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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. :
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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” Listen actively and speak 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate civic and 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 across the subject areas, selecting appropriate 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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, professional, practical, economic, community, and 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 text across the subject areas at school and on own, applying comprehension strategies as needed. 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 Understand and interpret events, issues, and developments in local history
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. Language Arts/Speaking and Listening: CCG: organize oral, visual, and multimedia 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and resources is limited, and that resources can be to create athletic extended through recycling and decreased use. community engagement. 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 global consequences of mismanagement. Social Sciences/Social Science Analysis: Identify, research, and clarify an issue, problem, or 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. Health Education/Promotion of Physical Activity: Explain the impact physical activity has on maintaining and/or improving health and well- being.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Apply mathematics in a variety 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 Think critically and 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, applying comprehension strategies as needed. 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. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement. CCG: Apply appropriate techniques, tools, and formulas to determine measurements.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: Explain the elements of a safe and healthy personal, school, home and community environment and their effect on health and well-being. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Apply mathematics in a variety 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. Language Arts/Reading: 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/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements. Mathematics/ Data Analysis and Predictions: CCG: Develop and evaluate inferences and predictions that are based on data.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: community engagement. 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 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. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: Demonstrate civic and 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. Language Arts/Speaking and Listening: 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 text across the subject areas at school and on own, applying comprehension strategies as needed. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the 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 connections and transitions among ideas and 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety (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. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Mathematics/ Measurements: 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 community engagement. 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 of art for a variety of purposes.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety built, and the species, including humans, on an ecosystem. www.americantrails.org/resources/ of settings. process of securing Social Sciences/Civics and Government: Think critically and 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 Social Sciences/Geography: 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 alter the physical environment. SS.08.GE.07.02: Understand how clearing vegetation affects the physical environment of a place and other places. Language Arts/Reading: CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, applying comprehension strategies as needed. Mathematics/ Measurements: CCG: Apply appropriate techniques, tools, and formulas to determine measurements
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 community engagement. 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. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Language Arts/Reading: CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, applying comprehension strategies as needed. Health Education/Promotion of Environmental Health: Explain the elements of a safe and health personal, school, home and community environment and their affect on health and well-being.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 learning and problem solving. members to shop TG.05: Design, prepare, and present unique works locally. using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: CCG: Understand measurable attributes of objects 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. CCG: Communicate mathematical thinking coherently and clearly; use the language of mathematics to express mathematical ideas precisely. CCG: Accurately solve problems that arise in mathematics and other contexts.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and 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: CCG: Listen to, read, and understand a variety of research in a forum text across the subject areas at school and on own, 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. Language Arts/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements. Mathematics/ Data Analysis and Predictions: CCG: Develop and evaluate inferences and predictions that are based on data.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak options, students make reasoned and responsible financial decisions -allard/2008_Resource_Guide.pdf clearly and coherently. 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: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ alter the physical environment. 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 management and teamwork 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, school, home and community environment and 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 representational systems. CCG: Apply transformations and use symmetry to analyze mathematical situations. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. across the subject areas, selecting appropriate 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. TG.02: Select and use technology to enhance to create the book. learning and problem solving. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: Understand how physical characteristics in the 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. Health Education/Health Skills: Advocacy: Demonstrate the ability to advocate for personal, family and community health and safety. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.02: Select and use technology to enhance learning and problem solving.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ community engagement. 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. Understand an event, issue, problem, or phenomenon from multiple perspectives. Identify and analyze characteristics, causes, and 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. Social Sciences/History/State and Local History: Understand and interpret events, issues, and developments in Oregon history. Understand and interpret events, issues, and developments in local history.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ connections and transitions among ideas and needs assessment of elements; use language appropriate to topic, SOLV their community. www.solv.org context, audience, and purpose; and demonstrate Students share the control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other information with nonverbal techniques. the local Social Sciences/Civics and Government: 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. Social Sciences/Social Science Analysis: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. Gather, use, and evaluate researched information to support analysis and conclusions. Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. Identify, compare, and evaluate outcomes, responses, or solutions; then reach a supported conclusion.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Use technology to learn, live 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 subject areas using oral, visual, and multimedia landmarks and forms in ways appropriate to topic, context, 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: TG.01: Demonstrate proficiency in the use of 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 using technology to communicate information and residents to attend. ideas. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Social Sciences/Social Science Analysis: 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. Identify and analyze characteristics, causes, and 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.01: Demonstrate proficiency in the use of technological tools and devices. 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. TG.04: Use technology in an ethical and legal manner and understand how technology affects society. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically and 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: Demonstrate personal SC.HS.LS.03: Describe and analyze the effect of utilize food and species, including humans, on an ecosystem. management and teamwork 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 Language Arts/Speaking and Listening: a practice. CCG: Communicate supported ideas across the 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 connections and transitions among ideas and 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. Health Education/Promotion of Environmental Health: Explain the elements of a safe and health personal, school, home and community environment and their effect on health and well-being.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 multimedia presentations in clear sequence, making community engagement. 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: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.02: Select and use technology to enhance learning and problem solving. TG.04: Use technology in an ethical and legal manner and understand how technology affects society. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 global consequences of mismanagement. 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 media sources, using effective research processes, and demonstrating ethical use of resources and materials. CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and *Students Recycling paragraphs; and use precise words and fluent Used Technology sentence structures that support meaning.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate civic and the importance of Language Arts/Reading: community engagement. mental, social and CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, emotional applying comprehension strategies as needed. stimulation in Language Arts/Writing: 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 journals, essays, short stories, poems, research reports, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Language Arts/Speaking and Listening: CCG: Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multimedia communications across the subject areas. Social Sciences/Civics and Government: Understand the responsibilities and interrelationships of local, state, and national government in the U.S. SS.05.CG.02.01: Identify public safety, transportation, education, and recreation as responsibilities of local governments.
Project: Content Standards / Common Essential Skills: Available Resources:
Curriculum Goals (CCG): 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 Listen actively and speak 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. forms in ways appropriate to topic, context, conceptualize and write Demonstrate civic and audience, and purpose. a story based on a community engagement. Language Arts/Writing: 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 writing – to express ideas appropriate to audience 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 Demonstrate comprehension of written text on familiar topics for a variety of purposes. Second Language/Presentational Mode: Writing Demonstrate comprehension of written text on familiar topics for a variety of purposes. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak different cultures significance. www.ohs.org clearly and coherently. 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 environment and personal experience within a 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 multimedia presentations in clear sequence, making significant connections and transitions among ideas and performances elements; use language appropriate to topic, (poetry, dance, etc.). context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non- verbal techniques. Language Arts/Writing: CCG: Write narrative, expository, and persuasive texts, using a variety of written forms – including journals, essays, short stories, poems, research reports, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: TG.04: Use technology in an ethical and legal 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Social Sciences/Civics and Government: 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. Language Arts/Writing: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. Mathematics/Geometry: CCG: Use visualization, spatial reasoning, and geometric modeling to solve problems. CCG: Specify locations and describe spatial relationships using coordinate geometry and other representational systems. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate civic and 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 Health Education/Health Skills: 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 relationship to weather and climatic patterns. to participate in a Language Arts/Reading: 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 subject areas using oral, visual, and multimedia downspouts in the forms in ways appropriate to topic, context, community. audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 forms in ways appropriate to topic, context, throughout Oregon. community engagement. audience, and purpose. Demonstrate personal Students examine Social Sciences/Social Science Analysis: management and teamwork 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. Identify and analyze characteristics, causes, and 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Explain the components of a balanced diet and their 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, family, and community health and safety. 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 using technology to communicate information and 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: 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: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate personal 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: Explain the relationship between positive and negative health behaviors and prevention of illness, disease and premature death. Health Education/Promotion of Mental, Social, and Emotional Health: Explain the key components of mental, social and emotional health.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety impact of energy use conservation of energy. Energy Audit Lesson Plan of settings. and explore ways in Science/Earth & Space Science/The Dynamic Earth: Think critically and 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. Social Sciences/Geography: 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: CCG: Listen to, read, and understand a variety of 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 connections and transitions among ideas and to the school / senior elements. citizens. Technology: 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. Mathematics/Statistics and Probability: CCG: Select and use appropriate statistical methods to analyze data.