:  Write clearly and accurately.  Easter Seals
 Demonstrate the knowledge and skills necessary  Listen actively and speak http://or.easterseals.com/site/
Management to make reasoned and responsible financial clearly and coherently. PageServer?pagename=ORDR_MMP
Clinic decisions as a consumer, producer, saver, and
 Apply mathematics in a variety  The Free Management Library
investor in a market economy. http://www.managementhelp.org/
Students learn about of settings.
Mathematics/Calculations and Estimations: prsn_wll/finance.htm
the math,  CCG: Understand numbers, ways of representing
accounting, and analytically.
numbers, relationships among numbers, and
finance skills needed number systems.  Use technology to learn, live
to manage their  CCG: Compute fluently and make reasonable and work.
finances. estimates.  Demonstrate civic and
Mathematics/Mathematical Problem Solving: community engagement.
Students share this  CCG: Select, apply, and translate among
information with mathematical representations to solve problems.
the community by  CCG: Apply and adapt a variety of appropriate
organizing a strategies to solve problems.
financial  CCG: Monitor and reflect on the process of
management clinic.
Students advertise coherently and clearly; use the language of
the clinic either in a mathematics to express mathematical ideas
printed brochure precisely.
that they have mathematics and other contexts.
created, or on the
Technology:
web.  TG.02: Select and use technology to enhance
technologies.
materials.


Fire Hydrant Social Sciences/History/State and Local History:  Read and comprehend a  Oregon Historical Society www.ohs.org
 Understand and interpret events, issues, and variety of text.  Whistle Stop Fire Hydrant Project
Heroes developments in Oregon history  Think critically and http://www.whistlestopgallery.org/
Students learn about  Understand and interpret events, issues, and analytically. fire_hydrants.htm
local leaders and developments in local history  Demonstrate civic and
historical figures.  SS.08.HS.06: Understand how individuals, issues, community engagement.
and events changed or significantly influenced the
In coordination with  Demonstrate personal
course of U.S. history post-American Revolution
the local fire through 1900.
skills.
department,  SSHS.HS.06: Understand how individuals, issues,
students arrange to and events changed or significantly influenced the
course of U.S. history after 1900.
paint a fire hydrant
in their community
as one of these text across the subject areas at school and on
figures. own, applying comprehension strategies as
needed.
cultural needs.
traditions.


Garage Re-Sale Social Sciences/Economics:  Write clearly and accurately.  Plan a Garage Sale
 CCG: Understand that resources are limited (e.g.,  Apply mathematics in a variety http://www.wisegeek.com/
Students learn about scarcity). of settings. how-can-i-plan-a-garage-sale.htm
the benefits of  SS.03.EC.01: Understand that limited resources  Benefits of Recycling
recycling. make economic choice necessary. http://www.oregonmetro.gov/
and work.
 CCG: Apply economic concepts and principles to index.cfm/go/by.web/id=25473
Students plan and issues of personal finance.  Demonstrate civic and
organize a garage community engagement.  How to Advertise your Garage Sale
 SS.05.EC.06: Understand the processes of earning,
http://www.ehow.com/
sale at school for saving, spending, budgeting, and record-keeping in  Demonstrate personal how_4435488_sale-moving-sale-yard-
reusable items, money management. management and teamwork
sale.html
advertising the sale Science/Earth & Space Science/The Dynamic Earth: skills.
on the school and  SC.05.ES.03: Recognize that the supply of
other community- extended through the use of recycling and
focused web sites. decreased use.
Students select a  SC.05.ES.04: Recognize that discarded products
community non- contribute to the problem of waste disposal.
profit organization Language Arts/Writing:
as the beneficiary of subject areas, including relevant examples, facts,
the proceeds of their anecdotes, and details appropriate to audience and
sale. purpose that engage reader interest.
The Arts/Create, Present, and Perform:
Technology:
ideas.
telecommunications.


Gardens for Social Sciences/Social Science Analysis:  Read and comprehend a  Partnership to End Poverty
 Identify, research, and clarify an event, issue, variety of text. http://www.partnershiptoendpoverty.org/
Low-income problem, or phenomenon of significance to society.  Think critically and Root+Causes+of+Poverty/default.aspx
Community  Identify and analyze characteristics, causes, and analytically.  Ecumenical Ministries of Oregon
Members phenomenon.
 Demonstrate civic and http://www.emoregon.org/
community engagement. overcome_poverty.php
While researching  Identify, compare, and evaluate outcomes,
 Growing Gardens
root causes and responses, or solutions; then reach a supported  Demonstrate global literacy.
www.growing-gardens.org
effects of poverty, conclusion.  Demonstrate personal
management and teamwork  Oregon Agriculture in the Classroom
students learn about Social Sciences/Economics:
skills. Foundation
economics, botany changes in the economy impose costs on some and
http://aitc.oregonstate.edu/
and agriculture, and index.htmPacific
benefits on others because they arbitrarily
nutrition. redistribute purchasing power.
Students create  Demonstrate the knowledge and skills necessary to
make reasoned and responsible financial decisions
personal gardens for as a consumer, producer, saver, and investor in a
the benefit of low- market economy.
income community Health Education/Promotion of Healthy Eating:
members.  Explain the components of a balanced diet and
. their importance to growth and wellness.
Social Science/Geography:
 Understand how humans affect the physical
environment.
 SC.03.ES.02: Identify daily and seasonal weather
changes.
 SC.05.ES.02: Describe patterns of seasonal
weather.


Gleaning Social Sciences/Social Science Analysis:  Read and comprehend a  A Brief History of Gleaning
 Identify, research, and clarify an event, issue, variety of text. http://www.oregonfoodbank.org/
Vegetables problem, or phenomenon of significance to society.  Think critically and ofb_services/food_programs/gleaning/
Students explore  Identify and analyze characteristics, causes, and analytically. history.html
the issue of hunger consequences of an event, issue, problem, or  Oregon Hunger Relief Task Force
phenomenon. www.oregonhunger.org
and its impact on community engagement.
Social Sciences/Civics and Government:  Local agricultural organizations
members of the  Understand the roles, rights, and responsibilities of
community. citizens in the U.S.
management and teamwork 
skills.
Students contact Social Sciences/Economics:
local farmers and  SS.08.EC.02.01: Know and give examples of how
request that they be changes in the economy impose costs on some and
allowed to remove redistribute purchasing power.
left-over produce
from the fields to Emotional Health:
donate to a local  Explain the key components of mental, social and
food bank. emotional health.
Health Education/Promotion of Healthy Eating:
 Explain the components of a balanced diet and
their importance to growth and wellness.
 SC.05.ES.02: Describe patterns of seasonal
weather.
text across the subject areas at school and on
own, applying comprehension strategies as
needed.


Go Green! Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  Oregon Green Schools
 SC.05.ES.01.03: Recognize that the supply of many variety of text. http://www.oregongreenschools.org/
Students prepare to resources is limited, and that resources can be  Listen actively and speak index.cfm
join the Oregon extended through recycling and decreased use. clearly and coherently.  SOLVwww.solv.org
Green Schools team  SC.08.ES.01.01: Identify ways in which various
by preparing their resources can be recycled and reused.
of settings.
 SC.HS.ES.01.01: Predict consequences of increased
school to meet the consumption of renewable and non-renewable  Think critically and
requirements at the resources. analytically.
entry, merit, or Social Sciences/Geography:  Demonstrate civic and
premier levels.  SS.HS.GE.07.01: Distinguish between renewable community engagement.
Students introduce resources and non-renewable resources and the  Demonstrate personal
global consequences of mismanagement. management and teamwork
activities and audit
Language Arts/Speaking and Listening: skills.
school practices in
waste reduction and subject areas using oral, visual, and multimedia
resource forms in ways appropriate to topic, context,
conservation. audience, and purpose; organize oral, visual, and
Students reach out connections and transitions among ideas and
to provide assistance elements.
to another school at Mathematics/ Measurements:
the “merit’” level.  CCG: Understand measurable attributes of objects
Students can and the units, systems, and processes of
measurement.
complete a  CCG: Apply appropriate techniques, tools, and
community outreach formulas to determine measurements.
project to qualify for Health Education/Promotion of Environmental
the “premier” level. Health:
 CCG: Explain the element of a safe and healthy
personal, school, home and community
environment and their effect on health and well-
being.
 CCG: Demonstrate ability to analyze influences of
culture, media, technology and other factors on
health.


GPS Clinic Social Sciences/Geography:  Read and comprehend a  The GPS Primer
 Understand and use spatial concepts of geography. variety of text. http://www.gpsprimer.net/
Students learn how  Locate places and understand and use geographic  Listen actively and speak  GPS Overview
to use GPS information or relationships by reading, clearly and coherently. http://www.colorado.edu/geography/
effectively in a interpreting, and preparing maps and other gcraft/notes/gps/gps_f.html
broad range of geographic representations.
of settings.  Trimble GPS Tutorial
 SS.08.GE.02: Read, interpret, and understand how
applications. to construct geographic representations to analyze  Think critically and http://www.trimble.com/
analytically. gps/index.shtml
Students provide a information, understand spatial relationships, and
clinic for community compare places.  Use technology to learn, live
groups and Mathematics/Geometry: and work.
individuals  CCG: Use visualization, spatial reasoning, and  Demonstrate civic and
geometric modeling to solve problems. community engagement.
interested in using  CCG: Specify locations and describe spatial
GPS technology. relationships using coordinate geometry and other
measurement.
Technology:
technologies.
text across the subject areas at school and on
own, applying comprehension strategies as
needed.
elements.


Guide to Local Science/Earth and Space Science/The Dynamic  Read and comprehend a  Guide to Seasonal Fruits and Vegetables
Earth: variety of text. in the Pacific Northwest
Farmers’ Market  SC.05.ES.02: Describe patterns of seasonal weather.  Write clearly and accurately. http://localfoods.about.com/od/
Students learn about  SC.08.ES.02.05: Explain how geography affects searchbyregion/a/PacNWFruitsVegs.htm
botany and climate.
analytically.  Oregon Farmers Markets Association
agriculture in order Social Sciences/Economics:
http://www.oregonfarmersmarkets.org/
to create a seasonal  SS.03.EC.01: Understand that limited resources  Cornell Vegetable Growing Guide
produce guide for make economic choice necessary. http://www.gardening.cornell.edu/
 SS.05.EC.03: Understand how supply and demand homegardening/sceneb771.html
shoppers at the local influence price, and how price increases or
farmer’s market. decreases influence the decisions of consumers.
Students share this Social Science/Geography:
guide with local  Understand how physical characteristics in the
community environment and changes in the environment affect
human activities.
members.
materials.
paragraphs; and use precise words and fluent
sentence structures that support meaning.


Habitat For Language Arts/Reading:  Read and comprehend a  Homelessness in Oregon
 CCG: Listen to, read, and understand a variety of variety of text. http://www.blueoregon.com/
Humanity text across the subject areas at school and on own,  Apply mathematics in a variety 2007/01/oregon_6_in_nat.html
Students learn about applying comprehension strategies as needed. of settings.  Habitat for Humanity
issues involving Mathematics/ Measurements:  Think critically and www.habitat.org
homelessness in  CCG: Understand measurable attributes of objects analytically.  Habitat for Humanity Guide for Service-
and the units, systems, and processes of Learning
Oregon, and in their measurement.
and work. http://www.habitat.org/youthprograms/
own community.
Mathematics/Geometry: habitat_street_team/
Students team up  Demonstrate civic and
 CCG: Analyze characteristics and properties of guide_service_learning.aspx
with a local chapter two- and three-dimensional geometric shapes and
develop mathematical arguments about geometric  Demonstrate personal
of Habitat for management and teamwork
relationships.
Humanity and, skills.
applying Math geometric modeling to solve problems.
skills, contribute to  CCG: Specify locations and describe spatial
a building effort. relationships using coordinate geometry and other
 CCG: Apply transformations and use symmetry to
 Understand the concept of supply and demand.
 Understand the purpose of money in the economy.
 Apply economic concepts and principles to issues of
personal finance.
citizens.


Hats and Booties Health Education/Promotion of Sexual Health:  Read and comprehend a  Local knitting groups
 Explain the key components of sexual health and variety of text.  Local hospitals
for Preemies their relationship to lifetime health and wellness.  Listen actively and speak
While learning  The Mayo Clinic
 HS.05.SH.01: Identify possible short and long-term clearly and coherently. http://www.mayoclinic.com/
about reproductive consequences of sexual activity, including what it
 Demonstrate civic and health/premature-birth/DS00137
and family health, means to e responsible for the results of one’s
community engagement.  Centers for Disease Control and Prevention
decisions.
students gather  Demonstrate personal http://www.cdc.gov/Features/
Health Education/Alcohol, Tobacco, and Other
information about management and teamwork PrematureBirth/
Drug Use Prevention:
the causes of  Explain the impact of alcohol, tobacco and other
skills.  Knitting Help
premature birth and drug use on health and well-being. http://www.knittinghelp.com
the challenges faced Health Education/Health Skills:
by premature births.  Decision Making Demonstrate ability to use
Students knit hats decision making skills to enhance health and safety.
 Advocacy Demonstrate the ability to advocate for
and booties to be personal, family and community health and safety.
given to premature The Arts/Create, Present, and Perform:
babies at a local  Use essential elements and organizational
hospital. principles to create, present and/or perform works


Health Fair Career-Related Learning Standards/Career  Read and comprehend a  Organizing a Senior Health and Wellness
Development: variety of text. Fair http://www.nationalservice
Students explore  CS.CD.02: Research and analyze career and  Listen actively and speak resources.org/node/17671
career opportunities educational information. clearly and coherently.  A Guide To Organizing and Promoting
in health and health Health Education/Health Skills:  Demonstrate civic and Your Health Fair
sciences, and gather  Demonstrate ability to use health skills, to obtain community engagement. http://www.aap.org/family/
information about and interpret health information, to manage healthfairkit.htm
personal behaviors and to advocate for health and  Health Fair Planning Guide
healthy living. safety issues.
skills. http://fcs.tamu.edu/health/health_
Students use this Health Education/Prevention and Control of fair_planning_guide/index.php
information to Disease:
coordinate a health  CCG: Acquire knowledge and skills to understand
fair for their school and practice health habits that can prevent and/or
control disease.
or for the
community. Health Education/Promotion of Environmental
Health:
 CCG: Demonstrate self-management and advocacy
skills while understanding the relationships among
health behavior and prevention of disease.
Emotional Health:
 CCG: Demonstrate accessing information and
interpersonal communication skills while
understanding the components of mental, social and
emotional health.


High School Health Education/Promotion of Mental, Social, and  Read and comprehend a  The Mentor Foundation
Emotional Health: variety of text. http://www.mentorfo
Seniors Mentor  Explain the key components of mental, social and  Listen actively and speak undation.org/
Freshmen emotional health. clearly and coherently.  National Mentoring Center
High school seniors Social Sciences/Social Science Analysis:  Demonstrate civic and http://www.nwrel.org
 Identify, research, and clarify an event, issue, community engagement. /mentoring/index.php
learn about the problem, or phenomenon of significance to society.
 Demonstrate personal  Oregon Mentors
benefits of  Identify and analyze characteristics, causes, and http://oregonmentors.org/mentoring/
mentorship, and management and teamwork
skills.
about mentoring phenomenon.
programs in their Health Education/Health Skills:
community.  HE.HS.HS.03: Analyze influences on health-related
choice (e.g. personal/family/cultural values, media,
Senior students technology, peers, body image, emotions, physical
partner with and social environments, and public health
freshman students policies).
and mentor them  HE.HS.HS.04: Communicate effectively, using peer
resistance, assertiveness, conflict resolution skills,
throughout the and negotiation and refusal skills to avoid unsafe
remainder of the situations.
school year.  HE.HS.HS.07: Advocate to self, peers, family and
community members the importance of
participating in health-enhancing behaviors and
abstaining form unsafe behaviors.


Hiking Guide Language Arts/Reading:  Read and comprehend a  Oregon Hikes and Adventures
 CCG: Listen to, read, and understand a variety of variety of text. www.oregonhiking.com/
for Students text across the subject areas at school and on own,  Write clearly and accurately.  Oregon State Parks
Using research from applying comprehension strategies as needed. http://www.oregon.gov/
the internet, the Language Arts/Writing: clearly and coherently. OPRD/PARKS/
library, and  CCG: Investigate topics of interest and importance
interviews with media sources, using effective research processes,
of settings.
experts, students and demonstrating ethical use of resources and  Think critically and
gather information materials. analytically.
about local hikes. Social Sciences/Geography:  Use technology to learn, live
 Locate places and understand and use geographic and work.
Students learn from
information or relationships by reading,  Demonstrate civic and
experts what to interpreting, and preparing maps and other community engagement.
bring along on a geographic presentations.  Demonstrate global literacy.
hike.  Understand and use spatial concepts of geography.  Demonstrate personal
Students create an Health Education/Promotion of Physical Activity: management and teamwork
informational  Explain the impact physical activity has on skills.
brochure or website maintaining and/or improving health and well-
designed specifically being.
for children, to share Technology:
with the technological tools and devices.
community.  TG.02: Select and use technology to enhance
society.
ideas.


