Pre-Collegiate Preparation & Scholarships
How does service-learning fulfill state learning standards?
Service-learning supported by NYLS complies with New York State learning standards
and performance indicators. Below is a chart profiling standards that are frequently
targeted by service-learning. This chart is divided according to three levels
of increasing sophistication, elementary K-4, intermediate 5-8, and commencement
9-12, and highlights three academic areas: Math, Science, and Technology; English
Language Arts; and Social Studies.
| Grade | Math, Science, and Technology | English Language Arts | Social Studies |
|---|---|---|---|
Elementary (K-4) |
Standard 1.1: Engineering design
is an iterative process involving modeling and optimization,
finding the best solution within given constraints.
Standard 7: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relation to issues of science/technology/society, consumer decision-making, design, and inquiry into phenomena. |
Standard 2.3:
Describe applications of information technology in mathematics,
science, and other technologies that address needs and solve
problems in the community.
Standard 7: Same as K-4. |
Standard 2.3:
Work with a virtual community to conduct a project or problem
using a network.
Standard 7: Same as K-4. |
Intermediate (5-8) |
Standard 1: Connect personal
experiences and observations to new information from school
subject areas.
Standard 4: With teacher assistance, maintain a portfolio of writings and drawings for social interaction. Also, write to establish, maintain, and enhance personal relationships. |
Standard 3: Analyze the impact
of an event or issue from personal, peer group, and community
perspectives.
Standard 4: Write personal reactions to experiences, events, and observations using a form of social communication. |
|
Commencement 9-12 |
Standard 1.2:
Gather and organize information about the traditions transmitted
by various groups living in their neighborhood and community;
gather and organize information about the important accomplishments
of individuals and groups, including Native American Indians,
living in their neighborhoods and communities.
Standard 5.3: Examine what it means to be a good citizen in the classroom, school, home, and community. Understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service. Standard 5.4: Participate in activities that focus on a classroom, school, or community issue or problem. |
Standard 3.1:
Map information about people places and environments.
Standard 5.4: Participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems. |
Standard 3.1: Understand how
to develop and use maps and other graphic representations to
display geographic issues, problems, and questions.
Standard 4.2: Apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position. Standard 5.3: Understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and responsibilities of others, behaving in a civil manner, and accepting responsibility for the consequences of one's actions. Analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign. Standard 5.4: Participate in school/classroom/community activities that focus on an issue or problem. Prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem. |