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and incorporates related physical fitness components students research and principles (overload, progression, specificity, community engagement. 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 Health Education/Health Skills: local senior center. Accessing Information: Demonstrate ability to access valid health and safety related information. Advocacy: Demonstrate the ability to advocate for personal, family and community health and safety. Language Arts/Reading: 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/Speaking and Listening: CCG: Communicate supported ideas across the 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 connections and transitions among ideas and 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Use technology to learn, live 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 Health Education/Promotion of Physical Activity: community. Demonstrate ability to access valid health and 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: CCG: Investigate topics of interest and importance 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: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes. The Arts/Historical and Cultural Perspectives: Explain how the arts serve a variety of personal, professional, practical, economic, community, and cultural needs.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Science/Earth and Space Science: 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. Health Education/Health Skills: Advocacy: Demonstrate the ability to advocate for personal, family and community health and safety. Accessing Information: Demonstrate ability to access valid health and safety related information.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Language Arts/Speaking and Listening: 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 importance to growth and wellness. community. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.02: Select and use technology to enhance learning and problem solving. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically and 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 mathematical problem solving. management clinic. CCG: Communicate mathematical thinking Students advertise coherently and clearly; use the language of the clinic either in a mathematics to express mathematical ideas printed brochure precisely. CCG: Accurately solve problems that arise in that they have mathematics and other contexts. created, or on the Technology: web. 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. Language Arts/Writing: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 management and teamwork 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 Language Arts/Reading: in their community CCG: Listen to, read, and understand a variety of as one of these text across the subject areas at school and on figures. own, applying comprehension strategies as needed. 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. 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.HS.HC.05: Explain the influence of the arts on human behavior, community life and cultural traditions.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Use technology to learn, live 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 resources is limited, and that resources can be 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: CCG: Communicate supported ideas across the 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: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes. Technology: TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 consequences of an event, issue, problem, or 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 SS.08.EC.02.01: Know and give examples of how 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. Demonstrate the ability to advocate for personal, family, and community health and safety. Social Science/Geography: Understand how humans affect the physical environment. Science/Earth and Space Science: SC.03.ES.02: Identify daily and seasonal weather changes. SC.05.ES.02: Describe patterns of seasonal weather. SC.08.ES.02: Explain the water cycle and its relationship to weather and climatic patterns.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and 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 Demonstrate personal 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 benefits on others because they arbitrarily allowed to remove redistribute purchasing power. left-over produce Health Education/Promotion of Mental, Social, and 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. Demonstrate the ability to advocate for personal, family, and community health and safety. Science/Earth and Space Science: SC.05.ES.02: Describe patterns of seasonal weather. SC.08.ES.02: Explain the water cycle and its relationship to weather and climatic patterns. Language Arts/Reading: CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, applying comprehension strategies as needed.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety 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 CCG: Communicate supported ideas across the 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 multimedia presentations in clear sequence, making 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety 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 representational systems. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement. 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. Language Arts/Reading: 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/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically and botany and climate. analytically. Oregon Farmers Markets Association agriculture in order Social Sciences/Economics: Demonstrate civic and http://www.oregonfarmersmarkets.org/ to create a seasonal SS.03.EC.01: Understand that limited resources Cornell Vegetable Growing Guide community engagement. 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. Language Arts/Reading: 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: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Use technology to learn, live 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 community engagement. 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. CCG: Use visualization, spatial reasoning, and 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 representational systems. CCG: Apply transformations and use symmetry to analyze mathematical situations. Social Science/Economics: 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. Social Science/Civics and Government: Understand the participatory obligations of U.S. citizens.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 of art for a variety of purposes.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate personal personal behaviors and to advocate for health and Health Fair Planning Guide healthy living. safety issues. management and teamwork 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. Health Education/Promotion of Mental, Social, and Emotional Health: CCG: Demonstrate accessing information and interpersonal communication skills while understanding the components of mental, social and emotional health. Language Arts/Reading: 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/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 consequences of an event, issue, problem, or 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. Language Arts/Reading: 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/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Listen actively and speak the internet, the Language Arts/Writing: clearly and coherently. OPRD/PARKS/ library, and CCG: Investigate topics of interest and importance Apply mathematics in a variety across the subject areas, selecting appropriate 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: TG.01: Demonstrate proficiency in the use of with the technological tools and devices. community. TG.02: Select and use technology to enhance learning and problem solving. TG.04: Use technology in an ethical and legal manner and understand how technology affects society. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically and 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 Use technology to learn, live 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. The Arts/Historical and Cultural Perspectives: Explain how the arts serve a variety of personal, professional, practical, economic, community and cultural needs.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak 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: community engagement. 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, and demonstrating ethical use of resources and 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 developments in Oregon history. community. Understand and interpret events, issues, and developments in local history. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically and interrelationships of local, state, and national 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, applying comprehension strategies as needed. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the 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 connections and transitions among ideas and 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Health Education/Promotion of Healthy Eating: Explain the components of a balanced diet and their importance to growth and wellness. Demonstrate the ability to advocate for personal, family, and community health and safety.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 variety of purposes. Students partner with a local senior The Arts/Historical and Cultural Perspectives: Explain how a work of art reflects the artist’s 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. AR.HS.HC.05: Explain the influence of the arts on human behavior, community life and cultural traditions.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and signs to mark points developments in local history community engagement SOLVwww.solv.org of interest along a Social Science/Geography: Think critically and 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: Explain and analyze the interdependence of organisms in their natural environment. SC.HS.LS.03: Describe and analyze the effect of species, including humans, on an ecosystem. Science/Life Science/Organisms: Describe the characteristics, structure, and functions of organisms. 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. Language Arts/Writing: CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, applying comprehension strategies as needed. Social Sciences/Geography: Understand how humans affect the physical environment. SS.08.GE.07.02: Understand how clearing vegetation affects the physical environment of a place and other places. Health Education/ Promotion of Environmental Health: Explain the relationship between positive and negative health behaviors and prevention of illness, disease, and premature death.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and 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 personal, school, home and community environment and their effect on health and well- being.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 community engagement. 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. SS.05.CG.06: Identify and give examples of how 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 alter the physical environment. 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. Language Arts/Writing: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak how oral histories Language Arts/Writing: clearly and coherently. http://historymatters.gmu.edu/ have existed CCG: Investigate topics of interest and importance mse/oral/ Demonstrate civic and across the subject areas, selecting appropriate Oral history lesson plan throughout time and media sources, using effective research processes, community engagement. 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: Understand and interpret events, issues, and society. developments in Oregon History. SS.05.HS.07: Understand how various groups of people were affected by events and developments in 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. Social Sciences/Geography: Understand the distribution and movement of 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. organisms in their natural environment. animals, and how the SC.HS.LS.03: Describe and analyze the effect of Think critically and presence or absence of analytically. species, including humans, on an ecosystem. 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 characteristics of specific habitats and the quality of a stream. organisms that live there. 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. Language Arts/Reading: 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/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: Use essential elements and organizational principles entrepreneurs, and to create, present and/or perform works of art for a community leaders. variety of purposes. The Arts/Historical and Cultural Perspectives: Explain how the arts serve a variety of personal, professional, practical, economic, community and cultural needs. Language Arts/Writing: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Listen actively and speak 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: TG.02: Select and use technology to enhance learning and problem solving. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications. The Arts/Create, Present and Perform: 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. species, including humans, on an ecosystem. traditional Language Arts/Reading: Demonstrate personal cleansers and management and CCG: Listen to, read, and understand a variety 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically and 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 Demonstrate civic and 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 benefits on others because they arbitrarily with their local redistribute purchasing power. Meals On Wheels Health Education/Health Skills: agency. Accessing Information: Demonstrate ability to access valid health and safety related information. Advocacy: Demonstrate the ability to advocate for personal, family and community health and safety. Health Education/Promotion of Mental, Social, and Emotional Health: Explain the key components of mental, social and emotional health. Health Education/Promotion of Healthy Eating: Explain the components of a balanced diet and their importance to growth and wellness. Demonstrate the ability to advocate for personal, family, and community health and safety.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically and 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 Demonstrate civic and 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 Drug Use Prevention: 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. Language Arts/Reading: 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/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. The Arts/Historical and Cultural Perspectives: craftsmen to learn Demonstrate civic and Explain how a work of art reflects the artist’s community engagement. 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. CCG: Monitor and reflect on the process of mathematical problem solving. CCG: Accurately solve problems that arise in mathematics and other contexts. 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. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Use technology to learn, live 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 Demonstrate civic and 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. SC.HS.LS.03.03: Explain how the balance of 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. SS.08.GE.07.02: Understand how clearing 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak of mass media transportation and communication patterns have clearly and coherently. communications in affected the flow and interactions of people, ideas, and products. Use technology to learn, live Oregon. and work. Language Arts/Writing: 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 CCG: Communicate supported ideas across the their show on a local subject areas using oral, visual, and multimedia cable-access station. forms in ways appropriate to topic, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques. Social Sciences/History/State and Local History: Understand and interpret events, issues, and developments in Oregon history. Understand and interpret events, issues, and developments in local history. Technology: TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Demonstrate civic and 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: Understand and interpret events, issues, and 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. Understand and interpret events, issues, and 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: Use essential elements and organizational 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and 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 Demonstrate personal 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 The Arts/Historical and Cultural Perspectives: 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 Explain how the arts serve a variety of personal, 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: Understand and interpret events, issues, and 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and interrelationships of local, state, and national Oregon National government in the U.S. community engagement. 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 developments in Oregon history. 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 developments in local history. 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, applying comprehension strategies as needed. serving overseas. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Listen actively and speak 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 Think critically and 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. CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia Demonstrate global literacy. Students create a forms in ways appropriate to topic, context, 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. Social Science/Economics: 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. Social Sciences/History/State and Local History: Understand and interpret events, issues, and developments in Oregon history. Understand and interpret events, issues, and developments in local history. Technology: TG.02: Select and use technology to enhance learning and problem solving. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Listen actively and speak 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 Apply mathematics in a variety 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 Demonstrate personal and the units, systems, and processes of a quilt piece measurement. management and teamwork representing an skills. Mathematics/Geometry: 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 of art for a variety of purposes. Students assemble The Arts/Historical and Cultural Perspectives: the quilt and Explain how a work of art reflects the artist’s 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 subject areas using oral, visual, and multimedia as an American forms in ways appropriate to topic, context, state. audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 SC.05.LS.05: Describe the relationship between outdoor skills and characteristics of specific habitats and the analytically. natural sciences. organisms that live there. Demonstrate civic and community engagement. 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. Language Arts/Reading: 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/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements. Health/Promotion of Environmental Health: Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 texts, using a variety of written forms – including journals, essays, short stories, poems, research reports, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas. Social Sciences/History/State and Local History: Understand and interpret events, issues, and developments in Oregon history Understand and interpret events, issues, and developments in local history 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. 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.HS.HC.05: Explain the influence of the arts on human behavior, community life and cultural traditions.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Think critically and and local phenomenon. images/PJDrive.pdf analytically. Identify, compare, and evaluate outcomes, 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: SS.08.EC.02.01: Know and give examples of how 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: Demonstrate the ability to advocate for personal, family and community health and safety. Mathematics/Statistics and Probability: CCG: Select and use appropriate statistical methods to analyze data. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Apply mathematics in a variety 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.
Project: Content Standards / Common Essential Skills: Available Resources:
Curriculum Goals (CCG): 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 Listen actively and speak 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/ forms in ways appropriate to topic, context, more about them. Demonstrate civic and audience, and purpose. The high school community engagement. Language Arts/Writing: students use technology Demonstrate personal CCG: Write narrative, expository, and persuasive management and teamwork 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 writing – to express ideas appropriate to audience 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 appropriate media sources, using effective donate this book to the research processes, and demonstrating ethical use community library. of resources and materials. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.02: Select and use technology to enhance learning and problem solving. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety watershed that live there. www.swrp.esr.pdx.edu of settings. SC.05.LS.05: Describe the relationship between 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. SC.HS.LS.03.03: Explain how the balance of 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 vegetation affects the physical environment of a 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: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ applying comprehension strategies as needed. 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- level literary text. 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 variety of purposes. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: Accessing Information: Demonstrate ability to elementary school. access valid health and safety related information. Advocacy: Demonstrate the ability to advocate for personal, family and community health and safety.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Demonstrate civic and 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 phenomenon from multiple perspectives. 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. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Demonstrate civic and 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 Demonstrate personal 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 SC.05.LS.05: Describe the relationship between American Studies: characteristics of specific habitats and the http://www.nas.pdx.edu/ organisms that live there. 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: Understand the distribution and movement of people, ideas, and products. Understand how humans affect the physical environment. Understand how physical characteristics in the environment affect human activities. Social Sciences/History/ State & Local History: Understand and interpret events, issues, and developments in Oregon History. SS.05.HS.07: Understand how various groups of people were affected by events and developments in Oregon state history. Language Arts/Reading: CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, applying comprehension strategies as needed.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