Historical Language Arts/Reading:  Read and comprehend a  Oregon Post Card History
 CCG: Listen to, read, and understand a variety of variety of text. http://www.pdxhistory.com/html/
Postcards text across the subject areas at school and on own,  Write clearly and accurately. post_card_history.html
Students research applying comprehension strategies as needed.  A Brief History of Postcards
the history of Social Sciences/History/State and Local History: analytically. http://www.shilohpostcards.com/
postcards in Oregon.  Understand and interpret events, issues, and webdoc2.htm
developments in Oregon history.  How to Create Historical Postcards
Students collect and work.
 Understand and interpret events, issues, and using Microsoft Publisher
historical pictures of developments in local history.  Demonstrate civic and http://www.microsoft.com/
community and  SS.05.HS.06.01: Identify significant people in the community engagement.
education/postcards.mspx
local highlights - history of Oregon from prehistory through the   Graphic Design Basics
period of the American Revolution.
people, places,  SS.08.HS.07.01: Identify and understand significant
http://edweb.sdsu.edu/
events - that make Courses/ET650_Online/MAPPS/
events, developments, groups, and people in the
GDBasics.html
their community history of Oregon from post-American Revolution
unique. until 1900.
 SS.08.HS.07.01: Identify and understand significant
Students develop a events, developments, groups, and people in the
series of creative, history of Oregon after 1900.
historical postcards Social Sciences/ Geography:
for their community.  Identify and analyze physical and human
Students present the characteristics of places and regions, the processes
that have shaped them, and their geographic
postcards to their significance.
local Chamber of The Arts/Create, Present and Perform:
Commerce or tourist  Use essential elements and organizational principles
office for to create, present and/or perform works of art for a
distribution. variety of purposes.
professional, practical, economic, community and
cultural needs.


History of Language Arts/Reading:  Read and comprehend a  Blue Plaques in London
 CCG: Listen to, read, and understand a variety of variety of text. http://www.english-
Plaques text across the subject areas at school and on own,  Write clearly and accurately. heritage.org.uk/server/show/nav.1494
Students research applying comprehension strategies as needed.  Oregon Historical Society
the history of Language Arts/Speaking and Listening: clearly and coherently. www.ohs.org
plaques in England,  CCG: organize oral, visual, and multimedia
 Use technology to learn, live  Historical Markers in Oregon
and in Oregon. presentations in clear sequence, making http://www.oregon.com/history/
and work.
connections and transitions among ideas and oregon_historical_markers.cfm
Students interview elements.  Demonstrate civic and
local experts about Language Arts/Writing:
the significance of  CCG: Investigate topics of interest and importance  Demonstrate global literacy.
plaques found in the across the subject areas, selecting appropriate 
community. media sources, using effective research processes,
Students share their materials.
research by creating Social Sciences/History/World History:
a web site to inform  Understand the importance and lasting influence of
others about the issues, events, people, and developments in world
significance and history.
history of the Social Sciences/History/State and Local History:
plaques in their  Understand and interpret events, issues, and
community.  Understand and interpret events, issues, and
Technology:
ideas.
telecommunications.


Honoring Social Science/Civics and Government:  Read and comprehend a  Veterans’ History Project: Interview Tips
 Understand the purposes of government and the variety of text. www.loc.gov/vets/moreresources.html
Veterans basic constitutional principles of the United States  Listen actively and speak  Veterans’ History Project: Sample
To complement republican form of government. clearly and coherently. Interview Questions
their study of  Understand the responsibilities and www.loc.gov/vets/questions.html
United States’ government in the U.S.
analytically.
history and the roles  Understand the participatory obligations of U.S.  Demonstrate civic and
of government, citizens. community engagement.
students compile Social Sciences/History/US History:  Demonstrate global literacy.
personal oral  Understand the importance and lasting influence of
histories through individuals, issues, events, people, and
developments in U.S. history
interviewing
 SS.08.HS.06: Understand how individuals, issues,
American war and events changed or significantly influenced the
veterans in their course of U.S. history post-American Revolution
community. through 1900.
 SSHS.HS.06: Understand how individuals, issues,
Students plan a and events changed or significantly influenced the
special event to course of U.S. history after 1900.
honor the veterans, Language Arts/Reading:
and invite the  CCG: Listen to, read, and understand a variety of
community. text across the subject areas at school and on own,
verbal techniques.


Hunger Banquet Science/Earth and Space Science:  Read and comprehend a  Learn More About Hunger
 SC.05.ES.02: Describe patterns of seasonal weather. variety of text. http://www.worldhunger.org/learn.htm
Students research  SC.08.ES.02: Explain the water cycle and its  Think critically and  Host an Oxfam America Hunger
global poverty and relationship to weather and climatic patterns. analytically. Banquet Event
world hunger, as Social Sciences/Social Science Analysis:  Demonstrate civic and http://www.oxfamamerica.org/
well as hunger in  Identify, research, and clarify an event, issue, community engagement. whatyoucando/act_now/fast/skip_meal
their own problem, or phenomenon of significance to society.  Hunger Banquet Script
 Demonstrate global literacy.
 Identify and analyze characteristics, causes, and http://netaidmembers.dreamhosters.com/
community. consequences of an event, issue, problem, or  Demonstrate personal gcc_org/issues/hunger/
Students organize a phenomenon. management and teamwork
Hunger%20Banquet%20Script%
hunger banquet to Social Science/Economics:
skills. 202008%20v2.pdf
share what they  Understand the economic concept of scarcity. 
have learned with  SS.03.EC.01: Understand that limited resources
other students and make economic choice necessary.
community  SS.05.EC.01: Understand that all economic choices
have costs and benefits, and compare options in
members. terms of costs and benefits.
 Understand how the United States economy relates
and interacts with other nations
 SS.05.EC.04: Recognize examples of how nations
interact economically.
 SS.08.EC.06: Identify and give examples of how the
United States economy affects citizens of both the
United States and other countries.
 SS.HS.EC.07: Understand the purpose and
functions of major international economic
organizations and the role of the United States in
them.


Inter- Language Arts/Reading:  Read and comprehend a  Oregon State University : Center for
 CCG: Listen to, read, and understand a variety of variety of text. Healthy Aging Research
generational text across the subject areas at school and on own,  Demonstrate civic and http://www.hhs.oregonstate.edu/healthyag
Music Concerts applying comprehension strategies as needed. community engagement. ing
Students investigate Health/Promotion of Mental, Social, and Emotional  Demonstrate personal  Local university music departments
Health: management and teamwork  Local senior centers and retirement homes
issues surrounding  Explain the key components of mental, social and skills.
aging and the emotional health.
changes that music The Arts/Create, Present and Perform:
has gone through  Use essential elements and organizational principles
over time. to create, present and/or perform works of art for a
Students partner
with a local senior The Arts/Historical and Cultural Perspectives:
center and local environment and personal experience within a
music organizations society or culture, and apply to one’s own work.
to deliver a music  Explain how the arts serve a variety of personal,
concert to local professional, practical, economic, community, and
residents. cultural needs.
traditions.


Interpretive Social Sciences/History/State and Local History:  Read and comprehend a  Oregon Historical Society www.ohs.org
 Understand and interpret events, issues, and variety of text  National Park Service Lesson Plans
Signs for Trails developments in Oregon history  Write clearly and accurately http://www.nps.gov/archive/grsa/resources
Students create  Understand and interpret events, issues, and /curriculum/elem/lesson39.htm
signs to mark points developments in local history
community engagement  SOLVwww.solv.org
of interest along a Social Science/Geography:
 Locate places and understand and use geographic
nearby trail. information or relationships by reading,
analytically
Students research interpreting, and preparing maps and other  Demonstrate personal
the history of the geographic representations. management and teamwork
area and learn to  Locate major physical and human features of the skills
identify plants in the Earth.
 SS.05.GE.07.01: Understand how and why people
region. alter the physical environment.
Science/Life Science/ Diversity & Interdependence:
organisms in their natural environment.
species, including humans, on an ecosystem.
Science/Life Science/Organisms:
 Describe the characteristics, structure, and
functions of organisms.
purpose that engage reader interest.


Invasive Plant Science/Life Science/Organisms:  Read and comprehend a  Oregon Trout www.ortrout.org
 Describe the characteristics, structure, and variety of text.  The Nature Conservancy
Removal functions of organisms.  Think critically and www.nature.org
Students learn about Science/Life Science/ Diversity & Interdependence: analytically.  Oregon Invasive Species Council
invasive plants and  Explain and analyze the interdependence of  Demonstrate civic and http://www.oregon.gov/OISC/
the challenges of organisms in their natural environment. community engagement.  Local watershed councils
controlling them.  SC.08.LS.04.03: Differentiate between
 Demonstrate personal  Local soil and water conservation
relationships among organisms including predator-
The students learn management and teamwork districts
prey, producer-consumer, and parasite-host.
skills.
to identify and  SC.HS.LS.03.02: Explain how humans and other  SOLVwww.solv.org
remove the invasive species can impact an ecosystem.
 SC.HS.LS.03.03: Explain how the balance of
plants found near
resources will change with the introduction or loss
their school or of a new species within an ecosystem.
throughout their Language Arts/Reading:
community.  CCG: Analyze words, recognize words, and learn to
read grade-level text fluently across the subject
areas.
environment.
place and other places.
Health Education/ Promotion of Environmental
Health:
disease, and premature death.


Ladybugs for Science/Life Science/ Diversity &  Read and comprehend a  The Beneficial Insect Co.
Interdependence: variety of text. www.thebeneficialinsectco.com/
Natural Pest  Explain and analyze the interdependence of  Think critically and aphid-control-ladybugs.htm
Control organisms in their natural environment. analytically.  Ladybug Lady http://www.ladybuglady.com/
 SC.08.LS.04: Indentify and describe the factors LadybugsFAQ.htm
Students learn that influence or change the balance of
alternative community engagement.  Cornell University
populations in their environment.
 Demonstrate personal http://www.nysaes.cornell.edu/ent/biocontrol/predat
methods of pest  SC.08.LS.04.03: Differentiate between
ors/
control and the relationships among organisms including management and
teamwork skills. ladybintro.html
different impacts predator-prey, producer-consumer, and
parasite-host.
that these  SC.HS.LS.03: Describe and analyze the effect of
methods have on species, including humans, on an ecosystem.
the environment. Science/Life Science/Organisms:
Partnering with a  Describe the characteristics, structure, and
local gardening functions of organisms.
organization, Language Arts/Reading:
 CCG: Listen to, read, and understand a variety
students raise
of text across the subject areas at school and on
ladybugs and use own, applying comprehension strategies as
them as natural needed.
pest control in Health Education/Promotion of Environmental
the community. Health:
 Explain the elements of a safe and healthy
environment and their effect on health and well-
being.


Local Natural Science/Earth & Space Science/The Dynamic Earth:  Write clearly and accurately.  Local government agencies
 CCG: Understand the properties and limited  Think critically and  Federal Bureau of Land Management
Resource availability of the materials which make up the analytically. www.blm.gov
Planning and Earth
 Demonstrate civic and  State of Oregon www.oregon.gov
 SC.08.ES.01: Recognize that Earth materials are
Management limited and explore strategies for addressing this
Students investigate problem.  Demonstrate personal
the natural  SC.HS.ES.01: Describe how the importance and use management and teamwork
resources available of resources has changed over time with changes in skills.
in their community. economic and technological systems.
Students learn how Social Sciences/Civics and Government:
 SS.08.CG.02: Identify and distinguish how powers
cities, counties and
and responsibilities are distributed and balanced
states manage these among the federal, state and local levels.
resources.  SS.05.CG.05: Understand how citizens can learn
Students create a about public issues.
resource individuals can influence the actions of government.
management plan
Social Sciences/Economics:
and share it with  Understand the role of government and institutions
local community in an economy.
members and Social Sciences/Geography:
government officials.  SS.05.GE.07.01: Understand how and why people
Health:
materials.


Local Oral Language Arts/Reading:  Read and comprehend a  Step-by- step guide to oral history
 CCG: Listen to, read, and understand a variety of variety of text. http://dohistory.org/on_your_own/
Histories text across the subject areas at school and on own,  Write clearly and accurately. toolkit/oralHistory.html
Students explore applying comprehension strategies as needed.  Making sense of oral history
how oral histories Language Arts/Writing: clearly and coherently. http://historymatters.gmu.edu/
have existed  CCG: Investigate topics of interest and importance mse/oral/
across the subject areas, selecting appropriate  Oral history lesson plan
throughout time and media sources, using effective research processes,
http://international.loc.gov/
across the globe. and demonstrating ethical use of resources and  Demonstrate personal learn/lessons/oralhist/ohhome.html
Students interview materials. management and teamwork
skills.
local community Social Sciences/History/US History:
members to discover  Understand the importance and lasting influence of
individuals, issues, events, people, and
existing, and create developments in U.S. history
new, oral histories.  SSHS.HS.06: Understand how individuals, issues,
Students share this and events changed or significantly influenced the
information with course of U.S. history after 1900.
the local historical Social Sciences/History/ State & Local History:
society.
 SS.05.HS.07: Understand how various groups of
Oregon state history.
 SS.08.HS.07.01 / SS.HS.HS.07.01 : Identify and
understand significant events, developments,
groups, and people in the history of Oregon.
 SS.08.HS.07.02 / SS.HS.HS.07.02 : Understand the
interactions and contributions of the various people
and cultures that have lived in or migrated to the
area that is now Oregon.
people, ideas, and products.
 SS.HS.GE.05.01: Understand how transportation
and communication systems of the present compare
to those of the past, and how this changes
perceptions of space and time.


Macroinvertebrate Science/Life Science/ Organisms:  Read and comprehend a  Wetland Health Evaluation Program
 SC.05.LS.03: Describe basic plant and animal variety of text. www.mnwhep.org/id28.html
Sampling structures and their functions.  Listen actively and speak  Student Watershed Research Project
Students learn about Science/Life Science/ Diversity clearly and coherently. www.swrp.esr.pdx.edu
the importance of clean &Interdependence:  Apply mathematics in a  SOLV www.solv.org
water for humans and  Explain and analyze the interdependence of variety of settings.
animals, and how the  SC.HS.LS.03: Describe and analyze the effect of
presence or absence of analytically.
certain  SC.03.LS.04: Describe a habitat and the organisms  Demonstrate civic and
macroinvertebrates that live there. community engagement.
can indicate the water  SC.05.LS.05: Describe the relationship between
quality of a stream.
Students learn how to Social Sciences/Geography:
properly sample for  Understand how humans affect the physical
Macroinvertrebates. environment.
 SS.08.GE.08.03: Predict how changes in an
Students sample ecosystem (not caused by human activity) might
macroinvertebrate life influence human activity.
of a nearby stream and Health Education/ Promotion of Environmental
share this information Health:
with the local water  Explain the elements of a safe and healthy
agency. personal, school, home and community
environment and their effect on health and
well-being.
elements.


Made in Oregon Social Science/Economics:  Write clearly and accurately.  Oregon Biz Center www.bizcenter.org
 Understand how trade-offs and opportunity costs  Listen actively and speak  Oregon Entrepreneurs Network
Students identify are decisions that can be measured in terms of costs clearly and coherently. www.oen.org
and select locally- and benefits.
 Apply mathematics in a variety  Local Chambers of Commerce
produced goods or  SS.05.EC.02.02: Understand the difference between
of settings.  Schools of Business at local universities
services. “needs” and “wants” and their relationship to
economic trade-offs.  Think critically and  San Diego University
Students learn basic  SS.08.EC.03: Understand how price is an incentive analytically. http://edweb.sdsu.edu/Courses/
concepts of for both buyers and producers/sellers in the  Demonstrate civic and ET650_Online/MAPPS/GDBasics.html
marketing and marketplace. community engagement.
graphic design as Social Sciences/Social Science Analysis:  Demonstrate personal
they work with local  Identify, research, and clarify an event, issue, management and teamwork
problem, or phenomenon of significance to society. skills.
businesses to  Gather, use, and evaluate researched information to
develop a campaign support analysis and conclusions.
to sell their Mathematics/ Measurements:
products.  CCG: Understand measurable attributes of objects
Students “pitch” and the units, systems, and processes of
measurement.
their campaigns to a
panel of peers, local The Arts/Create, Present and Perform:
entrepreneurs, and to create, present and/or perform works of art for a
community leaders. variety of purposes.
professional, practical, economic, community and
cultural needs.
materials.


