Name
Have you ever thought about being a volunteer? Join us!
Topic
Volunteering
Learning time
10 hours and 5 minutes
Designed time
10 hours and 5 minutes
Size of class
20
Description
Students will discuss about advantages of being a volunteer, will know more local volunteer organizations and the advantages of joining them.
Aims
- To know more about local volunteer organizations; To reflect on the meaning of volunteering; - Select pertinent information; - To become aware of the advantages and opportunities of volunteering; - To interact in different registers of language; - To express themselves orally and in the written form about the topic; - Make substantive decisions; - To work interdependently; - To cooperate with each other; - To develop resilience; - To improve students' decision-making; - To develop collaborative skills; - To develop critical and creative thinking; - To review their peers' work; - To review their own work; - To develop digital literacy skills.
Outcomes
Knowledge, Knowledge, Comprehension, Application, Uncategorised, Affective learning outcomes, Affective learning outcomes, Affective learning outcomes, Evaluation
Editor
CrisRP
Edit
Caring about the others - showing they care.
95 minutes)
  • Discuss
    15
    20
    0
    The sentence ”Doesn’t every BIG idea come from a simple “What if?” is written on the board and students discuss it.
  • Produce
    20
    20
    0
    Having in mind the problems around the world, each student has to ask two "What if?" questions, sharing them on the padlet. They discuss their questions and they come to the conclusion they have the same worries.
  • Read Watch Listen
    15
    20
    1
    Before watching the film “Making a world of difference”, students order some pictures of the film. Then, they watch it to check the order.
  • Collaborate
    30
    4
    0
    In groups, formed with TeamUp, students establish a connection between the film they watched previously and their "What if?" questions and they share their ideas with the other groups. Then, each group answers the final question of the film "What will you do to make a difference'?", pointing out what each one can do to solve the problems mentioned before and to change the world. One way to make things better is doing vountary work.
  • Discuss
    15
    2
    0
    In pairs, students think about the work they have done so far. They focus on the following aspects, writing down their thoughts in their notebooks: a) What went right; b) What went wrong; What I need to improve.
Notes:
Resources linked: 0
Finding volunteer opportunities for teens.
185 minutes)
  • Produce
    10
    20
    0
    Brainstorming: students say what volunteering is for them, and a spidergram is drawn.
  • Read Watch Listen
    15
    20
    1
    Students watch the film "Youth Volunteerim" to check if volunteering means the same to these teens. They watch the film again and note down the advantages of volunteering (there will be pauses to make notes).
  • Discuss
    20
    2
    0
    In pairs, students share their notes with each other and later with the rest of the class on TitanPad.
  • Investigate
    40
    4
    3
    In groups, students do some research work about national and local volunteer organizations. They decide how they are going to do it, divide tasks (for example, each student can search for information of a local volunteer organization, another one of a national volunteer organization and so on).
  • Discuss
    20
    4
    0
    Students discuss, exchange ideas and negotiate a commonly shared version of their research, which will later become a presentation on their mutual Prezi.
  • Collaborate
    40
    4
    0
    Students organize a lecture with a/two members of one of the local volunteer organization for the school community. They decide what they have to do and divide the tasks between the different groups.
  • Produce
    20
    24
    0
    Each group does their task previously assigned and present it to the class.
  • Discuss
    20
    20
    1
    Students assess group work, using the rubric attached.
Notes:
Resources linked: 0
Join us and be a volunteer.
100 minutes)
  • Collaborate
    60
    4
    0
    In groups, students have to find a way to make the other students from school want to become a volunteer. Each group, has to decide how they are going to do it (ad, poster, brochure, film, comic strip...), the digital tools they are going to use, how they are going to present their product to the classmates and who is going to be the spokesman.
  • Practice
    40
    4
    2
    Each group presents the work to the class and is evaluated by their peers, taking into account the rubric attached.
Notes:
Resources linked: 0
In groups. Organizing a Food and Clothing Drive at school at the end of the 1st term for the school community.
115 minutes)
  • Read Watch Listen
    15
    20
    1
    Students watch the video attached and make a note of what they need to organize a Drive at school.
  • Discuss
    20
    20
    0
    Students decide what they need to organize the Food and Clothing Drive and divide the tasks among themselves. Possible tasks: invitations to the Mayor of the Town Hall, the Headmaster, local organizations, parents and teachers; how to collect food and clothes; how to advertise the event (a spot ad for the school radio, ads/posters for the students lounge, brochure...); arrangements for the "big day".
  • Investigate
    20
    4
    0
    Groups work according to the tasks assigned, doing some research work about the best tool for creating their product(s), deciding the one they are going to use, and making arrangements .
  • Collaborate
    40
    4
    1
    The different products are created with the tools chosen by students.
  • Discuss
    20
    20
    1
    It's time for each of them to evaluate their collaborative work skills. They are going to reflect and talk about the work they have done, using the checklist for self and peer assessment of students' collaborative skills (CO-LAB Assessment Guidelines). The teacher is going to evaluate their work, using the rubric attached).
Notes:
Resources linked: 0
Final presentation of the project.
110 minutes)
  • Produce
    40
    4
    0
    Students decide about the tasks.Two groups are going to be responsible for the invitations to the Mayor of the Town Hall, the Headmaster, local organizations involved in the project, parents and teachers; two other groups are going to make a presentation of the project being guided by the teacher when necessary; another group is going to be responsible for the arrangements. After deciding, they produce the invitations and the presentations.
  • Discuss
    20
    20
    0
    The invitations and the two presentations are shared and the peers exchange ideas in order to improve the invitations and to negotiate a commonly shared version of their presentations.
  • Practice
    20
    20
    0
    Two students from the two groups in charge for the presentations present their work, pointing out the advantages of participating in such a project.
  • Produce
    15
    20
    0
    Individually, students assess their performance. They think about what they have done, writing their thoughts down in their notebook, focussing on the following: a) What I can do now; b) What I need to improve; c) What was/were my goal(s)?; d) Which one(s) did I achieve?; e) Five things I did to achieve my goal(s).
  • Discuss
    15
    0
    0
    The teacher, the Headmaster, two parents and two experts of volunteering make the final assessment of the project, its benefits to the school community and the community, and of the students' work.
Notes:
Resources linked: 0

Learning Experience

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