Poems for 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 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/ level literary text. 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 texts, using a variety of written forms – including journals, essays, short stories, poems, research reports, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the 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 connections and transitions among ideas and 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. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Advocacy Demonstrate the ability to advocate for challenges faced by personal, family and community health and safety. young parents, and Language Arts/Writing: 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: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak 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 organisms in their natural environment. 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 subject areas, including relevant examples, facts, environment and its anecdotes, and details appropriate to audience and 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 sentence structures that support meaning. Health Education/Prevention and Control of Disease: Explain the relationship between positive and negative health behaviors and prevention of illness, disease, and premature death.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
Preschool 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 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 Language Arts/Writing: 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 texts, using a variety of written forms – including 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 forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and 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. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak community-oriented Language Arts/Writing: clearly and coherently. Local technology and media centers showcase of the CCG: Investigate topics of interest and importance Demonstrate civic and across the subject areas, selecting appropriate service-learning media sources, using effective research processes, community engagement. projects they have and demonstrating ethical use of resources and Demonstrate personal been involved in materials. management and teamwork throughout the year. skills. Language Arts/Speaking and Listening: Students present the CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia 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 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. 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. 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.HS.HC.05: Explain the influence of the arts on human behavior, community life and cultural traditions.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Social Sciences/Social Science Analysis: 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. 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. 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.HS.HC.05: Explain the influence of the arts on human behavior, community life and cultural traditions.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 principles to create, present and/or perform works of art for a variety of purposes. Mathematics/Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement. Mathematics/Geometry: Use visualization, spatial reasoning, and geometric modeling to solve problems.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Explain the relationship between positive and promising research negative health behaviors and prevention of illness, Demonstrate civic and towards a cure. community engagement. disease and premature death. 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. Health Education/Promotion of Healthy Eating: 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. Health Education/Promotion of Physical Activity: Explain the impact physical activity has on maintaining and/or improving health and well- being.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Use technology to learn, live 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. TG.06: Extend communication and collaboration 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate personal 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: CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, applying comprehension strategies as needed. Social Sciences/Economics: Understand the concept of supply and demand. Social Sciences/Geography: 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 resources is limited, and that resources can be 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. Language Arts/Writing: 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 in clear sequence, making connections 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 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 connections and transitions among ideas and 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. Health Education/Promotion of Environmental Health: Explain and analyze the interdependence of organisms in their natural environment.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak 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 Understand an event, issue, problem, or information with phenomenon from multiple perspectives. 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. Social Sciences/Civics and Government: SS.05.CG.02.01: Identify public safety, transportation, education, and recreation as responsibilities of local governments. SS.08.CG.06: Identify and give examples of how groups and organizations can influence the actions of government. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. SS.08.EC.01.01: Know that people respond Students design an predictably to positive and negative incentives. “energy use” Social Sciences/Geography: 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 performing works of art. 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, applying comprehension strategies as needed. Language Arts/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements. Technology: TG.04: Use technology in an ethical and legal manner and understand how technology affects society.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety 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 community engagement. 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 learning and problem solving. 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 using technology to communicate information and ideas. Language Arts/Reading: 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/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 organisms that live there. 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 influence human activity. community SS.08.GE.08.02: Understand how climatic events members. or climate change affect human activity. 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. Language Arts/Speaking and Listening: CCG: organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and 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 SC.HS.LS.03.03: Explain how the balance of 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 vegetation affects the physical environment of a 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 influence human activity. SS.08.GE.08.02: Understand how climatic events or climate change affect human activity. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak needs and usage in SS.05.GE.07.02: Describe how human activity can clearly and coherently. Conservation their community. impact the environment. Apply mathematics in a variety 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 community engagement. Students design and Mathematics/Measurement: publish a water- CCG: Apply appropriate techniques, tools, and formulas to determine measurements. 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: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. 