Mail Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  New American Dream
 SC.05.ES.01.03: Recognize that the supply of many variety of text. http://www.newdream.org/
Management resources is limited, and that resources can be  Write clearly and accurately. junkmail/
Students investigate extended through recycling and decreased use.  41 Pounds http://www.41pounds.org/
the resources used in  SC.08.ES.01.01: Identify ways in which various
clearly and coherently.  City of Portland Office of
resources can be recycled and reused.
producing the junk  SC.HS.ES.01.01: Predict consequences of increased  Think critically and Sustainable Development
mail that they analytically. http://www.portlandonline.com/
consumption of renewable and non-renewable
osd/index.cfm?a=164479&c=41718
receive and the resources.  Use technology to learn, live
impact this has on Language Arts/Writing: and work.
the earth.  Communicate supported ideas across the subject  Demonstrate civic and
areas, including relevant examples, facts, anecdotes, community engagement.
Students learn how and details appropriate to audience and purpose
to reduce the that engage reader interest; organize information in
amount of junk mail clear sequence, making connections and transitions
they receive, and among ideas, sentences, and paragraphs; and use
share this precise words and fluent sentence structures that
support meaning.
information with
 Investigate topics of interest and importance across
the community the subject areas, selecting appropriate media
using a website, a sources, using effective research processes, and
brochure, or a demonstrating ethical use of resources and
newsletter. materials.
Technology:
ideas.
telecommunications.
 AR.08.CP.01: Select and combine essential
elements and organizational principles to achieve a
desired effect when creating presenting and/or


Making Science/Physical Science/ Matter:  Read and comprehend a  Metro Regional Government
 Describe and analyze chemical and physical variety of text. http://www.oregonmetro.gov/index.cfm/
Enviro- changes.  Listen actively and speak go/by.web/id=1400
Friendly  SC.05.PS.01: Compare properties of specific clearly and coherently.  Discovery Channel
substances.
Cleansers  Use technology to learn, http://planetgreen.discovery.com/go-green/green-
Science/Life Science/ Diversity & live, and work. cleaning/
Students learn Interdependence:  The Green Guide
about the  Think critically and
 Explain and analyze the interdependence of http://www.thegreenguide.com/doc/113/rites
analytically.
chemicals organisms in their natural environment.
 SC.HS.LS.03: Describe and analyze the effect of  Demonstrate civic and
contained in community engagement.
traditional
Language Arts/Reading:  Demonstrate personal
cleansers and management and
their impacts on of text across the subject areas at school and on teamwork skills.
humans and the own, applying comprehension strategies as
environment. needed.
Students learn Social Sciences/Economics:
about alternative  SS.08.EC.02: Understand how trade-offs and
opportunity costs can be identified and
methods of measured.
cleaning.  SS.08.EC.03: Understand how price is an
Students incentive for both buyers and producers/sellers
produce in the marketplace.
environmentally Health Education/Promotion of Environmental
Health:
friendly  Explain the elements of a safe and healthy
cleansers for personal, school, home and community
low-income environment and their effect on health and
members of the well-being.
community or  Demonstrate ability to analyze influences of
culture, media, technology and other factors on
local homeless or health.
women’s  Demonstrate ability to use interpersonal
shelters. communication skills (verbal and non-verbal)
to enhance health and safety.


Meals On Social Sciences/Social Science Analysis:  Read and comprehend a  Hunger in Oregon
 Identify, research, and clarify an event, issue, variety of text. http://extension.oregonstate.edu/
Wheels problem, or phenomenon of significance to society.  Listen actively and speak fcd/hunger/
Students explore the  Identify and analyze characteristics, causes, and clearly and coherently.  Oregon Hunger Relief Task Force
issues surrounding consequences of an event, issue, problem, or www.oregonhunger.org
phenomenon.
hunger and aging analytically.  Oregon Meals on Wheels
Social Sciences/Civics and Government: http://www.mealcall.org/meals-on-
and learn about the  Understand the roles, rights, and responsibilities of
community engagement. wheels/or/
widespread problem citizens in the U.S.
of food insufficiency Social Sciences/Economics: 
amongst the elderly.  SS.08.EC.02.01: Know and give examples of how
Students volunteer changes in the economy impose costs on some and
with their local redistribute purchasing power.
Meals On Wheels
agency.  Accessing Information: Demonstrate ability to
Emotional Health:
 Explain the key components of mental, social and
emotional health.



Mentors for Social Sciences/Social Science Analysis:  Read and comprehend a  Just Say No! – An Alcohol Awareness
 Identify, research, and clarify an event, issue, variety of text. Web Site
Healthy Living problem, or phenomenon of significance to society.  Listen actively and speak http://students.resa.net/
Students learn about  Identify and analyze characteristics, causes, and clearly and coherently. stoutcomputerclass/4justsayno.htm
the dangers of consequences of an event, issue, problem, or  SADD
phenomenon. http://www.sadd.org/
substance abuse and analytically.
Health Education/Health Skills:  The Mentor Foundation
the impact it can  CCG: Demonstrate ability to use health skills, to
community engagement. http://www.mentor
have on families and obtain and interpret health information, to manage foundation.org/
society. personal behaviors and to advocate for health and  Demonstrate personal
management and teamwork  National Mentoring Center
Middle and/or high safety issues.
skills. http://www.nwrel.org/
school students Health Education/Alcohol, Tobacco, and other mentoring/index.php
become mentors to  Office of National Drug Control Policy
 CCG: Demonstrate interpersonal communication,
elementary students http://www.whitehouse
analyzing influences, and advocacy skills while
to teach them the drugpolicy.gov/
understanding the impact of drug prevention.
dangers of these  HE.08.AT.01: Describe the benefits of a tobacco and
substances and ways drug-free environment.
to live healthy Health Education/Promotion of Mental, Social, and
lifestyles. Emotional Health:
 HE.HS.MH.01: Explain different signs and
symptoms of addictive behaviors.
 HE.HS.MH.03: Identify how to communicate to a
friend or relative you think is an addict and should
get support/help.


Musical Language Arts/Reading:  Read and comprehend a  Makingfriends.com
 CCG: Listen to, read, and understand a variety of variety of text. http://www.makingfriends.com/
Instrument text across the subject areas at school and on own,  Apply mathematics in a variety musical_instruments.htm
Building applying comprehension strategies as needed. of settings.  Mudcat for Kids
Students read The Arts/Create, Present and Perform:  Think critically and http://www.mudcat.org/kids/
 Use essential elements and organizational analytically.  Family corner
books, search the principles to create, present and/or perform works
 Use technology to learn, live http://www.familycorner.com/family/
internet, and of art for a variety of purposes. kids/crafts/9_musical_instruments.shtml
interview local and work.
craftsmen to learn  Demonstrate civic and
about the art of environment and personal experience within a
instrument building. society or culture, and apply to one’s own work.  Demonstrate personal
 Explain how the arts serve a variety of personal, management and teamwork
Using this professional, practical, economic, community, and skills.
information, cultural needs.
students, create  AR.HS.HC.05: Explain the influence of the arts on
musical instruments human behavior, community life and cultural
traditions.
to donate to a local
school or Mathematics/Mathematical Problem Solving:
 CCG: Select, apply, and translate among
community music mathematical representations to solve problems.
program.  CCG: Apply and adapt a variety of appropriate
strategies to solve problems.
Technology:
technologies.
ideas.


Oregon Land Social Sciences/Civics and Government:  Read and comprehend a  Oregon’s Land Use Planning Program
 Understand how individuals, groups, and variety of text. www.oregon.gov/LCD/docs/
Use Laws international organizations influence government  Think critically and publications/regdiff.pdf
Students select an  Understand the roles, rights, and responsibilities of analytically.  State of Oregon
area in the citizens in the U.S. www.oregon.gov
community in need Science/Life Science/ Diversity & Interdependence: and work.  Oregon Department of Land Conservation
 SC.05.LS.05: Describe the relationship between and Development
of restoration or characteristics of specific habitats and the
community engagement. http://www.oregon.gov/LCD
beautification. organisms that live there.
Students investigate  SC.HS.LS.03: Describe and analyze the effect of
how to obtain species, including humans, on an ecosystem.
permission to access resources will change with the introduction or loss
the property in of a new species within an ecosystem.
order to do the Social Sciences/Geography:
project.  Understand how humans affect the physical
Students research environment.
property ownership vegetation affects the physical environment of a
and the laws place and other places.
governing land use.  SS.08.GE.08.03: Predict how changes in an
Students learn about ecosystem(not caused by human activity) might
influence human activity.
government and law  SS.08.GE.08.02: Understand how climatic events
as they complete or climate change affect human activity.
their investigation.


Oregon Live! Social Science/Geography:  Read and comprehend a  History of Broadcasting in Southern
 Understand the distribution and movement of variety of text. Oregon
Students learn the people, ideas, and products:  Write clearly and accurately. http://www.wsmb.org/
history and impact  SS.HS.GE.05: Understand how worldwide Page.asp?NavID=15
of mass media transportation and communication patterns have
communications in affected the flow and interactions of people, ideas,
and products.  Use technology to learn, live
Oregon. and work.
Students develop a  CCG: Investigate topics of interest and importance  Demonstrate civic and
teen television or across the subject areas, selecting appropriate community engagement.
radio show that media sources, using effective research processes,  Demonstrate personal
reflects the issues and demonstrating ethical use of resources and management and teamwork
materials. skills.
that matter most to
Language Arts/Speaking and Listening
them. Students air
their show on a local subject areas using oral, visual, and multimedia
cable-access station. forms in ways appropriate to topic, audience, and
Technology:
telecommunications.


Oregon Language Arts/Reading:  Read and comprehend a  Maud Hill Zachary
 CCG: Listen to, read, and understand a variety of variety of text. http://www.salemhistory.net/
Mothers text across the subject areas at school and on  Listen actively and speak people/maud_hill_zachary.htm
Using the own, applying comprehension strategies as clearly and coherently.  Tabitha Brown
internet, library needed. http://www.forestgrovenewstimes.com/
resources, and Language Arts/Speaking and Listening: community engagement. news/story.php?story_id=123437616920863500
interviews with  CCG: Communicate supported ideas across the  Frances Fuller Victor
subject areas using oral, visual, and multimedia http://www.oregonencyclopedia.org/
local experts,
forms in ways appropriate to topic, context, entry/view/victor_frances_fuller/
students audience, and purpose; organize oral, visual, and  Oregon Historical Society www.ohs.org
investigate the multimedia presentations in clear sequence,
 Oregon History Library
stories of making connections and transitions among ideas
http://www.endoftheoregontrail.org/
historically and elements; use language appropriate to topic,
histhome.html
context, audience, and purpose.
significant
mothers in Social Sciences/History/State and Local History:
Oregon. developments in Oregon history.
Students  SS.05.HS.06: Understand how individuals
document these changed or significantly influenced the course of
stories by creating Oregon state history.
buttons/cards/etc. developments in local history.
to be handed out  SS.05.HS.07: Understand how individuals
in appreciation of changed or significantly influenced the course of
mothers in the local history.
community. The Arts/Create, Present and Perform:
principles to create, present and/or perform
works of art for a variety of purposes.
 AR.03.CP.03: Create, present and/or perform a
work of art that demonstrates an idea, mood or
feeling.


Oregon Murals Language Arts/Reading:  Read and comprehend a  History of Public Murals
 CCG: Listen to, read, and understand a variety of variety of text. www.pbs.org/americanfamily/
Students learn about text across the subject areas at school and on own, teacher2.html
the history of murals applying comprehension strategies as needed. community engagement.  Public Art Murals Program, City of
in America and The Arts/Create, Present and Perform: Portland
throughout the  Use essential elements and organizational management and teamwork www.racc.org/publicart/
world, and in their principles to create, present and/or perform works skills. muralprogram.php
community. At the of art for a variety of purposes.  Public Art Online
same time, students The Arts/Aesthetics and Criticism: http://www.publicartonline.org.uk
research Oregon  Respond to works of art, giving reasons for  Environmental Art Museum
preferences and using terminology that conveys http://www.greenmuseum.org
history for topics to knowledge of the arts.
use as the mural’s  Local artists and muralists
theme.  Explain how a work of art reflects the artist’s
 Local parks
Students learn about environment and personal experience within a  Local arts associations
appropriate society or culture, and apply to one’s own work.  SOLV www.solv.org
locations to place professional, practical, economic, community, and
the mural in their cultural needs.
community, and  AR.HS.HC.05: Explain the influence of the arts on
how to get the human behavior, community life and cultural
necessary traditions.
permission. Social Sciences/History/State and Local History:
Students work developments in Oregon history.
together to create a  Understand and interpret events, issues, and
mural reflecting a developments in local history.
pride or sense of
history in their
community.


Oregon National Social Science/Civics and Government:  Read and comprehend a  Oregon National Guard
 Understand the purposes of government and the variety of text. http://www.oregonarmyguard.com/
Guard basic constitutional principles of the United States  Listen actively and speak  History of the Oregon National Guard
Students learn about republican form of government. clearly and coherently. http://www.oregon.gov/OMD/
the history of the  Understand the responsibilities and
Oregon National government in the U.S.
Guard.  Understand the participatory obligations of U.S.  Demonstrate personal
citizens. management and teamwork
Students interview
skills.
members of the Social Sciences/History/State and Local History:
Guard, and  Understand and interpret events, issues, and
document their  SS.05.HS.06: Understand how individuals changed
experiences in or significantly influenced the course of Oregon
service. state history.
Students coordinate  Understand and interpret events, issues, and
a “personal care kit”  SS.05.HS.07: Understand how individuals changed
drive to collect and or significantly influenced the course of local
package items to history.
send to members of Language Arts/Reading:
the Oregon National  CCG: Listen to, read, and understand a variety of
Guard currently text across the subject areas at school and on own,
serving overseas.


Oregon Language Arts/Reading:  Read and comprehend a  Oregon Economy
 CCG: Listen to, read, and understand a variety of variety of text. http://darkwing.uoregon.edu/~aemami/oregon-
Producers text across the subject areas at school and on  Write clearly and econ.html
Using the own, applying comprehension strategies as accurately.  Oregon Business Association http://www.oba-
internet, library needed. online.org/
resources, and Language Arts/Writing: clearly and coherently.  Oregon Business Council
 CCG: Investigate topics of interest and http://www.orbusinesscouncil.org/
interviews with importance across the subject areas, selecting
local experts, analytically.
appropriate media sources, using effective
students research research processes, and demonstrating ethical  Use technology to learn, live
Oregon companies use of resources and materials. and work.
and where their Language Arts/Speaking and Listening:  Demonstrate civic and
products go. community engagement.
subject areas using oral, visual, and multimedia  Demonstrate global literacy.
Students create a
website or a audience, and purpose; organize oral, visual, and
brochure to share multimedia presentations in clear sequence,
their information making connections and transitions among ideas
with the and elements; use language appropriate to topic,
community. context, audience, and purpose.
 SS.08.EC.04: Understand how decisions
regarding what to produce, how to produce, and
for whom to produce are answered in various
economic systems.
Technology:
telecommunications.


Quilt Showcase Social Sciences/History/American History:  Read and comprehend a  America’s Quilting History
 Understand the importance and lasting influence of variety of text. http://www.womenfolk.com/
Students learn about individuals, issues, events, people, and development historyofquilts/
the history of in U.S. history. clearly and coherently.  Quilts of the Oregon Trail
quilting as an Social Sciences/History/State and Local History: by Mary Bywater Cross
American art-form.  Understand and interpret events, issues, and of settings. available at www.amazon.com
Working with a developments in Oregon history.
 Demonstrate civic and  Quilts of the Oregon Trail
local quilters’ guild, Mathematics/ Measurements: community engagement. http://www.womenfolk.com/
students each create  CCG: Understand measurable attributes of objects quilt_notes/oregontrail.htm
a quilt piece measurement.
representing an skills.
aspect of “Oregon:”  Use visualization, spatial reasoning, and geometric
state flower, modeling to solve problems.
celebrities, The Arts/Create, Present, and Perform:
important events,  Use essential elements and organizational
etc. principles to create, present and/or perform works
Students assemble
the quilt and
organize a showcase environment and personal experience within a
of their work to society or culture, and apply to one’s own work.
teach about this  Explain how the arts serve a variety of personal,
traditional, professional, practical, economic, community and
American art form cultural needs.
and to celebrate Language Arts/Speaking and Listening:
Oregon’s 150th year  CCG: Communicate supported ideas across the
as an American forms in ways appropriate to topic, context,
state. audience, and purpose.


