A list of 38 impactful community service project ideas for kids of all ages. Kids will develop and grow while making an impact on the community around them.

These acts of kindness for kids are perfect for groups looking to do something for the community! Whether you are a school, church, or scouts group,

9 Powerful Service Learning Projects to Inspire Your Students Engagement % %

In patterning our life after the Savior's we should seek for opportunities to serve those around us. In Mosiah 2:17 it states, "...when ye are in the service of your fellow beings ye are only in the service of your God." As Relief Society sisters, we have tremendous opportunity to watch out for those around us that need that loving hand of help. When we feel impressed to help someone we need to listen to those promptings and act upon them. We can provide service to others individually or we can do this as a family. Teaching our children the importance of unselfishness, love, and sacrifice. One thing that we did with our kids a few months back was thirty days of service. Each day we did an act of service for thirty days. It was fun to see them serve others and discuss the happy feelings we each individually felt from doing so. Here are some ideas:

Pick something off this list of family-friendly volunteer opportunities to spread kindness and participate in community service projects with your kids.

Let your upper elementary, middle school, & high school students better understand homelessness - while teaching tolerance and acceptance. Click for details!

My kiddos are in love with our fables and economics unit on life lessons right now! Since each table group is named after a fable from our unit, the

Maybe you've always wanted to try PBL, but you just haven't gotten around to it yet. Here's a set of beginner-level resources to get you started.

{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!

Colors, we've seen before , quickly convey emotions and affect people's moods. Whether you're choosing paint for a room or are designing a presentati

The IB encourages teachers to facilitate learning, versus "teaching" students. In a PYP classroom a teacher's role is more about guiding le...

So, did you survive Halloween? I personally really enjoyed the fact that it was on a Friday this year. 🙂 Now that Halloween is over, I’ve started thinking ahead to Thanksgiving, Christmas, and the holidays in general. It’s always such an exciting time of year for the kiddos! Unfortunately, I think it’s all too easy for kids to become too focused on the “gifts” part of the holidays. The media and advertising play a big role in this. BUT I do think we, as teachers and parents, can definitely do something about it! I think it’s important to teach kids about all the ways that people can give to one another. Giving doesn’t have to involve gifts – giving can include helping people in intangible ways, using kind words with others, etc. I recently finished a mini-unit that focuses on just that – teaching kids the many ways that people can give to each other. Read on for some ideas and books about teaching kids how to give, and for more details on the unit! The unit starts by having kids discuss their prior knowledge about giving (which likely includes giving gifts). You’ll make a class chart and/or give students a drawing/writing task to see what students believe about what it means to give (at the end of the unit you’ll give the same assignment to see how the kids have grown!). Then, you’ll use readalouds and writing activities to open kids’ eyes to all of the ways that people give to each other. You definitely won’t need all of these books for the unit, but here are some of the options that you can choose from: Books About Giving Tangible Items: The Mitten Tree (Candace Christiansen) My Most Favorite Thing (Nicola Moon) The Elves and the Shoemaker (Jim Lamarche) Books About Giving Help: Frog and Toad All Year – “The Surprise” (Arnold Lobel) The Berenstain Bears Lend a Helping Hand (Stan Berenstain) My Friend is Sad (An Elephant and Piggie Book) (Mo Willems) When You Are Happy (Eileen Spinelli) The Lion & the Mouse (Jerry Pinkney) A Sick Day for Amos McGee (Philip C. Stead) Books About Giving Kind Words: One (Kathryn Otoshi) Chrysanthemum (Kevin Henkes) Ish (Creatrilogy) (Peter Reynolds) Books About Helping the Community: Boxes for Katje (Candace Fleming) Uncle Willie and the Soup Kitchen (DyAnne Disalvo-Ryan) City Green (DyAnne Disalvo-Ryan) A Castle on Viola Street (DyAnne Disalvo-Ryan) In addition to the reading and writing activities, the kids will practice giving to their friends and families through a few different activities. They’ll make a “helping chain” with ideas about how they can help others: They’ll also make a coupon book for their families (with ways that they can help out around the house): After these and a few other activities, they will (with your guidance!) plan and implement a very simple community service project. By the end of the unit, the kids should have a more complex and complete understanding of what it means to give to others. The lessons are great for teaching around Thanksgiving, Christmas, winter holidays, Valentine’s Day – or any time at all! The unit also includes supplementary literacy materials like a poem, student reader, and reading passage. Click on the image below to find out more: Happy teaching!