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. Health Education/Health Skills: Decision Making Demonstrate ability to use decision making skills to enhance health and safety. Advocacy Demonstrate the ability to advocate for personal, family and community health and safety.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Listen actively and speak the dangers of consequences of an event, issue, problem, or http://www.dare.com/home/default.asp clearly and coherently. 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 Drug Use Prevention: 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: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. Language Arts/Reading: 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/Speaking and Listening: CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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: management and teamwork 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 relationship to weather and climatic patterns. 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 CCG: Listen to, read, and understand a variety of 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate personal 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 CCG: Communicate supported ideas across the 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 connections and transitions among ideas and prom” – a social elements; use language appropriate to topic, 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate personal 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 subject areas using oral, visual, and multimedia 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 elements; use language appropriate to topic, activities. context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non- verbal techniques.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 community engagement. organizations and relationships. CCG: Use visualization, spatial reasoning, and Demonstrate personal choose one that is in management and teamwork geometric modeling to solve problems. particular financial skills. CCG: Specify locations and describe spatial 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: CCG: Understand measurable attributes of objects organization. and the units, systems, and processes of measurement. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 personal, family and community health and safety. Physical Education/Fitness for Lifetime: Demonstrate ways to achieve and maintain a health- enhancing level of physical fitness. Social Science/Civics and Government: Understand the participatory rights of U.S. citizens.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate personal 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 Demonstrate ability to access valid health and safety-related information. Language Arts/Reading: CCG: Listen to, read, and understand a variety of text across the subject areas at school and on own, applying comprehension strategies as needed.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate personal SS.05.GE.07.02: Describe how human activity can interview shop impact the environment. management and teamwork owners to learn skills. Health Education/ Promotion of Environmental 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. Social Sciences/Civics and Government: Students coordinate Understand how individuals, groups, and 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. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Demonstrate civic and how storm drains influence or change the balance of populations in ta/docs/stormdrainstencil.pdf community engagement. 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 of art for a variety of purposes. materials end up in Health Education/Promotion of Environmental 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. Language Arts/Writing: CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and 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 principles to create, present and/or perform works community and of art for a variety of purposes. local visitors’ center. The Arts/Historical and Cultural Perspectives: Explain how the arts serve a variety of personal, professional, practical, economic, community, and cultural needs.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 media sources, using effective research processes, 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. TG.03: Access, organize, and analyze information to make informed decisions, using one or more technologies. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 across the subject areas, selecting appropriate 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. Social Sciences/Geography: SS.HS.GE.07.01: Distinguish between renewable resources and non-renewable resources and the global consequences of mismanagement. Technology: TG.04: Use technology in an ethical and legal manner and understand how technology affects society.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate personal 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 resources and non-renewable resources and the Students research global consequences of mismanagement. 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. SS.08.EC.01.01: Know that people respond predictably to positive and negative incentives. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the 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 connections and transitions among ideas and elements. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Think critically 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. CCG: Monitor and reflect on the process of mathematical problem solving. CCG: Communicate mathematical thinking coherently and clearly; use the language of mathematics to express mathematical ideas precisely. CCG: Accurately solve problems that arise in mathematics and other contexts. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 learning and problem solving. 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 manner and understand how technology affects 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. community engagement. 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 management and teamwork 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 support analysis and conclusions. help. Homelessness Understand an event, issue, problem, or Students use www.endhomelessness.org phenomenon from multiple perspectives. technology to create Identify and analyze characteristics, causes, and a brochure or consequences of an event, issue, problem, or phenomenon. website to share Identify, compare, and evaluate outcomes, with the responses, or solutions; then reach a supported community. conclusion. Language Arts/Writing: CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Apply mathematics in a variety lead poisoning – its Health Education/Promotion of Environmental of settings. pubs/leadtest.pdf causes, symptoms, Health: Think critically and how to test for it, Explain the elements of a safe and healthy personal, analytically. school, home and community environment and 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. CCG: Apply appropriate techniques, tools, and of lead in the average formulas to determine measurements. home. Language Arts/Writing: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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, and demonstrating ethical use of resources and 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, audience, and purpose. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak students research CS.CD.03: Research and analyze career and http://ezinearticles.com/ clearly and coherently. 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. applying comprehension strategies as needed. (permission slips, Language Arts/Writing: 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 familiar topics for a variety of purposes. members. Second Language/Presentational Mode: Writing Express ideas in written form on familiar topics for a variety of purposes. Social Science/Civics and Government: Understand the responsibilities and interrelationships of local, state, and national government in the U.S. Understand the participatory obligations of U.S. citizens. SS.05.CG.05: Understand how citizens can learn about public issues.