Outdoor School Science/Life Science/ Diversity &Interdependence:  Read and comprehend a  Local watershed councils
 Explain and analyze the interdependence of variety of text.  Local outdoor schools
Tutors organisms in their natural environment.  Listen actively and speak  The Nature Conservancy www.nature.org
High school  SC.HS.LS.03: Describe and analyze the effect of clearly and coherently.
species, including humans, on an ecosystem.  SOLVwww.solv.org
students learn about  Think critically and
outdoor skills and characteristics of specific habitats and the
analytically.
natural sciences. organisms that live there.  Demonstrate civic and
Students share this Science/Life Science/Organisms:
information by  Describe the characteristics, structure, and  Demonstrate personal
functions of organisms. management and teamwork
volunteering to skills.
 SC.05.LS.03: Describe basic plant and animal
teach a session at a structures and their functions.
local outdoor school Social Sciences/Geography:
program.  Understand how humans affect the physical
environment.
elements.
Health/Promotion of Environmental Health:
 Demonstrate ability to use interpersonal
communication skills (verbal and non-verbal) to
enhance health and safety.


Painted Poetry Language Arts/Literature:  Read and comprehend a  Local libraries
 CCG: Listen to text and read text to make variety of text.  Local poets or authors
While studying connections and respond to a wide variety of  Write clearly and accurately.  Scholastic : Writing with Writers
poetry students literature of varying complexity.
 Demonstrate civic and http://teacher.scholastic.com/
write their own  CCG: Demonstrate general understanding of grade-
community engagement. writewit/poetry/index.htm
poem about Oregon. level literary text.
 CCG: Develop an interpretation of grade-level  Demonstrate personal
Students paint the literary text. management and teamwork
poems on the steps  CCG: Examine content and structure of grade-level skills.
outside the school informational text across the subject areas.
for the community Language Arts/Writing:
to enjoy.  CCG: Write narrative, expository, and persuasive
developments in Oregon history
developments in local history
cultural needs.
traditions.


Pajama Project Social Sciences/Social Science Analysis:  Listen actively and speak  State of Oregon Report on Poverty
 Identify, research, and clarify an event, issue, clearly and coherently. http://www.oregon.gov/OHCS/
Students examine problem, or phenomenon of significance to society.  Apply mathematics in a variety DO_PovertyReport.shtml
data from  Identify and analyze characteristics, causes, and of settings.  The Pajama Program
government census consequences of an event, issue, problem, or http://www.generousgenerations.org/
and local phenomenon. images/PJDrive.pdf
analytically.
community child responses, or solutions; then reach a supported  Demonstrate civic and
welfare conclusion. community engagement.
organizations to Social Sciences/Civics and Government:
learn about  SS.05.CG.08: Identify and give examples of how
childhood poverty in individuals can influence the actions of government.
their community. Social Sciences/Economics:
Students contact
changes in the economy impose costs on some and
local businesses and benefits on others because they arbitrarily
community redistribute purchasing power.
members to donate  SS.05.EC.02.02: Understand the difference
pajamas for needy between “needs” and “wants” and their relationship
children. to economic trade-offs.
Health/Prevention and Control of Disease:
family and community health and safety.
 CCG: Select and use appropriate statistical methods
to analyze data.
measurement.


Peer Tutoring English Language Arts/Reading:  Read and comprehend a  Tutoring study guides
 CCG: Find, understand, and use specific variety of text. http://www.studygs.net/tutoring.htm
Students work with information in a variety of texts across the subject  Listen actively and speak  Kids as Reading Helpers: a Peer Tutoring
their peers to areas to perform a task. clearly and coherently. Manual
reinforce academic  CCG: Demonstrate general understanding of grade- http://www.interventioncentral.org/
subject matter. level informational text across the subject areas. htmdocs/interventions/
of settings.
 CCG: Develop an interpretation of grade-level rdngfluency/prtutor.php
informational text across the subject areas.  Think critically and
analytically.
English Language Arts/Speaking and Listening:
 CCG: Communicate supported ideas across the  Demonstrate civic and
subject areas using oral, visual, and multimedia community engagement.
forms in ways appropriate to topic, audience, and  Demonstrate personal
purpose. management and teamwork
Career-Related Learning Standards/Personal skills.
Management:
 Exhibit appropriate work ethic and behaviors in
school, community and/or workplace.
Career-Related Learning Standards/Problem
Solving:
 CS.PS.04: Select and explain a proposed solution
and course of action.
 CS.PS.05: Develop a plan to implement the selected
course of action.


Personalized Language Arts/Reading:  Read and comprehend a  Local libraries
 CCG: Listen to, read, and understand a variety of variety of text.  Scholastic : Writing with writers :
Storybooks text across the subject areas at school and on own,  Write clearly and accurately. http://teacher.scholastic.com/
High school students applying comprehension strategies as needed. writewit/index.htm
visit a local elementary Language Arts/Speaking and Listening: clearly and coherently.  Mentoring Buddies
school and interview  CCG: Communicate supported ideas across the  Use technology to learn, live http://www.bbbs.org/site/
the students to learn subject areas using oral, visual, and multimedia and work. c.coIJLROnGlF/b.3919355/
more about them.  Demonstrate civic and
The high school community engagement.
students use technology  Demonstrate personal
to create and a texts, using a variety of written forms – including
skills.
storybook about the journals, essays, short stories, poems, research
elementary student, reports, research papers, business and technical
which the elementary and purpose across the subject areas.
student illustrates.  CCG: Investigate topics of interest and
Together, the students importance across the subject areas, selecting
donate this book to the research processes, and demonstrating ethical use
community library. of resources and materials.
Technology:
ideas.


Photo Point Science/Life Science/ Diversity & Interdependence:  Read and comprehend a  OWEB Guide to Photo Point Monitoring
 Explain and analyze the interdependence of variety of text. www.oregon.gov/OWEB/docs/pubs/
Monitoring organisms in their natural environment.  Write clearly and accurately. PhotoPoint_Monitoring_Doc_July2007.pdf
Students learn how  SC.03.LS.04: Describe a habitat and the organisms  Student Watershed Research Project
watershed that live there. www.swrp.esr.pdx.edu
of settings.
restoration projects characteristics of specific habitats and the  Think critically and  SOLV www.solv.org
can improve water organisms that live there. analytically.
quality and wildlife  SC.HS.LS.03: Describe and analyze the effect of  Demonstrate civic and
habitat. species, including humans, on an ecosystem. community engagement.
Students learn how resources will change with the introduction or loss
to monitor the of a new species within an ecosystem.
health of restored Social Sciences/Geography:
sites using photo  Understand how humans affect the physical
point monitoring environment.
techniques.  SS.08.GE.07.02: Understand how clearing
Students assist a place and other places.
local agency by Language Arts/Reading:
monitoring a  CCG: Listen to, read, and understand a variety of
restoration project, text across the subject areas at school and on own,
and submitting their applying comprehension strategies as needed.
data to that agency. Language Arts/Writing:
materials.


Photo Voice Language Arts/Reading:  Read and comprehend a  Local libraries
 CCG: Analyze words, recognize words, and learn to variety of text.  Sisters of the Road
Students read read grade-level text fluently across the subject  Use technology to learn, live http://www.kids-with-
celebrated memoirs areas. and work. cameras.org/home/
and  CCG: Listen to, read, and understand a variety of
 Demonstrate civic and  Kids with Cameras
autobiographies. text across the subject areas at school and on own,
community engagement. http://www.sistersoftheroadcafe.org/
Students will then wa/sisters/of_the_road/c18
Language Arts/Literature:
be given disposable  CCG: Listen to text and read text to make
cameras with which connections and respond to a wide variety of
to create their own, literature of varying complexity.
visual “memoirs.”  CCG: Demonstrate general understanding of grade-
Students compile  CCG: Develop an interpretation of grade-level
their photographs in literary text.
books or digital  CCG: Examine content and structure of grade-level
format, and share informational text across the subject areas.
them with the The Arts/Create, Present and Perform:
community.  Use essential elements and organizational principles
to create, present, and/or perform works of art for a
 Create, present, and/or perform a work of art that
demonstrates an idea, mood, or feeling by using
essential elements and organizational principles,
and describe how well the work expresses one’s
intent.
The Arts/Aesthetics and Criticism:
 Describe how essential elements and organizational
principles from various arts disciplines can be
integrated in a work of art and identify how they
contribute to the aesthetic effect, overall idea, and
impact of the work.


Physical Fitness English Language Arts/Speaking and Listening:  Listen actively and speak  Action for Healthy Kids
 CCG: Communicate supported ideas across the clearly and coherently. http://www.actionforhealthykids.org/
for Elementary subject areas using oral, visual, and multimedia  Think critically and  KidsHealth
Students forms in ways appropriate to topic, audience, and analytically. http://kidshealth.org/parent/
purpose. nutrition_fit/index.html
As part of a Physical  Demonstrate civic and
Physical Education/Fitness for Lifetime: community engagement.  Child Development
Education class,  Demonstrate ways to achieve and maintain a
 Demonstrate personal http://www.childdevelopmentinfo.com/
high school students health-enhancing level of physical fitness. health_safety/physical_fitness_
research and develop management and teamwork
 PE.HS.FL.02: Through physical activity, guide_for_kids.htm
skills.
a series of fun and understand ways in which personal characteristics,
creative exercise performance styles, and activity preferences will
classes for change over the life span.
 PE.HS.FL.04: Independently design a written
elementary students. personal fitness and activity program which
Students introduce incorporates related physical fitness components
the exercise and principles (overload, progression, specificity,
activities to groups and individuality).
of students at a local Health Education/Health Skills:
elementary school. access valid health and safety related information.


Pillowcase Language Arts/Speaking and Listening:  Listen actively and speak  Good Night, Sleep Tight
 CCG: Communicate supported ideas across the clearly and coherently. http://www.teenink.com/Community/
Project subject areas using oral, visual, and multimedia  Think critically and article/3667/Good-Night-Sleep-Tight/
Students learn forms in ways appropriate to topic, context, analytically.  Foster Parenting in Oregon
about child welfare audience, and purpose. http://www.boysandgirlsaid.org/
services in their Social Sciences/Social Science Analysis: community engagement. foster_parenting/index.html
 Identify, research, and clarify an event, issue,
community, and problem, or phenomenon of significance to society.
about children in  Gather, use, and evaluate researched information to
emergency foster support analysis and conclusions.
care.  Understand an event, issue, problem, or
Students design and  Identify and analyze characteristics, causes, and
make pillowcases to consequences of an event, issue, problem, or
be given to the phenomenon.
children in which to  Identify, compare, and evaluate outcomes,
carry their personal responses, or solutions; then reach a supported
conclusion.
belongings.


Plant a Heritage Science/Life Science/Organisms:  Read and comprehend a  Oregon Agriculture in the Classroom
 Describe the characteristics, structures, and variety of text. Foundation: http://aitc.oregonstate.edu/
Garden functions of organisms.  Think critically and index.htmPacific
Students research,  SC.05.LS.01: Group or classify organisms based on a analytically.  Northwest Garden History:
plan, plant, and variety of characteristics. http://www.halcyon.com/tmend/
maintain a Science/Life Science/Heredity: community engagement. heritageplants.htm
community garden  Understand the transmission of traits in living  Oregon Historical Society: www.ohs.org
things.
of native species and management and teamwork  Oregon Department of Agriculture:
Science/Life Science/ Diversity & Interdependence: skills. http://www.oregon.gov/ODA/
locally cultivated  Explain and analyze the interdependence of index.shtml
species. organisms in their natural environment.
 Portland State University of Native
American Studies:
http://www.nas.pdx.edu/
 SC.HS.LS.03.03: Explain how the balance of  Oregon State University Extension Offices
resources will change with the introduction or loss  Local, native plant nurseries
of a new species within an ecosystem.  SOLV www.solv.org
Social Sciences/ Geography:
people, ideas, and products.
environment.
environment affect human activities.
Social Sciences/History/ State & Local History:
 SS.05.HS.07: Understand how various groups of
Oregon state history.


Poems for Language Arts/Literature:  Read and comprehend a  Local libraries
Oregon connections and respond to a wide variety of  Write clearly and accurately.  Preparing for a Poetry Read-Aloud
While studying a literature of varying complexity.
 Listen actively and speak Project
unit on poetry,  CCG: Demonstrate general understanding of grad-
clearly and coherently. www.teachersnetwork.org/teachnetnyc/
students write their  CCG: Develop an interpretation of grade-level  Demonstrate civic and sscragg/poetry.htm
own poems about literary text. community engagement.  Scholastic : Writing with Writers
Oregon.  CCG: Examine content and structure of grade- http://teacher.scholastic.com/
level informational text across the subject areas. writewit/poetry/index.htm
Student poems are
compiled and Language Arts/Writing:
 CCG: Demonstrate knowledge of spelling,
shared in a poetry grammar, punctuation, capitalization, and
reading for the penmanship across the subject areas.
community.  CCG: Write narrative, expository, and persuasive
multimedia presentations in clear sequence,
making connections and transitions among ideas
and elements; use language appropriate to topic,
verbal techniques.
Use essential elements and organizational principles


Pregnancy Health Education/Promotion of Sexual Health:  Write clearly and accurately.  National Campaign to Prevent Teen and
 Explain the key components of sexual health and  Think critically and Unplanned Pregnancy
Prevention their relationship to lifetime health and wellness. analytically. http://www.thenationalcampaign.org/
Campaign  HS.05.SH.01: Identify possible short and long-term
 Use technology to learn, live  Advocates For Youth Teen Pregnancy
consequences of sexual activity, including what it Program
Students learn about means to be responsible for the results of one’s
and work.
http://www.advocatesforyouth.org/
the risks and decisions.  Demonstrate civic and teenpregnancy.htm
consequences of community engagement.
Health Education/Alcohol, Tobacco, and Other  State of Oregon Department of Human
teen pregnancy. Drug Use Prevention:  Services http://www.oregon.gov/DHS/
Students use  Explain the impact of alcohol, tobacco and other children/teens/tpp/
drug use on health and well-being.
technology to create  HE.HS.AT.01 Explain the relationship between
a website or a alcohol and other drug use on vehicle crashes,
brochure to provide injuries, violence, suicide, and sexual risk behavior.
information to other Health Education/Health Skills:
teens about  Decision Making Demonstrate ability to use
pregnancy, the decision making skills to enhance health and safety.
challenges faced by
young parents, and
the resources  CCG: Investigate topics of interest and importance
available to young, across the subject areas, selecting appropriate media
pregnant women sources, using effective research processes, and
and new families. demonstrating ethical use of resources and
materials.
Technology:
ideas.


Prepare a Science/Life Science/Organisms:  Read and comprehend a  Tryon Life Community Farm:
 Describe the characteristics, structure, and variety of text. http://tryonfarm.org/share/
Catalogue of functions of organisms.  Write clearly and accurately. medicinal-plant-guide_pacific-
Native  SC.08.LS.02.02: Recognize how structural
northwest
differences among organisms at the cellular,
Medicinal Plants tissue, and organ level are related to their habitat
clearly and coherently.  The Elderberry School of Botanical
Medicine:
Students research and life requirements.  Think critically and http://www.elderberryschool.com/
and identify native  SC.08.LS.02.04: Explain how our understanding of analytically.
index.html
plants with cells and microbes has changes over time.  Use technology to learn, live  National College of
Science/Life Science/ Diversity & Interdependence: and work.
medicinal Naturopathic Medicine:
properties.  Explain and analyze the interdependence of http://www.ncnm.edu
Students learn about  Oregon Health and Science
 SC.HS.LS.03.02: Explain how humans and other
University (OHSU):
plant structure and species can impact an ecosystem.
www.ohsu.edu
growth, the Social Sciences/History/State & Local History:
 Understand and interpret events, issues, and  Local Libraries
chemical properties
developments in Oregon history.  Local native plant nurseries
of medicinal plants,  SS.08.HS.07.02: Understand the interactions and
and the local contributions of the various people and cultures
environment. that have lived in or migrated to the area that is
Students draw now Oregon.
connections Language Arts/Writing:
between the  CCG: Communicate supported ideas across the
environment and its
human inhabitants purpose that engage reader interest; organize
to create a written information in clear sequence, making connections
catalog of native and transitions among ideas, sentences, and
medicinal plants. paragraphs; and use precise words and fluent
Health Education/Prevention and Control of
Disease:
disease, and premature death.


Preschool Language Arts/Literature:  Read and comprehend a  Local libraries
Poetry connections and respond to a wide variety of  Write clearly and accurately.  Best Poetry for the Preschool Classroom
While studying literature of varying complexity.
 Listen actively and speak http://www.helium.com/items/889502-
poetry and the  CCG: Examine content and structure of grade-
clearly and coherently. best-poetry-books-for-the-preschool-
level informational text across the subject areas.
spoken word,  Demonstrate civic and classroom
students write their  CCG: Demonstrate knowledge of spelling,
community engagement.  Scholastic : Writing with Writers
own poem about http://teacher.scholastic.com/
grammar, punctuation, capitalization, and
Oregon. writewit/poetry/index.htm
penmanship across the subject areas.
 CCG: Write narrative, expository, and persuasive  Poetry Slam Inc.
These poems are www.poetryslam.com
performed for journals, essays, short stories, poems, research
students in a reports, research papers, business and technical
preschool or writing – to express ideas appropriate to audience
primary grade to and purpose across the subject areas.
introduce them to Language Arts/Speaking and Listening:
the “sound” of  CCG: Communicate supported ideas across the
poetry. subject areas using oral, visual, and multimedia
multimedia presentations in clear sequence,
making connections and transitions among ideas
and elements; use language appropriate to topic,
verbal techniques.