My role on the R&D Core Team involves looking at emerging technologies that will become important for student learning and getting the school ready to implement them in the future through prototyping them now. At the moment our group is looking at the research that indicates users are moving beyond a single device (at present a laptop) and are using secondary mobile devices such as tablets and smartphones. Our BYOD - Device 2 R&D Task Force is currently in the research stage - we are investigating mobile technology integration with a second device - and one of the books I've read as part of this research is Kipp D Rogers' book Mobile Learning Devices. It's very clear to me that there is a vast difference between using technology and integrating technology. Many schools who claim to be integrating technology are, in my opinion, simply using it, because they have not yet questioned and identified the reasons for using technology. Indeed I've come across administrators in those schools who have been unable to articulate the ways that technology can transform learning - they are still talking about it "enhancing" learning or calling technology "a tool". In such places, it's not surprising to find that some teachers are simply using technology for technology's sake, without developing the habits of mind necessary for the true embedding of technology into their pedagogy. On the other hand, as Kip Rogers writes, I've also experienced schools and classrooms where: True integration of technology happens ... where technology is accessible and available for activities as they are initiated. True integration of technology happens when form supports function when the tools support the goals of the curriculum and assist students in reaching their instructional goals. For technology to be accessible and available for activities as they are initiated does imply a 1:1 programme or access to the students' own mobile devices. In schools that don't have such a programme it's not always easy to plan for such spontaneous use of technology if you have to book a cart of laptops or a lab. The TPACK framework seeks to address integration through a close relationship between three forms of knowledge: content, pedagogy and technology. Research shows that authentic technology integration occurs "when there is an understanding and explicit negotiation of the relationships among these three components" and that to be a successful integrator involves a teacher being capable of using all these relationships: this teacher possesses an expertise that is considerably different from and greater than someone with knowledge in just one of them. Reading this was an Aha moment for me. It explains why I was frustrated in getting true technology integration at a previous school. The emphasis was too much on one of these forms of knowledge, and not on the interplay between them. Now that we are considering prototyping the use of a second mobile device, I feel it's important to examine these three facets and the relationships between them. When considering learning and the use of the many possible BYOD2s that students may have and bring to school, we all need to be very clear about how good teaching requires an understanding of how technology relates to both the pedagogy and the content of our programmes. We need to be sure that we are truly integrating and not just using the BYOD2s. The TPACK image is free to use and reproduce with attribution.

Just like there are many personalities and temperaments in any given classroom regardless of age, status, race, gender, there is also a wide variety of learning levels and learning styles in any given classroom. The problem with much of the...

There are many ways to volunteer and teach your children about community service. Here are examples of real kids and the volunteer projects they've done.

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How to Assemble 3D Reports It’s fairly straight forward to create a 3D financial report like the one above. Each visible side of the cube is a table in your workbook. Here are the 3 you can see in the cube above: You then select one range at a time and press CTRL+C to copy the range to the clipboard: In the Paste Special menu choose Paste Linked Picture: In Excel 2007 the menu for pasting a Picture Link is slightly different: I Note: Unfortunately in Excel 2007 you cannot apply the 3D effects to the linked picture so that's as far as you can go 🙁 Tip: the great thing about using a Linked Picture is if any of the values or formats in the table change you will see them instantly update in your cube too. No need to copy the table again. Pasting the range of cells you copied as a linked picture results in an image that is an object which hovers above the cells of your worksheet, in the same was as picture does. Next use the Picture Effects (Picture Tools > Format menu) on the Ribbon to apply 3D effects to the image: How to Assemble 3D Reports It’s fairly straight forward to create a 3D financial report like the one above. Each visible side of the cube is a table in your workbook. Here are the 3 you can see in the cube above: You then select one range at a time and press CTRL+C to copy the range to the clipboard: In the Paste Special menu choose Paste Linked Picture: In Excel 2007 the menu for pasting a Picture Link is slightly different: Note: Unfortunately in Excel 2007 you cannot apply the 3D effects to the linked picture so that's as far as you can go 🙁 Tip: the great thing about using a Linked Picture is if any of the values or formats in the table change you will see them instantly update in your cube too. No need to copy the table again. Pasting the range of cells you copied as a linked picture results in an image that is an object which hovers above the cells of your worksheet, in the same was as picture does. Next use the Picture Effects (Picture Tools > Format menu) on the Ribbon to apply 3D effects to the image:

Methods that will appeal to all learners and work for any teacher.

Service and leadership opportunities not only abound in homeschooling, but they can go a long way in building strong character, too!

The Competency-Based Learning Infographic shows you the pros and cons of Traditional College Learning vs Competency-Based Learning.

A recession refers to a time when the economy shrinks instead of grows. This infographic will let you know the aspects of economic downfall in detail.

A Printable Hours Log is a practical tool that allows individuals to keep track of their time and activities in a structured and organized manner. This log serves as a reliable entity for those who need to closely monitor and manage their daily, weekly, or monthly schedules, making it an ideal resource for students, freelancers, professionals, and anyone looking to improve their time management skills.

A Volunteering for Kids unit to discuss the impact of being a volunteer, with activities and worksheets to get into action!

Are your worksheets contributing to meaningful learning, or just keeping students busy?

The term student-centered learning refers to a wide range of instructional approaches that shift the focus of instruction from being teacher-directed, to

This post will cover the Azure Devops What Is & Microsoft Azure DevOps Engineer Roles and Responsibilities and will cater to various questions and doubts you may have regarding the same. https://youtu.be/1zf-uz4c6vw What Is DevOps? The consensus regarding the definition of DevOps is that it is a process that

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See Sections below for different types of resources including general resources, 5 ways to... resources, benefits of... resources, self assessment prompts and critical reflection prompts. Aligning NQS with the EYLF v2.0Download PDF Sleep and Rest Risk AssessmentDownload WORD Sleep and Rest Risk AssessmentDownload Aligning NQS with MTOP v2.0Download Infographics environment agencyDownload compliance in formsDownload study

Resources, tips, and materials to help you, help children with autism

Maybe you've always wanted to try PBL, but you just haven't gotten around to it yet. Here's a set of beginner-level resources to get you started.

Tax authorities eye barter income, require 1099s from barter exchanges.

Project-Based Learning in eLearning: Check the Project-Based Learning Characteristics plus 4 Tips To Use A Project-Based Learning Approach In eLearning,