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Understand the responsibilities and Students in a Demonstrate global literacy. interrelationships of local, state, and national language class government in the U.S. practice their skills Understand the participatory obligations of U.S. by assisting a local citizens SS.05.CG.05: Understand how citizens can learn 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 support analysis and conclusions. 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 text across the subject areas at school and on own, 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 learning and problem solving.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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/ Apply mathematics in a variety 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: CCG: Investigate topics of interest and importance 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: CCG: Communicate supported ideas across the 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 connections and transitions among ideas and elements. Mathematics/Statistics and Probability: CCG: Select and use appropriate statistical methods to analyze data. Mathematics/ Measurements: CCG: Understand measurable attributes of objects and the units, systems, and processes of measurement.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Demonstrate civic and identify both native community engagement. of a new species within an ecosystem. and non-native trees Social Sciences/ Civics & Government: Demonstrate personal found within their management and teamwork Understand the responsibilities and skills. school grounds and interrelationships of local, state, and national communities. government in the U.S. SS.05.CG.02.01: Identify public safety, 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 alter the physical environment. 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. Language Arts/Speaking and Listening: CCG: Communicate supported ideas across the 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 connections and transitions among ideas and elements; 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate civic and 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: CCG: Listen to, read, and understand a variety 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 environment and their effect on health and well-being. CCG: Demonstrate ability to analyze influences of culture, media, technology and other factors on health.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate civic and SS.05.GE.07.02: Describe how human activity can community, and impact the environment. community engagement. plan a beautification Health Education/ Promotion of Environmental Demonstrate personal 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 their effect on health and well-being. to secure permission Social Sciences/Civics and Government: to access the Understand how individuals, groups, and 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 species, including humans, on an ecosystem. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Apply mathematics in a variety 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: CCG: Listen to, read, and understand a variety of and submitting their text across the subject areas at school and on own, data to that agency. applying comprehension strategies as needed. Language Arts/Writing: CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 clearly and coherently. 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 forms in ways appropriate to topic, context, 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Demonstrate civic and 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, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning. CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. Mathematics/Geometry: CCG: Use visualization, spatial reasoning, and geometric modeling to solve problems. CCG: Specify locations and describe spatial relationships using coordinate geometry and other representational systems.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. Think critically and SC.HS.LS.03: Describe and analyze the effect of 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: SC.08.ES.02: Explain the water cycle and its parameters. relationship to weather and climatic patterns. 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 influence human activity. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Social Sciences/Civics and Government: 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 Social Sciences/Economics: 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 and the units, systems, and processes of measurement. CCG: Apply appropriate techniques, tools, and formulas to determine measurements. 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.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak 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/ Use technology to learn, live 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: CCG: Investigate topics of interest and importance 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. 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. TG.04: Use technology in an ethical and legal manner and understand how technology affects society. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak ConductingCommunity consequences of an event, issue, problem, or NeedsAssessment.html Students learn about phenomenon. clearly and coherently. 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. developments in Oregon History. 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: CCG: Listen to, read, and understand a variety of 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 CCG: Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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 Listen actively and speak arts associations and human behavior, community life, and cultural http://www.buzzle.com/articles/a- clearly and coherently. 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 applying comprehension strategies as needed. students create a Demonstrate personal Local arts associations Language Arts/Writing: 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, and demonstrating ethical use of resources and local events. materials. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. 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. TG.04: Use technology in an ethical and legal manner and understand how technology affects society. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas. TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications.
Project: Content Standards / Common Essential Skills: Available Resources:
Curriculum Goals (CCG): 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 Listen actively and speak 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 forms in ways appropriate to topic, context, The students use Demonstrate civic and audience, and purpose. technology to create a community engagement. Language Arts/Writing: family or community Demonstrate personal CCG: Write narrative, expository, and persuasive management and teamwork 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 writing – to express ideas appropriate to audience and purpose across the subject areas. CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. Social Sciences/History/State and Local History: Understand and interpret events, issues, and developments in Oregon history. Understand and interpret events, issues, and developments in local history. Technology: TG.01: Demonstrate proficiency in the use of technological tools and devices. TG.02: Select and use technology to enhance learning and problem solving. TG.05: Design, prepare, and present unique works using technology to communicate information and ideas.
Project: Content Standards / CCG’s: Essential Skills: Available Resources:
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. 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.