Project Language Arts/Reading:  Read and comprehend a  Gallery of Student Projects
 CCG: Listen to, read, and understand a variety of variety of text. http://depts.washington.edu/leader/
Showcase text across the subject areas at school and on own,  Write clearly and accurately. springcelebration/studentprojects.html
Students organize a applying comprehension strategies as needed.  Local libraries
community-oriented Language Arts/Writing: clearly and coherently.  Local technology and media centers
showcase of the  CCG: Investigate topics of interest and importance
service-learning media sources, using effective research processes,
projects they have and demonstrating ethical use of resources and  Demonstrate personal
been involved in materials. management and teamwork
throughout the year. skills.
Students present the  CCG: Communicate supported ideas across the
purpose, approach, forms in ways appropriate to topic, context,
and outcomes of audience, and purpose; organize oral, visual, and
their projects orally multimedia presentations in clear sequence, making
and visually. connections and transitions among ideas and
verbal techniques.
cultural needs.
traditions.


Provide Music Language Arts/Reading:  Demonstrate civic and  Music History
 CCG: Listen to, read, and understand a variety of community engagement. www.library.thinkquest.org/15413/
Lessons text across the subject areas at school and on own,  Demonstrate global literacy. history/music-history.htm
Music students applying comprehension strategies as needed.  Local university music department
learn about the Social Sciences/History/World History:
history of music as  Understand the importance and lasting influence of
individuals, issues, events, people, and
well as its social developments in World history
benefits.
Students provide  Identify, research, and clarify an event, issue,
free music lessons at problem, or phenomenon of significance to society.
a local school, Social Sciences/Economics:
community center,  SS.03.EC.01: Understand that limited resources
or senior center. make economic choice necessary.
cultural needs.
traditions.


Quilts for Babies Health Education/Promotion of Sexual Health:  Read and comprehend a  Local Hospitals and Clinics
 Explain the key components of sexual health and variety of text.  The Mayo Clinic
While learning their relationship to lifetime health and wellness.  Write clearly and accurately. http://www.mayoclinic.com/
about reproductive  HS.05.SH.01: Identify possible short and long-term
 Listen actively and speak health/pregnancy/PR99999
and family health, consequences of sexual activity, including what it
clearly and coherently.  The Fatherhood Institute
students gather means to be responsible for the results of one’s
http://www.fatherhoodinstitute.org/
decisions.  Apply mathematics in a variety
information about of settings.  The Young Mommies Help Site
pregnancy, the Health Education/Alcohol, Tobacco, and Other
 Demonstrate civic and http://www.youngmommies.com/
challenges faced by Drug Use Prevention:
 Explain the impact of alcohol, tobacco and other community engagement.  Simple Quiltmaking
young parents, and drug use on health and well-being. http://www.simplequiltmaking.com
the resources  HE.HS.AT.01 Explain the relationship between
available to young, alcohol and other drug use on vehicle crashes,
pregnant women injuries, violence, suicide, and sexual risk behavior.
and new families. Health Education/Health Skills:
 Decision Making Demonstrate ability to use
Students make decision making skills to enhance health and safety.
simple, block quilts  Advocacy Demonstrate the ability to advocate for
to be given to new personal, family and community health and safety.
mothers in local The Arts/Create, Present, and Perform:
hospitals.  Use essential elements and organizational
Mathematics/Measurement:
 Understand measurable attributes of objects and
the units, systems, and processes of measurement.
 Use visualization, spatial reasoning, and geometric
modeling to solve problems.


Race for the Language Arts/Reading:  Read and comprehend a  Susan G. Komen Breast Cancer Foundation
 CCG: Listen to, read, and understand a variety of variety of text. ww5.komen.org
Cure text across the subject areas at school and on own,  Listen actively and speak  Race for the Cure
Students learn about applying comprehension strategies as needed. clearly and coherently. http://www.komenoregon.org/
cancer-its causes, Health Education/Prevention and Control of  Think critically and Race_for_the_Cure/
treatments and Disease: analytically.
promising research negative health behaviors and prevention of illness,
towards a cure. community engagement.
Students learn about  HE.HS.DI.01: Identify screenings, including
the correlation melanoma, breast and testicular self-examinations,
including pap smear, HPV, STD, HIV and Hepatitis
between healthy B and C testing necessary to maintain reproductive
lifestyles and health.
prevention of some  Demonstrate the ability to advocate for personal,
forms of cancer. family and community health and safety.
 HE.HS.DI.02: Advocate to others the importance of
Students form teams screenings and medical examinations to maintain
to participate in and reproductive health.
raise funds for Race Health Education/Promotion of Environmental
for the Cure or other Health:
similar events.  CCG: Demonstrate analyzing influences and
interpersonal communication skills while
understanding how the environment affects health.
 CCG: Demonstrate self-management, analyzing
influences, goal-setting and advocacy skills while
understanding the components of healthy eating.
 HE.05.HE.01: Explain how healthful eating habits
can lead to wellness.
being.


Raise and Science/Life Science/Organisms:  Read and comprehend a  Classrooms Become Hatcheries
 SC.03.LS.02: Describe the basic needs of living variety of text. ftp://ftp-fc.sc.egov.usda.gov/WA/news/
Release things.  Listen actively and speak conservation_shocases/
Students learn about Science/Life Science/Diversity & Interdependence: clearly and coherently. CS_SalmonSummit.pdf
the habitat and life  CCG: Understands the relationship among living  Think critically and  Students Raise, Release
cycle of native things and between living things and their analytically. www.growingnative.org/pdfs/
environments. Curriculum/3.3.SP3.pdf
Oregon fish.  SC.03.LS.04: Describe a habitat and the organisms
and work.
Students raise trout that live there.
or salmon eggs in  SC.08.LS.04: Identify and describe the factors that  Demonstrate civic and
influence or change the balance of populations in community engagement.
tanks at school,
their environment.
nurture them  SC.HS.LS.03: Describe and analyze the effect of
through the fry species, including humans, on an ecosystem.
stage, and release Technology:
the fish into nearby  TG.02: Select and use technology to enhance
streams. learning and problem solving.
Students prepare a with peers, experts, and other audiences using
PowerPoint telecommunications.
presentation of their Language Arts/Reading:
project, showing its  CCG: Listen to, read, and understand a variety of
various stages, and text across the subject areas at school and on own,
present this to applying comprehension strategies as needed.
representatives of Language Arts/Speaking and Listening:
the Oregon  CCG: Listen critically and respond appropriately
across the subject areas.
Department of Fish  CCG: Evaluate the significance and accuracy of
and Wildlife. information and ideas presented in oral, visual, and
multi-media communications across the subject
areas.


Raising Science/Life Science/Heredity:  Read and comprehend a  SOLVwww.solv.org
 Understand the transmission of traits in living variety of text.  Small Scale Beekeeping
Honey Bees things.  Think critically and http://www.beekeeping.com/articles/us/
Students learn the  SC.05.LS.04.01: Describe the life cycle of common analytically. small_beekeeping/bees_humans.htm
importance of honey organisms.
 Demonstrate civic and  Honey bee lesson plan
bees in the food Science/Life Science/ Diversity & Interdependence: community engagement. http://www.ent.iastate.edu/zoo/
production industry  SC.08.LS.04: Identify and describe the factors that lessonplans/honeybee.html
influence or change the balance of populations in
within the United management and teamwork  The Honey Bee Project
their environment.
States and the  SC.08.LS.04.02: Identify populations of organisms
skills. http://www.thehoneybeeproject.com/
problems caused by within an ecosystem by the function that they
a dwindling bee serve.
population.  SC.HS.LS.03.03: Explain how the balance of
resources will change with the introduction or loss
Students raise honey of a new species within an ecosystem.
bees to share with  SC.05.LS.06.02: Identify conditions that might
local community cause a species to become endangered or extinct.
organizations. Language Arts/Reading:
 Understand the concept of supply and demand.
 SS.08.GE.08.01: Identify and give examples of
economic, cultural and environmental factors that
influence population.
Mathematics/6.2 Number and Operations and
Probability:
 6.2.4: Determine simple probabilities, both
experimental and theoretical.
Mathematics/6.3 Algebra:
 6.3.5: Represent, analyze, and determine
relationships and patterns using tables, graphs,
words and when possible, symbols.


Recycling Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  Oregon Agriculture in the Classroom
 Identify the structure of the Earth system and the variety of text. Foundation: http://aitc.oregonstate.edu/
Program availability and use of the materials that make up  Listen actively and speak index.htmPacific
After learning about that system. clearly and coherently.  SOLVwww.solv.org
the history and  SC.05.ES.01.03: Recognize that the supply of many
 Demonstrate civic and  Oregon Green Schools
importance of extended through recycling and decreased use.
community engagement. http://www.oregongreenschools.org/
recycling, students  SC.08.ES.01.01: Identify ways in which various  Think critically and  University of Oregon Recycling program
either create or resources can be recycled and reused. analytically. http://www.uoregon.edu/~recycle/
enhance a recycling  SC.HS.ES.01.01: Predict consequences of increased  Demonstrate personal
program at their consumption of renewable and non-renewable management and teamwork
resources. skills.
school.
Students give  CCG: Communicate supported ideas across the
presentations to subject areas, including relevant examples, facts,
other classes as well anecdotes, and details appropriate to audience and
as producing purpose that engage reader interest; organize
information about and transitions among ideas, sentences, and
recycling, reducing, paragraphs; and use precise words and fluent
and reusing to share sentence structures that support meaning.
with their Language Arts/Speaking and Listening:
schoolmates.  CCG: Communicate supported ideas across the
verbal techniques.
Health:


Reduce School Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  Organizing cafeteria recycling
 SC.08.ES.01.01: Identify ways in which various variety of text. programs
Cafeteria Waste resources can be recycled and reused.  Write clearly and accurately. http://ladpw.org/epd/envdef/Teacher-
Students use math Mathematics/ Measurements: PrincipalPacket.pdf
and science skills to  CCG: Understand measurable attributes of objects clearly and coherently.  Rethinking School Lunch Guide
calculate how much and the units, systems, and processes of http://www.ecoliteracy.org/
 Apply mathematics in a variety programs/pdf/rethinking_waste.pdf
measurement.
food is discarded at of settings.
Social Sciences/Social Science Analysis:  Can we really reduce our cafeteria
their school cafeteria  Think critically and
 Identify, research, and clarify an event, issue, waste? Lesson Plan
and to find ways to problem, or phenomenon of significance to society.
analytically.
http://www.monroecounty.gov/
reduce this waste.  Gather, use, and evaluate researched information to  Demonstrate civic and Image/LESSON13.pdf
support analysis and conclusions. community engagement.
Students share this
information with
the school board and  Identify and analyze characteristics, causes, and
attempt to consequences of an event, issue, problem, or
implement food phenomenon.
waste reduction  Identify, compare, and evaluate outcomes,
programs. responses, or solutions; then reach a supported
conclusion.
responsibilities of local governments.
groups and organizations can influence the actions
of government.



Reducing Science/Physical Science/Energy:  Read and comprehend a  Natural Resource Defense Council
 SC.08.PS.06.02: Explain the principle that energy variety of text. http://www.nrdc.org/air/
Energy is conserved, neither created.  Think critically and energy/genergy.asp
Consumption  SC.HS.PS.06: Describe and analyze examples of analytically.  Power Score Card
conservation of energy. http://www.powerscorecard.org/
Students learn how  Use technology to learn, live
Science/Earth & Space Science/The Dynamic Earth: and work. reduce_energy.cfm
energy use impacts  SC.08.ES.01: Recognize that Earth materials are
 Demonstrate civic and  The Renewable Planet
the earth, and how limited, and explore strategies for addressing this http://www.therenewableplanet.com/
different practices community engagement.
problem. green/reduceenergy/
can affect individual Social Sciences/Economics:
energy use.  Understand the economic concept of scarcity.
Students design an predictably to positive and negative incentives.
“energy use”
calendar or create a  SS.05.GE.07.02: Describe how human activity can
“challenge” to impact the environment.
encourage other The Arts/Create, Present and Perform:
students, their  AR.08.CP.01: Select and combine essential
families, and the elements and organizational principles to achieve a
greater community desired effect when creating presenting and/or
to reduce their
consumption. Language Arts/Reading:
 Listen to, read, and understand a variety of text
across the subject areas at school and on own,
elements.
Technology:
society.


Bring Your Own Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  Paper, Plastic, or Something Better?
 Identify the structure of the Earth system and the variety of text. http://environment.about.com/od/
Grocery Bag availability and use of the materials that make up  Listen actively and speak recycling/a/reusablebags.htm
Campaign that system. clearly and coherently.  Roots and Shoots Reusable Bag
 SC.05.ES.01.03: Recognize that the supply of many Campaign
Students conduct resources is limited, and that resources can be
of settings. http://www.rootsandshoots.org/
research and extended through recycling and decreased use. campaigns/reusablebag
interviews to  SC.HS.ES.01.01: Predict consequences of increased  Think critically and
analytically.  Planet Ark
compare the consumption of renewable and non-renewable
http://www.planetark.com/
environmental resources.  Use technology to learn, live
campaignspage.cfm/
Social Sciences/Geography: and work.
impacts of both newsid/52/newsDate/7/story.htm
 SS.HS.GE.07.01: Distinguish between renewable  Demonstrate civic and
plastic and paper resources and non-renewable resources and the
 Local grocery stores
grocery bags and the global consequences of mismanagement.  Demonstrate global literacy.
amount of landfill Mathematics/ Data Analysis and Predictions:  Demonstrate personal
space they take up.  CCG: Develop and evaluate inferences and management and teamwork
Students create a predictions that are based on data. skills.
campaign to educate Technology:
and encourage  TG.02: Select and use technology to enhance
community  TG.03: Access, organize, and analyze information
members to use to make informed decisions, using one or more
reusable grocery technologies.
bags instead.  TG.05: Design, prepare, and present unique works
ideas.
elements.


Riparian Science/Life Science/ Diversity &Interdependence:  Read and comprehend a  Oregon Riparian Assessment Framework
 Explain and analyze the interdependence of variety of text. www.oregon.gov/OWEB/docs/pubs/
Assessment organisms in their natural environment.  Listen actively and speak OR_RiparianAssessFramework.pdf
Students learn about  SC.05.LS.05: Describe the relationship between clearly and coherently.  EPA www.epa.gov
the importance of characteristics of specific habitats and the
 Think critically and  Student Watershed Research Project
healthy watersheds  SC.HS.LS.03: Describe and analyze the effect of
analytically. www.swrp.esr.pdx.edu
and how human species, including humans, on an ecosystem.  Demonstrate civic and  SOLV www.solv.org
behaviors can  SC.HS.LS.03.03: Explain how the balance of community engagement.
impact the health of resources will change with the introduction of loss  Demonstrate personal
rivers and streams. of a new species within an ecosystem. management and teamwork
Science/Earth & Space Science/The Dynamic Earth: skills.
Students learn how  Explain and analyze changes occurring within the
to complete a formal lithosphere, hydrosphere, and atmosphere of the
assessment of a Earth.
riparian area near Social Sciences/Geography:
the school.  Understand how humans affect the physical
environment.
Students share their  SS.08.GE.07.02: Understand how clearing
assessment with the vegetation affects the physical environment of a
local watershed place and other places.
council, government  SS.08.GE.08.03: Predict how changes in an
agency or other ecosystem (not caused by human activity) might
community
 SS.08.GE.08.02: Understand how climatic events
members. or climate change affect human activity.
Health:
elements.


Riparian Science/Life Science/ Diversity & Interdependence:  Read and comprehend a  Oregon Watershed Enhancement Board:
 Explain and analyze the interdependence of variety of text. http://healthfundboard.oregon.gov/
Restoration organisms in their natural environment.  Think critically and OWEB/index.shtml
Project  SC.03.LS.04: Describe a habitat and the organisms analytically.  Local Watershed Boards:
that live there. http://healthfundboard.oregon.gov/
Students restore an  SC.05.LS.05: Describe the relationship between
community engagement. OWEB/WSHEDS/
at-risk river or characteristics of specific habitats and the wsheds_councils_list.shtml
stream bank in their organisms that live there.  Demonstrate personal
management and teamwork  SOLV -Team Up for Watershed Health:
area by removing  SC.HS.LS.03: Describe and analyze the effect of
http://www.solv.org/programs/
species, including humans, on an ecosystem. skills.
invasive species, teamup_watershed_health.asp
planting and caring resources will change with the introduction of loss
for native trees and of a new species within an ecosystem.
shrubs, creating Science/Earth and Space Science/The Dynamic
habitats for fish, and Earth:
monitoring  Identify the structures of the Earth system and the
vegetation. availability and use of the materials that make up
that system.
Students learn about
 Explain and analyze changes occurring within the
environmental lithosphere, hydrosphere, and atmosphere of the
systems, local Earth.
wildlife, and plant Social Sciences/Geography:
growth.  Understand how humans affect the physical
Students draw environment.
connections  SS.08.GE.07.02: Understand how clearing
between the place and other places.
environment and its  SS.08.GE.08.03: Predict how changes in an
human inhabitants. ecosystem(not caused by human activity) might
 SS.08.GE.08.02: Understand how climatic events
or climate change affect human activity.
Health:


Saving Water Social Sciences/Economics:  Read and comprehend a  Oregon Water Supply and Conservation
 SS.03.EC.01: Understand that limited resources variety of text. http://www.wrd.state.or.us/
Students research make economic choice necessary.  Write clearly and accurately. OWRD/LAW/owsci_info.shtml
and study water Social Sciences/Geography:  How to Teach Children About Water
needs and usage in  SS.05.GE.07.02: Describe how human activity can clearly and coherently. Conservation
their community. impact the environment.
http://www.ehow.com/
 SS.05.GE.08.01: Identify constraints on human how_2125853_teach-children-water-
Students learn about activity caused by the physical environment.
of settings.
conservation.html
conservation Mathematics/Calculations and Estimations:
 Think critically and  SOLV
strategies from the  CCG: Compute fluently and make reasonable
analytically.
www.solv.org
water bureau. estimates.  Demonstrate civic and
Students design and Mathematics/Measurement:
publish a water-  CCG: Apply appropriate techniques, tools, and
saving tip sheet to
distribute to parents Science/Earth and Space Science/The Dynamic
Earth:
and community  SC.08.ES.01: Recognize that Earth materials are
residents, and create limited, and explore strategies for addressing this
a coloring book problem.
illustrating the tips  SC.08.ES.02: Identify ways in which various
for the community’s resources can be recycled and reused.
youngest residents. Language Arts/Writing:
materials.
 Decision Making Demonstrate ability to use
decision making skills to enhance health and safety.


Say, “No!” to Social Sciences/Social Science Analysis:  Read and comprehend a  Say “No” to Drugs Lesson Plan
 Identify, research, and clarify an event, issue, variety of text. http://www.instructorweb.com/
Substance Abuse problem, or phenomenon of significance to society.  Write clearly and accurately. lesson/drugs.asp
Students learn about  Identify and analyze characteristics, causes, and  D.A.R.E.
the dangers of consequences of an event, issue, problem, or http://www.dare.com/home/default.asp
phenomenon.
substance abuse,  Think critically and  Just Say No! – An Alcohol Awareness
Health Education/Health Skills: Web Site
and research the  CCG: Demonstrate ability to use health skills, to
analytically.
http://students.resa.net/
extent of these obtain and interpret health information, to manage  Demonstrate civic and stoutcomputerclass/4justsayno.htm
behaviors in their personal behaviors and to advocate for health and community engagement.
 SADD
school or safety issues.
http://www.sadd.org/
community. Health Education/Alcohol, Tobacco, and other
Students develop a
 CCG: Demonstrate interpersonal communication,
brochure, or prepare analyzing influences, and advocacy skills while
a campaign to understanding the impact of drug prevention.
advocate healthy  HE.05.AT.02: Create an advocacy campaign at
behaviors amongst school to follow school rules regarding alcohol and
tobacco use.
students in their
school. Language Arts/Writing:
across the subject areas, selecting appropriate media
sources, using effective research processes, and
demonstrating ethical use of resources and
materials.


Schoolyard Science/Life Science/ Diversity and  Read and comprehend a variety  SOLVwww.solv.org
Interdependence: of text.  Tualatin Riverkeepers
Bioswales  SC.03.LS.04: Describe a habitat and the  Think critically and http://www.tualatinriverkeepers.org/
Students learn how organisms that live there. analytically. lid_website/swales.html
bioswales are able to  SC.HS.LS.03: Describe and analyze the effect of
 Demonstrate civic and  Local watershed councils
species including humans, on an ecosystem.
manage storm water. community engagement.  Local soil and water conservation
Science/Earth and Space Science/ The Dynamic
Students investigate  Demonstrate personal districts
Earth:
whether a bioswale  SC.08.ES.01.01: Identify ways in which various
skills.
would be a possible resources can be recycled and reused.
option at their school.  SC.08.ES.02: Explain the water cycle and its
Schools that already  SC.08.ES.03.03: Identify factors affecting water
have a bioswale can flow, and erosion, and deposition.
learn more about its Social Sciences/Geography:
history, construction,  Understand how humans affect the physical
and operation. environment.
If students have  SS.08.GE.07.01: Understand how the process of
urbanization affects the physical environment of a
access to a bioswale place.
they can perform Language Arts/Reading:
maintenance or plant
additional trees and text across the subject areas at school and on
shrubs to improve the own, applying comprehension strategies as
bioswale’s function. needed.
Mathematics/4.3 Measurement:
 4.3.7: Solve problems involving perimeters and
areas of rectangles and squares.
Mathematics/5.3 Geometry, Measurement &
Algebra:
 5.3.7: Determine the appropriate units, strategies,
and tools for solving problems that involve
estimating or measuring volume.


Senior Prom Health/Promotion of Mental, Social, and Emotional  Read and comprehend a  Dispelling age stereotypes with a senior-
Health: variety of text. senior prom
Students learn about  Explain the key components of mental, social and  Listen actively and speak www.nationalserviceresources.org/
the importance of emotional health. clearly and coherently. node/17332
mental, social and Physical Education/Fitness for Lifetime:  Demonstrate civic and  Local senior centers or retirement homes
emotional  Demonstrate ways to achieve and maintain a health- community engagement.
stimulation in enhancing level of physical fitness.
promoting a healthy Social Science/Civics and Government: management and teamwork
lifestyle for senior  Understand the participatory rights of U.S. citizens. skills.
citizens. SS.HS.CG.05 Understand the civic responsibilities of
U.S. citizens and how they can be met.
Members of student Language Arts/Speaking and Listening:
government or
events committees subject areas using oral, visual, and multimedia
at school plan, forms in ways appropriate to topic, context,
coordinate, and audience, and purpose; organize oral, visual, and
implement a “senior multimedia presentations in clear sequence, making
prom” – a social
event – for senior context, audience, and purpose; and demonstrate
citizens at a local control of eye contact, speaking rate, volume,
retirement center. enunciation, inflection, gestures, and other non-
verbal techniques.


Senior to Senior Health/Promotion of Mental, Social, and Emotional  Read and comprehend a  Games and activities for Senior Citizens
Health: variety of text. http://seniors.lovetoknow.com/
High School seniors  Explain the key components of mental, social and  Listen actively and speak Main_Page
are paired with emotional health. clearly and coherently.  Interactive Games for Seniors
senior citizens in Social Sciences/History/State and Local History:  Demonstrate civic and http://www.associatedcontent.com/
local retirement or  Understand and interpret events, issues, and community engagement. article/646605/
senior centers. developments in Oregon history. interactive_games_for_senior_citizens.html
Students learn about  Understand and interpret events, issues, and management and teamwork  Local senior centers or retirement homes
the importance of developments in local history. skills.
mental, social and Social Science/Civics and Government:
emotional  Understand the participatory rights of U.S. citizens.
stimulation in SS.HS.CG.05 Understand the civic responsibilities of
promoting a healthy U.S. citizens and how they can be met.
lifestyle for senior Language Arts/Speaking and Listening:
citizens.  CCG: Communicate supported ideas across the
Students meet with forms in ways appropriate to topic, context,
the senior citizens audience, and purpose; organize oral, visual, and
for weekly multimedia presentations in clear sequence, making
conversation and connections and transitions among ideas and
activities. context, audience, and purpose; and demonstrate
verbal techniques.


Shed Language Arts/Reading:  Read and comprehend a  How to Build a Shed
 CCG: Listen to, read, and understand a variety of variety of text. http://www.askthebuilder.com/
Construction text across the subject areas at school and on own,  Apply mathematics in a variety 697_How_To_Build_A_Shed.shtml
Students learn applying comprehension strategies as needed. of settings.  Local builders and contractors
mathematics and Social Science/Economics:  Think critically and  Local tech schools
other skills needed  Understand the economic concept of scarcity. analytically.  Local lumberyards and hardware stores
to construct a shed. Mathematics/Geometry:  Use technology to learn, live
 CCG: Analyze characteristics and properties of and work.
Students research two- and three-dimensional geometric shapes and
local nonprofit  Demonstrate civic and
develop mathematical arguments about geometric
organizations and relationships.
 CCG: Use visualization, spatial reasoning, and  Demonstrate personal
choose one that is in management and teamwork
particular financial skills.
need. relationships using coordinate geometry and
Students sell the other representational systems.
sheds in order to  CCG: Apply transformations and use symmetry
to analyze mathematical situations.
raise funds for the
local nonprofit Mathematics/ Measurements:
organization. and the units, systems, and processes of
measurement.
Technology:
ideas.


Spas for Paws Language Arts/Reading:  Read and comprehend a  “Pets and the Elderly: A Good Mix”
 CCG: Listen to, read, and understand a variety of variety of text. http://www.co.washington.or.us/
Students learn about text across the subject areas at school and on own,  Demonstrate civic and deptmts/aging/news/eld_pets.htm
how animals can be applying comprehension strategies as needed. community engagement.  The Humane Society of the United States
beneficial to senior Health/Promotion of Mental, Social, & Emotional  Demonstrate personal http://www.hsus.org/pets/
citizens. Health: management and teamwork pet_care/how_pets_help_people/
 Explain the key components of mental, social and skills.  Learn 2 Wash Your Dog
Students coordinate emotional health. http://www.tutorials.com/09/0914/0914.asp
and advertise a free Health Education/Health Skills:
dog wash day for  How to Wash a Dog
 Accessing Information: Demonstrate ability to http://www.ehow.com/how_5498_wash-
elderly pet owners access valid health and safety related information. dog.html
in the community.  Advocacy: Demonstrate the ability to advocate for
Physical Education/Fitness for Lifetime:
 Demonstrate ways to achieve and maintain a health-
enhancing level of physical fitness.
 Understand the participatory rights of U.S. citizens.


Special Social Sciences/Civics and Government:  Read and comprehend a  Assessing your School Environment for
 SS.05.CG.04: Identify the rights of US citizens. variety of text. Access to People with Disabilities
Olympics  SS.HS.CG.04: Understand the role of the courts and  Demonstrate civic and http://www.adl.org/education/
Students learn about of the law in protecting the rights of US citizens. community engagement. curriculum_connections/fall_2005/
young people with Physical Education/Self-Management and Social fall_2005_lesson5_sb_assessing.asp
physical and Behavior: management and teamwork  Special Olympics
 Demonstrate responsible behavior and respect for skills. www.specialolympics.org
learning disabilities. differences among people during physical activities.  Special Olympics - /Get Into It
Students seek to Health Education/Promotion of Mental, Social, and www.specialolympics.org/
include classmates Emotional Health: so_get_into_it.aspx
with disabilities in a  Demonstrate ability to use interpersonal  Students with Disabilities Lesson Plan
school-wide field communication skills (verbal and non-verbal) to http://members.scope.oakland.k12.mi.us/
enhance health and safety. docs/EN/EN010600/EN010604.doc
day event, or
volunteer with Health Education/Promotion of Physical Activity:  Understanding Kids Who Are Different:
 Explain the impact physical activity has on Activities for Teaching About Disabilities
Special Olympics in maintaining and/or improving health and well- http://www.education-
their area. being. world.com/a_lesson/lesson115.shtml
safety-related information.


Spiffin’ Up Main Social Sciences/Geography:  Listen actively and speak  SOLV
 Understand how humans affect the physical clearly and coherently. www.solv.org
Street environment.  Demonstrate civic and  Museums on Main Street
Students conduct  SS.05.GE.07: Understand how physical community engagement. http://www.museumonmainstreet.org/
research and environments are affected by human activities. about.htm
SS.05.GE.07.02: Describe how human activity can
interview shop impact the environment.
owners to learn skills.
about the history of Health:
Main Street in their  Explain the elements of a safe and healthy personal,
rural community or school, home and community environment and
town. their effect on health and well-being.
Students coordinate
a “spiffin’ up” event international organizations influence government
with the business  Understand the roles, rights, and responsibilities of
owners and town citizens in the U.S.
council, to cleanup Social Sciences/History/State and Local History:
litter and plant fresh  Understand and interpret events, issues, and
flower planter boxes developments in local history.
 SS.05.HS.07: Understand how individuals changed
along Main Street. or significantly influenced the course of local
history.


Storm Drain Science/Life Science/ Diversity & Interdependence:  Read and comprehend a  EPA http://www.epa.gov/adopt/
 Explain and analyze the interdependence of variety of text. patch/html/guidelines.html
Stenciling organisms in their natural environments.  Write clearly and accurately.  The Groundwater Foundation
Students investigate  SC.08.LS.04 Identify and describe the factors that http://www.groundwater.org/
how storm drains influence or change the balance of populations in ta/docs/stormdrainstencil.pdf
their environments.
work and where the  SC.HS.LS.03 Describe and analyze the effect of
 Storm Drain Stenciling Reference Materials
storm water http://www.mvpc.org/index.asp?page
species, including humans, on the environment.
=wp17200720472
eventually ends up. The Arts/Create, Present and Perform:
 SOLVwww.solv.org
Students research  Use essential elements and organizational
what kinds of principles to create, present and/or perform works
materials end up in
storm drains.
Health:
Students educate  Explain the elements of a safe and healthy personal,
the public about the school, home, and community environment and
problems of their effect on health and well-being.
 Demonstrate ability to use interpersonal
dumping materials communication skills (verbal and non-verbal) to
in storm drains by enhance health and safety.
stenciling messages Language Arts/Reading:
adjacent to  CCG: Listen to, read, and understand a variety of
neighborhood storm text across the subject areas at school and on own,
drains. applying comprehension strategies as needed.
purpose that engage reader interest.


Student Guide Language Arts/Reading:  Read and comprehend a  Travel Oregon
 CCG: Listen to, read, and understand a variety of variety of text. www.traveloregon.com
to Oregon text across the subject areas at school and on own,  Write clearly and accurately.  Travel Brochures: Highlighting the
Tourism and applying comprehension strategies as needed.
 Think critically and Setting of a Story
Recreation Language Arts/Writing: analytically. http://www.readwritethink.org/
 CCG: Investigate topics of interest and importance lessons/lesson_view.asp?id=961
Students examine across the subject areas, selecting appropriate
Oregon tourism and community engagement.  Create a Travel Brochure
media sources, using effective research processes, http://www2.scholastic.com/
recreation guides and demonstrating ethical use of resources and browse/lessonplan.jsp?id=12
and learn about local materials.
 Local visitors centers
tourist spots and Social Sciences/Geography:
 Local Chamber of Commerce
recreation areas.  Locate places and understand and use geographic
information or relationships by reading,
Students interview interpreting, and preparing maps and other
local experts to geographic presentations.
gather more  Identify and analyze physical and human
information about characteristics of places and regions, the
processes that have shaped them, and their
the community.
geographic significance.
Students create a Social Sciences/History/State and Local History:
tourism and  Understand and interpret events, issues, and
recreation guide developments in Oregon history
written from a  Understand and interpret events, issues, and
young person’s developments in local history
perspective and The Arts/Create, Present and Perform:
share this with the  Use essential elements and organizational
community and
local visitors’ center.
cultural needs.


Student Social Sciences/History/US History:  Read and comprehend a  Oregon Volunteers!
 Understand the importance and lasting influence variety of text. www.oregonvolunteers.org
Volunteer of individuals, issues, events, people, and  Write clearly and accurately.  Hands On Network
Opportunities developments in U.S. history  Use technology to learn, live www.handsonnetwork.org
Guide Social Sciences/History/State and Local History: and work.  SOLVwww.solv.org
Students investigate  Understand and interpret events, issues, and  Demonstrate civic and
the history of developments in Oregon history community engagement.
volunteerism in the Language Arts/Reading:  Demonstrate personal
 CCG: Listen to, read, and understand a variety of management and teamwork
U.S. and in Oregon. text across the subject areas at school and on own, skills.
Students partner applying comprehension strategies as needed.
with local Language Arts/Writing:
community  CCG: Investigate topics of interest and importance
volunteer network across the subject areas, selecting appropriate
organizations to and demonstrating ethical use of resources and
create a brochure or materials.
a web site which Technology:
lists the different  TG.01: Demonstrate proficiency in the use of
things kids can do to technological tools and devices.
help their  TG.02: Select and use technology to enhance
community. learning and problem solving.
technologies.
ideas.
telecommunications.


Sustainable Science/Earth and Space Science/The Dynamic  Read and comprehend a  SOLVwww.solv.org
Earth: variety of text.  Green Building Sourcebook
Building  Identify the structure of the Earth system and the  Write clearly and accurately. www.greenbuilder.com/sourcebook/
Practices availability and use of the materials that make up
 Think critically and  U.S. Green Building Council
that system.
Students learn about  SC.08.ES.01: Recognize that Earth materials are
analytically. http://www.usgbc.org
the history of limited, and explore strategies for addressing this  Use technology to learn, live,  The Rebuilding Center
building materials problem. and work. http://www.rebuildingcenter.org/
and methods in the Language Arts/Reading:  Demonstrate civic and
United States and  CCG: Listen to, read, and understand a variety of community engagement.
other countries, and text across the subject areas at school and on own,  Demonstrate global literacy.
applying comprehension strategies as needed.  Demonstrate personal
understand that
Language Arts/Writing: management and teamwork
some traditional
 CCG: Pre-write, draft, revise, edit and publish skills.
building methods across the subject areas.
can have a negative  CCG: Communicate supported ideas across the
impact on the subject areas, including relevant examples, facts,
environment. anecdotes, and details appropriate to audience and
Students research purpose that engage reader interest.
alternative building  CCG: Investigate topics of interest and importance
methods and create media sources, using effective research processes,
a brochure to share and demonstrating ethical use of resources and
with local materials.
community Social Sciences/Economics:
members and  Understand the economic concept of scarcity.
contractors.  Understand the concept of supply and demand.
 SS.HS.GE.07.01: Distinguish between renewable
Technology:
society.


Sustainable Science/Life Science/ Diversity & Interdependence:  Listen actively and speak  SOLVwww.solv.org
 Explain and analyze the interdependence of clearly and coherently.  Garden Simply
Gardening organisms in their natural environment.  Think critically and http://www.gardensimply.com/
Students learn how Science/Earth and Space Science/The Dynamic analytically. index.php
traditional Earth:  Demonstrate civic and  Sustainable Gardening Tips
gardening methods  SC.08.ES.01: Recognize that Earth materials are community engagement. http://www.sustainable-gardening-
limited, and explore strategies for addressing this tips.com/
can have a negative problem.
impact on water management and teamwork  Oregon State University Extension
Social Sciences/Geography: skills. Service Master Gardener Program
quality and other  SS.05.GE.07: Understand how physical http://extension.oregonstate.edu/mg/
environmental environments are affected by human activity.
indicators.  SS.HS.GE.07.01: Distinguish between renewable
Students research
alternative methods  Understand how physical characteristics in the
and train environment and changes in the environment affect
community human activities.
members in  SS.05.GE.08.01: Identify constraints on human
sustainable activity caused by the physical environment.
gardening. Social Sciences/Economics:
 Understand the economic concept of scarcity.
predictably to positive and negative incentives.
elements.
Health:


Tax Help Clinic Mathematics/Calculations and Estimations:  Read and comprehend a  CASH Oregon
 CCG: Understand numbers, ways of representing variety of text. www.cashoregon.org
Students learn the numbers, relationships among numbers, and  Listen actively and speak  IRS
mathematics skills number systems. clearly and coherently. www.irs.gov
needed to complete  CCG: Compute fluently and make reasonable
 Apply mathematics in a variety  AARP Tax Assistance
tax returns. estimates.
of settings. http://www.aarp.org/money/taxaide/
Mathematics/Algebraic Relationships:
Students offer to  CCG: Understand patterns, relations, and
assist with a local analytically.
functions.
tax help clinic, or  CCG: Represent and analyze mathematical  Use technology to learn, live
help out with filing situations and structures using algebraic symbols. and work.
returns for senior Mathematics/Mathematical Problem Solving:  Demonstrate civic and
 CCG: Select, apply, and translate among community engagement.
citizens.
mathematical representations to solve problems.  Demonstrate personal
 CCG: Apply and adapt a variety of appropriate management and teamwork
strategies to solve problems. skills.
precisely.
measurement.
Technology:
technologies.


Teaching Technology:  Listen actively and speak  2 Create a Website:
 TG.01: Demonstrate proficiency in the use of clearly and coherently. http://www.2createawebsite.com/
Computer and technological tools and devices.  Think critically and  Free Web Page Creator (google)
Web Literacy  TG.02: Select and use technology to enhance analytically. www.google.com/sites
Students learn how  TG.04: Use technology in an ethical and legal
 Use technology to learn, live  Teaching Computer Skills for ESL
to build a website and work. Learners
 Demonstrate civic and http://www.themlc.org/compskills.html
and create computer society.
presentations.  TG.06: Extend communication and collaboration community engagement.
with peers, experts, and other audiences using  Demonstrate personal
Students learn about telecommunications. management and teamwork
teaching computer The Arts/Historical and Cultural Perspectives: skills.
skills to various  Explain how the arts serve a variety of personal,
groups: younger professional, practical, economic, community, and
students, English- cultural needs.
as-a-second- Second Language/Presentational Mode: Writing:
language learners,  Express ideas in written form on familiar topics for
a variety of purposes.
senior citizens.
Second Language/Presentational Mode: Speaking:
Students develop  Communicate ideas and information on familiar
plans to promote a topics for a variety of purposes.
free community Language Arts/Reading:
computer clinic – or  CCG: Listen to, read, and understand a variety of
use the clinic as an text across the subject areas at school and on own,
opportunity to raise applying comprehension strategies as needed.
funds for a local Language Arts/Speaking and Listening:
 CCG: Listen critically and respond appropriately
nonprofit
across the subject areas.
organization.  CCG: Evaluate the significance and accuracy of
information and ideas presented in oral, visual, and
multi-media communications across the subject
areas.


Teen Social Science/Civics and Government:  Read and comprehend a  Oregon’s Homeless Youth: League of
 Understand the participatory obligations of U.S. variety of text. Women Voters’ Study
Homelessness citizens.  Think critically and http://www.lwvor.org/documents/
Students research Social Science/Economics: analytically. HomelessYouth2006.htm
teen homelessness in  Understand the concept of supply and demand.  Use technology to learn, live  Homelessness Amongst Oregon Youth
their community.  Understand the purpose of money in the economy. and work. http://www.oregonlive.com/news/
 Apply economic concepts and principles to issues of index.ssf/2008/09/
Students contact  Demonstrate civic and homelessness_steady_among_oreg.html
personal finance.
local experts and Social Sciences/Social Science Analysis:  Outside In www.outsidein.org
community  Demonstrate personal
 Identify, research, and clarify an event, issue,  National Coalition for Homelessness
organizations to find problem, or phenomenon of significance to society.
skills. www.nationalhomeless.org
out how they can  Gather, use, and evaluate researched information to
 National Alliance to End
help. Homelessness
Students use www.endhomelessness.org
technology to create  Identify and analyze characteristics, causes, and
a brochure or consequences of an event, issue, problem, or
phenomenon.
website to share
with the responses, or solutions; then reach a supported
community. conclusion.
Technology:
ideas.


Testing for Lead Language Arts/Reading:  Read and comprehend a  Lead Poisoning
 CCG: Listen to, read, and understand a variety of variety of text. http://kids.niehs.nih.gov/lead.htm
Students gather text across the subject areas at school and on own,  Write clearly and accurately.  EPA – Testing Your Home for Lead
information about applying comprehension strategies as needed. http://www.epa.gov/lead/
lead poisoning – its Health Education/Promotion of Environmental of settings. pubs/leadtest.pdf
causes, symptoms, Health:
how to test for it,  Explain the elements of a safe and healthy personal,
analytically.
and its prevention. their effect on health and well-being.  Demonstrate civic and
Students use this  Demonstrate ability to use interpersonal community engagement.
information to work communication skills (verbal and non-verbal) to  Demonstrate personal
with the local health enhance health and safety. management and teamwork
Science/Physical Science: skills.
department to
 SC.HS.PS.02.02: Identify factors that can influence
coordinate a free
change of state, including temperature, pressure,
testing day for the and concentration.
community.  SC.HS.PS.02.03: Describe chemical reactions in
Students produce terms of reactants and products.
 SC.HS.PS.02.04: Describe the factors that affect
brochures to the rate of chemical reactions.
distribute to homes Mathematics/ Measurements:
in the community  CCG: Understand measurable attributes of objects
about how to check and the units, systems, and processes of
the various sources measurement.
of lead in the average
home.
materials.


The GLOBE Science/Earth & Space Science/The Dynamic Earth:  Write clearly and accurately.  The GLOBE Program (Global Learning and
 Explain and analyze changes occurring within the  Apply mathematics in a variety Observations to Benefit the Environment)
Schools lithosphere, hydrosphere and atmosphere. of settings. http://www.globe.gov/r
Network Project  SC.03.ES.02: Identify daily and seasonal weather
 Think critically and  National Oceanic and Atmospheric
changes. Administration (NOAA)
Students join this  SC.05.ES.02.01: Describe weather in measurable
analytically.
online network  Use technology to learn, live http://www.education.noaa.gov/
quantities including temperature, wind direction,
designed to connect wind speed, and precipitation. and work.  National Science Foundation:
 SC.05.ES.02.02: Interpret data over a period of time “Unlocking Climate Mysteries and
students worldwide  Demonstrate civic and
Engaging Students from Harlem to
in sharing their and use information to describe changes in weather community engagement.
from day to day, week to week, and season to Antarctica”
research with other  Demonstrate global literacy. http://www.nsf.gov/news/
season.
students and with  SC.08.ES.02: Explain the water cycle and its  Demonstrate personal news_summ.jsp?cntn_id=112691&org=
an international relationship to weather and climatic patterns. management and teamwork OLPA&from=news
skills.
scientific  SC.08.ES.02.04: Identify the difference between
community. weather and climate.
 SC.08.ES.02.05: Explain how geography affects
Students investigate climate.
rainfall amounts and Language Arts/Writing:
temperature, to  CCG: Investigate topics of interest and importance
learn how humans across the subject areas, selecting appropriate
impact rainfall and media sources, using effective research processes,
temperature. materials.
Students document Language Arts/Speaking and Listening:
local rainfall and  CCG: Communicate supported ideas across the
temperature, subject areas using oral, visual, and multimedia
comparing their data forms in ways appropriate to topic, context,
with regional
averages. Mathematics/8.2 Data Analysis & Algebra:
 8.2.1: Organize and display data to pose and answer
Students present questions; and justify the reasonableness of the
their research to choice of display.
local government  8.2.3: Interpret and analyze displays of data and
and community descriptive statistics.
 8.2.6: Use sample data to make predictions
organizations. regarding a population.


Translation Career-Related Learning Standards/Career  Read and comprehend a  On Becoming a Translator
Development variety of text. http://accurapid.com/
Bank  CS.CD.02: Research and analyze career and  Write clearly and accurately. journal/45prof.htm
Foreign Language educational information.  Translation as a Career
students research  CS.CD.03: Research and analyze career and http://ezinearticles.com/
educational Develop and discus a current plan ?Translation-As-A-Career&id=1188407
careers as designed to achieve personal, educational, and  Think critically and
translators. career goals. analytically.
Students translate Language Arts/Reading:  Demonstrate civic and
important forms and  CCG: Listen to, read, and understand a variety of community engagement.
documents text across the subject areas at school and on own,  Demonstrate global literacy.
(permission slips,
instructions,
 CCG: Pre-write, draft, revise, edit and publish
signage, etc.) into across the subject areas.
other essential  CCG: Demonstrate knowledge of spelling,
languages (i.e. grammar, punctuation, capitalization, and
Spanish or Russian) penmanship across the subject areas.
to assist non-English Second Language/Interpretive Mode: Reading
speaking community  Demonstrate comprehension of written text on
members.
 Express ideas in written form on familiar topics for
a variety of purposes.
government in the U.S.
citizens.
about public issues.


Translation of Language Arts/Reading:  Read and comprehend a  Local community agencies
 CCG: Listen to, read, and understand a variety of variety of text.  Local libraries
Materials at text across the subject areas at school and on own,  Write clearly and accurately.  Local language teachers and
Community applying comprehension strategies as needed.
 Demonstrate civic and specialists
Agencies Social Science/Civics and Government: community engagement.
Students in a  Demonstrate global literacy.
language class government in the U.S.
practice their skills  Understand the participatory obligations of U.S.
by assisting a local citizens
community agency about public issues.
with translation of
Second Language/Presentational Mode: Writing:
materials into a  Express ideas in written form on familiar topics for
language that is the a variety of purposes.
first language of Second Language/Presentational Mode: Speaking:
many new residents  Communicate ideas and information on familiar
in the community. topics for a variety of purposes.


Transportation Social Sciences/Social Science Analysis:  Read and comprehend a  Ride Connection
 Identify, research, and clarify an event, issue, variety of text. http://www.rideconnection.org/
Assistance to problem, or phenomenon of significance to society.  Write clearly and accurately. index.htm
Medical  Gather, use, and evaluate researched information to
 Think critically and  Americans With Disabilities Act Home
Appointments analytically. Page http://www.ada.gov/
Social Sciences/Civics and Government:  Local senior centers and retirement homes
Students learn how  Use technology to learn, live
 SS.03.CG.02: Identify rights that people have in
transportation can and work.
their communities.
be a problem for  SS.HS.CG.04.03: Understand how the rights of  Demonstrate civic and
citizens have been augmented by case law decisions. community engagement.
elderly and disabled
residents in their Social Sciences/Geography:
community.  SS.05.GE.06: Identify and give examples of issues
related to population increases and decreases.
Students study the  Understand how physical characteristics in the
current resources environment and changes in the environment affect
available within the human activities.
community and help Language Arts/Reading:
create a  CCG: Listen to, read, and understand a variety of
transportation applying comprehension strategies as needed.
program to assist Language Arts/Writing:
senior and disabled  CCG: Investigate topics of interest and importance
citizens in traveling across the subject areas, selecting appropriate
to their medical media sources, using effective research processes,
appointments. and demonstrating ethical use of resources and
materials.
Students prepare The Arts/Create, Present, and Perform:
and distribute a  Use essential elements and organizational
brochure to principles to create, present and/or perform works
advertise the of art for a variety of purposes.
availability of this Technology:
assistance.  TG.02: Select and use technology to enhance


Trash Audit Science/Earth & Space Science/The Dynamic Earth:  Read and comprehend a  Performing a School Waste Audit
 Identify the structure of the Earth system and the variety of text. http://www.recycleworks.org/schools/
Students investigate availability and use of the materials that make up  Listen actively and speak s_audits.html
where their trash that system. clearly and coherently.  How to Conduct a Waste Audit
eventually ends up  SC.05.ES.01.03: Recognize that the supply of many http://www.solidwastedistrict.com/
and the resources is limited, and that resources can be projects/waste_audit.htm
of settings.
extended through recycling and decreased use.
environmental  SC.08.ES.01.01: Identify ways in which various  Demonstrate civic and  Waste Audit Tool
impact this has. community engagement. http://www.wasteaudittool.com/
resources can be recycled and reused.
Students analyze the  SC.HS.ES.01.01: Predict consequences of increased  Think critically and
trash in their school consumption of renewable and non-renewable analytically.
resources.  Demonstrate personal
and determine how
Health Education/Promotion of Environmental management and teamwork
much could be Health: skills
reused or recycled.  Explain and analyze the interdependence of
Students share this organisms in their natural environment.
data with the school Language Arts/Writing:
administration and across the subject areas, selecting appropriate
school board to media sources, using effective research processes,
encourage more and demonstrating ethical use of resources and
recycling within the materials.
school. Language Arts/Speaking and Listening:
elements.
 CCG: Select and use appropriate statistical
methods to analyze data.
measurement.

Sample Take Care of Oregon Days Project Ideas

Tree Science/Life Science/ Diversity & Interdependence:  Listen actively and speak  Arbor Day Foundation:
 SC.05.LS.05: Describe the relationship between clearly and coherently. http://www.arborday.org/trees/
Identification characteristics of specific habitats and the  Think critically and whattree/
Project organisms that live there. analytically.  What Tree Is It?
 SC.HS.LS.03.03: Explain how the balance of http://www.oplin.org/tree/
Students learn to resources will change with the introduction or loss
identify both native community engagement.
of a new species within an ecosystem.
and non-native trees Social Sciences/ Civics & Government:
found within their management and teamwork
skills.
school grounds and interrelationships of local, state, and national
communities. government in the U.S.
Students share this transportation, education, and recreation as
information with responsibilities of local governments.
local government Social Sciences/ Geography:
and community  Understand how humans affect the physical
agencies to assist in environment.
the development of  SS.05.GE.07.01: Understand how and why people
citywide tree plans  SS.08.GE.07.01: Understand how the process of
or other tree-related urbanization affects the physical environment of a
projects. place, and the physical and human characteristics of
the surrounding region.
elements;
Health:


Tree Science/Life Science/Organisms:  Read and comprehend a  SOLV -Team Up for Watershed Health:
 SC.03.LS.02: Describe the basic needs of living variety of text. http://www.solv.org/programs/teamup_watershed_health.
Planting things.  Apply mathematics in a asp
Students Science/Life Science/ Diversity & variety of settings.  Oregon Watershed Enhancement Board:
research the use Interdependence:  Think critically and http://healthfundboard.oregon.gov/OWEB/index.shtml
of trees for  SC.05.LS.05: Describe the relationship analytically.  Local Watershed Boards:
between characteristics of specific habitats http://healthfundboard.oregon.gov/OWEB/WSHEDS/
environmental and the organisms that live there.
community engagement. wsheds_councils_list.shtml
and social  SC.HS.LS.03.02: Explain how humans and
benefits. other species can impact an ecosystem.  Demonstrate personal
management and
Students plan Social Sciences/ Geography:
teamwork skills.
and implement  Understand how humans affect the physical
environment.
an event of their
 SS.05.GE.07.01: Understand how and why
own, planting people alter the physical environment.
trees on school  SS.05.GE.08.02: Understand how the physical
property, at a environment presents opportunities for
local park, or a economic and recreational activity.
restoration site. Language Arts/Reading:
of text across the subject areas at school and
on own, applying comprehension strategies as
needed.
Mathematics/4.3 Measurement:
 4.3.4: Determine the appropriate units,
strategies, and tools to solving problems that
involve estimating or measuring area.
Health Education/Promotion of
Environmental Health:
 CCG: Explain the element of a safe and
healthy personal, school, home and community
well-being.
 CCG: Demonstrate ability to analyze
influences of culture, media, technology and
other factors on health.


Vacant Lot Social Sciences/Geography:  Read and comprehend a  SOLV
 Understand how humans affect the physical variety of text. www.solv.org
Cleanup environment.  Think critically and
Students identify a  SS.05.GE.07: Understand how physical analytically.
vacant lot in their environments are affected by human activities.
SS.05.GE.07.02: Describe how human activity can
community, and impact the environment.
plan a beautification Health Education/ Promotion of Environmental
project. management and teamwork
Health:
skills.
Students research  Explain the elements of a safe and healthy personal,
the lot’s ownership school, home and community environment and
to secure permission
to access the
property in order to international organizations influence government
restore it.  Understand the roles, rights, and responsibilities of
Students organize citizens in the U.S.
and coordinate a Science/Life Science/ Diversity & Interdependence:
cleanup event,  SC.HS.LS.03: Describe and analyze the effect of
removing both trash  SC.HS.LS.03.03: Explain how the balance of
and invasive plant resources will change with the introduction or loss
material from the of a new species within an ecosystem.
lot.


Vegetation Science/Life Science/ Diversity & Interdependence:  Read and comprehend a  Monitoring the Vegetation Resources in
 Explain and analyze the interdependence of variety of text. Riparian Areas
Monitoring organisms in their natural environment.  Write clearly and accurately. http://www.fs.fed.us/rm/pubs/
Students learn how  SC.03.LS.04: Describe a habitat and the organisms rmrs_gtr047.pdf
watershed that live there.  OWEB Guide to Photo Point Monitoring
of settings.
 SC.05.LS.05: Describe the relationship between www.oregon.gov/OWEB/docs/pubs/
restoration projects characteristics of specific habitats and the  Think critically and PhotoPoint_Monitoring_Doc_July2007.pdf
can improve water organisms that live there. analytically.
 Student Watershed Research Project
quality and wildlife  SC.HS.LS.03: Describe and analyze the effect of  Demonstrate civic and www.swrp.esr.pdx.edu
habitat. species, including humans, on an ecosystem. community engagement.
 SC.HS.LS.03.03: Explain how the balance of  SOLV www.solv.org
Students learn resources will change with the introduction or loss
appropriate of a new species within an ecosystem.
vegetation Social Sciences/Geography:
monitoring  Understand how humans affect the physical
techniques in order environment.
to evaluate the  SS.08.GE.07: Understand how human modification
of the physical environment in a place affects both
health of these sites. that place and other places.
Students assist a  SS.HS.GE.08: Identify and give examples of changes
local agency by in a physical environment and evaluate their impact
monitoring a on human activity in the environment.
restoration project, Language Arts/Reading:
and submitting their
data to that agency. applying comprehension strategies as needed.
materials.


 United States Department of Justice, Civil
Voter Language Arts/Reading:  Read and comprehend a
Rights Division:
 CCG: Listen to, read, and understand a variety of variety of text.
Registration text across the subject areas at school and on own,  Listen actively and speak
http://www.usdoj.gov/crt/voting/
Drive applying comprehension strategies as needed. intro/intro_b.php
 Get Out the Vote
Students learn Language Arts/Speaking and Listening:  Demonstrate civic and http://www.npaction.org/
 CCG: Communicate supported ideas across the community engagement.
about the history of subject areas using oral, visual, and multimedia
article/articleview/772
voting and voters’  Demonstrate personal  Oregon Voter Registration Card
management and teamwork www.sos.state.or.us/elections/
rights in the United audience, and purpose.
skills. votreg/sel500.pdf
States. Social Science/Civics and Government:  League of Women Voters, Oregon
Students analyze  Understand the roles, rights and responsibilities of http://www.lwv.org/AM/
citizens in the United States. Template.cfm?
voting patterns in  Understand the participatory obligations of U.S. Section=Find_a_Local_League&Template=/
their community. citizens. TaggedPage/
Students organize a  SS.08.CG.05: Understand how citizens can make TaggedPageDisplay.cfm
voter registration their voices heard in the political process. &TPLID=56&ContentID=5110
 SS.05.CG.06: Identify and give examples of how  Local county elections office
drive in their individuals can influence the actions of
community, in government.
coordination with  SS.HS.CG.08: Understand how various forms of
the local office of the government function in different situations.
League of Women Career-Related Learning Standards/Personal
Voters. Management:
 Plan, organize, and complete projects and assigned
tasks on time, meeting agreed upon standards of
quality.


Walking Tours Health Education/Promotion of Physical Activity:  Write clearly and accurately.  Local government
Explain the impact physical activity has on  Listen actively and speak  Local visitors’ center
Students learn about maintaining and/or improving health and well-being. clearly and coherently.  Local Chamber of Commerce
the role of exercise Health Education/Fitness for Lifetime:  Think critically and
in a healthy lifestyle Provide evidence of engaging in a physically active analytically.
as they explore the lifestyle.
geography of the Social Sciences/Geography: community engagement.
local area.  SS.05.GE.02: Examine and understand how to
prepare maps, charts, and other visual  Demonstrate personal
Students design a management and teamwork
representations to locate places and interpret
map of the area and geographic information. skills.
publish a series of  SS.03.GE.05: Understand how people’s lives are
walking tours that affected by the physical environment.
community Language Arts/Writing:
members and  CCG: Communicate supported ideas across the
visitors can use. subject areas, including relevant examples, facts,
materials.
relationships using coordinate geometry and
other representational systems.


Water Quality Science/Life Science/ Organisms:  Read and comprehend a  EPA www.epa.gov
 SC.05.LS.03: Describe basic plant and animal variety of text.  Student Watershed Research Project
Testing structures and their functions.  Write clearly and accurately. www.swrp.esr.pdx.edu
Students learn about Science/Life Science/ Diversity &Interdependence:  Apply mathematics in a variety  SOLV www.solv.org
the importance of  Explain and analyze the interdependence of of settings.
clean water for organisms in their natural environment.
humans and animals. species, including humans, on an ecosystem.
analytically.
Students learn how  SC.05.LS.05: Describe the relationship between  Demonstrate civic and
to conduct water characteristics of specific habitats and the community engagement.
quality tests for a organisms that live there.
variety of Science/Earth & Space Science/The Dynamic Earth:
parameters.
Students assess the  SC.08.ES.03.03: Identify factors affecting water
water quality of a flow, and erosion, and deposition.
nearby stream and Social Sciences/Geography:
share this  Understand how humans affect the physical
information with environment.
 SS.08.GE.07: Understand how human modification
the local water of the physical environment in a place affects both
agency. that place and other places.
 SS.HS.GE.08: Identify and give examples of changes
in a physical environment and evaluate their impact
on human activity in the environment.
 SS.08.GE.08.03: Predict how changes in an
ecosystem (not caused by human activity) might
Health:
school, home and community environment and their
effect on health and well-being.


Weatherization Science/Earth and Space Science/The Dynamic  Read and comprehend a  SOLVwww.solv.org
Earth: variety of text.  Weatherization Assistance Program
Project  SC.05.ES.02: Describe patterns of seasonal  Apply mathematics in a http://apps1.eere.energy.gov/weatherization/
Students learn how weather. variety of settings.  State of Oregon Energy and Weatherization
energy costs can  SC.08.ES.02.05: Explain how geography affects
 Think critically and Program http://www.oregon.gov/OHCS/
climate.
increase when analytically. SOS_Energy_Weatherization_Programs.shtml
homes lack  SS.05.CG.05: Understand how citizens can learn
 Demonstrate civic and  Community Energy Project
adequate community engagement. http://www.communityenergyproject.org/
about public issues.
weatherization.  SS.05.CG.06: Identify and give examples of how  Demonstrate personal
individuals can influence the actions of management and teamwork
Students will skills.
government.
measure homes
with and without
 SS.03.EC.01: Understand that limited resources
weatherization to make economic choice necessary.
understand the  SS.05.EC.03: Understand how supply and demand
impact on influence price, and how price increases or
individuals and the decreases influence the decisions of consumers.
environment.  SS.HS.EC.05: Understand how government can
affect the national economy through policy.
Students volunteer Language Arts/Reading:
to help weatherize  CCG: Listen to, read, and understand a variety of
homes for low- text across the subject areas at school and on own,
income and senior applying comprehension strategies as needed.
citizens in their Mathematics/ Measurements:
community.  CCG: Understand measurable attributes of objects
measurement.
Health:
 Explain the elements of a safe and healthy
well-being.


Websites about Language Arts/Reading:  Read and comprehend a  2 Create a Website:
 CCG: Listen to, read, and understand a variety of variety of text. http://www.2createawebsite.com/
My Community text across the subject areas at school and on own,  Write clearly and accurately.  Free Web Page Creator (google)
Students interview applying comprehension strategies as needed. www.google.com/sites
local community Language Arts/Speaking and Listening: clearly and coherently.  Have a Community-Oriented Website
members and  CCG: Listen critically and respond appropriately http://www.siteground.com/tutorials/
across the subject areas. create_website/community.htm
experts to learn  CCG: Evaluate the significance and accuracy of
and work.
more about websites information and ideas presented in oral, visual, and  Demonstrate civic and
that feature their multi-media communications across the subject community engagement.
community. areas.
Students use Language Arts/Writing:
technology to create across the subject areas, selecting appropriate
a “Community media sources, using effective research processes,
Website” that links and demonstrating ethical use of resources and
these websites materials.
together into a Technology:
comprehensive  TG.01: Demonstrate proficiency in the use of
resource. technological tools and devices.
technologies.
society.
ideas.
telecommunications.


What will the Social Sciences/Social Science Analysis:  Read and comprehend a  Conducting a community needs
 Identify, research, and clarify an event, issue, variety of text. assessment
next 50 years problem, or phenomenon of significance to society.  Write clearly and accurately. http://www.njslom.org/
look like?  Identify and analyze characteristics, causes, and
ConductingCommunity
consequences of an event, issue, problem, or NeedsAssessment.html
Students learn about phenomenon.
 Laboratory for community and
the history of  Identify, compare, and evaluate outcomes,  Think critically and economic development
Oregon and how responses, or solutions; then reach a supported analytically.
http://www.communitydevelopment.
visionary mapping conclusion.  Demonstrate civic and uiuc.edu/resources/factsheets/
can help Social Sciences/History/ State & Local History: community engagement. needpuls.html
communities plan  Understand and interpret events, issues, and  Demonstrate global literacy.
for the future.  SS.05.HS.07: Understand how various groups of
Students take part people were affected by events and developments in
in visionary Oregon state history.
mapping and Social Sciences/Civics and Government:
imagine how Oregon  Understand the purposes of government and the
basic constitutional principals of the U.S.
could change in the
republican form of government
next 50 years.  Understand how individuals, groups, and
Students share their international organizations influence government
research and vision Language Arts/Reading:
with local text across the subject areas at school and on own,
government and applying comprehension strategies as needed.
community groups. English Language Arts/Speaking and Listening
forms in ways appropriate to topic, audience, and


What’s going on The Arts/Historical and Cultural Perspectives:  Read and comprehend a  Artcyclopedia
 Describe how the arts can influence individuals, variety of text. http://www.arthistory.cc
here? communities and cultures.  Write clearly and accurately.  Guide to Starting a Community
Working with local  AR.HS.HC.05: Explain the influence of the arts on Newsletter
arts associations and human behavior, community life, and cultural http://www.buzzle.com/articles/a-
traditions. guide-to-starting-a-community-
groups, visitors’  Use technology to learn, live
Language Arts/Reading: newsletter.html
centers, chambers of  CCG: Listen to, read, and understand a variety of
and work.
 Local libraries
commerce and other text across the subject areas at school and on own,  Demonstrate civic and
community groups, community engagement.  Local chamber of commerce
students create a  Demonstrate personal  Local arts associations
Community Events  CCG: Investigate topics of interest and importance management and teamwork  Local visitors center
Newsletter or across the subject areas, selecting appropriate skills.
website to advertise media sources, using effective research processes,
local events. materials.
Technology:
technologies.
society.
ideas.
telecommunications.


What’s Your Language Arts/Reading:  Read and comprehend a  Local libraries
 CCG: Listen to, read, and understand a variety of variety of text.  Scholastic : Writing with writers :
Story? text across the subject areas at school and on own,  Write clearly and accurately. http://teacher.scholastic.com/
Students interview applying comprehension strategies as needed. writewit/index.htm
family members and Language Arts/Speaking and Listening: clearly and coherently.  Guiding Young Family Historians
elders to learn more  CCG: Communicate supported ideas across the  Use technology to learn, live http://www.ancestry.com/learn/
about their past. subject areas using oral, visual, and multimedia and work. library/article.aspx?article=8041
The students use  Demonstrate civic and
technology to create a community engagement.
family or community  Demonstrate personal
history website using texts, using a variety of written forms – including
skills.
the information they journals, essays, short stories, poems, research
gathered. reports, research papers, business and technical
 CCG: Investigate topics of interest and
importance across the subject areas, selecting
research processes, and demonstrating ethical use
of resources and materials.
Technology:
ideas.


Wheelchair- Language Arts/Reading:  Read and comprehend a  Americans With Disabilities Act Home
 Listen to, read, and understand a variety of text variety of text. Page http://www.ada.gov/
Accessible across the subject areas at school and on own,  Think critically and  The Home Wheelchair Ramp Program
Gardens applying comprehension strategies as needed. analytically. http://www.wheelchairramp.org/
Students research Social Sciences/Civics and Government:  Demonstrate civic and  ADL Curriculum Connections: Anti-Bias
 SS.05.CG.04: Identify the rights of US citizens. community engagement. Lesson Plans and Resources for K-12
the history of the  SS.HS.CG.04: Understand the role of the courts
 Demonstrate personal Educators. http://www.adl.org/education/
Individuals with and of the law in protecting the rights of US curriculum_connections/fall_2005/f
Disabilities Act and management and teamwork
citizens. all_lesson_3_2005.asp?cc_section=lesson_3
skills.
the difficulties that  SS.05.CG.05: Understand how citizens can learn
those with about public issues.
 SS.05.CG.06.01: Identify and give examples of
disabilities have had actions citizens can take to influence government
accessing public policy and decision-making.
areas. Social Sciences/Geography:
Students help  SS.05.GE.07.01: Understand how and why people
modify an existing alter the physical environment.
 SS.05.GE.08.01: Identify constraints on human
garden or create a
activity caused by the physical environment.
new garden that is
Social Sciences/History/US History:
accessible to those  Understand the importance and lasting influence of
with disabilities. individuals, issues, events, people, and
developments in U.S. history.
 SS.05.HS.HS.08: Understand the causes,
characteristics and impact, and lasting influence of
political, economic, and social developments in
local history.
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Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / Common Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources:

© SOLV 2009  503-844-9571 / 800-333-SOLV  www.solv.org

Project: Content Standards / CCG’s: Essential Skills: Available Resources: