Supporting Farmers, Sustaining Families

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Supporting Farmers, Sustaining Families

  • Status: Open Project , Ongoing Project
  • Possible Hours: 20 p / y
  • Categories: Social Justice, Education and Literacy, Citizenship and Civic Engagement, Environment and Sustainability, Health and Wellness
  • Schools: Open to All Schools
GSC’s Supporting Farmers, Sustaining Families initiative involves distributing locally grown produce to consumers, families in need, and charitable organizations in order to bolster the island’s agricultural economy and strive for increased food security in Guam.
Volunteer Schedule:
Mondays from 3:00-6:00 p.m. and Wednesdays from 3:00-7:00 p.m. at Guahan Sustainable Culture’s main office at the Chamorro Village.
*Other volunteer opportunities under this program will become available in the near future. To be notified, follow us on Facebook and Instagram at gusustainable or visit https://gusustainable.org/events/

Students must be in good mental, emotional and social health and be able to function in a group setting in a positive and cooperative manner that displays tolerance and respect for themselves and others. Appropriate attire includes: a t-shirt, comfortable bottoms, socks, and closed-toe shoes. It is also recommended to bring a water bottle, sunscreen, and a bag to hold all personal items.
Students will participate in a variety of food distribution and relief services. These services include weighing and packaging produce, greeting and interacting with customers, processing payments, assisting with donation efforts and more.

Each students’ volunteer reflection should answer 5 or more of the following questions:
Who did my project serve?
What activities did I participate in?
Where was this service-learning project location(s)?
What obstacles did I have face during my service-learning project?
How did I overcome them?
What community need was served by our service-learning project?
How did this project affect me?
How did this project affect the local community?

Preparation Instruction:
 Students must be in good mental, emotional and social health and be able to function in a group setting in a positive and cooperative manner that displays tolerance and respect for themselves and others. Appropriate attire includes: a t-shirt, comfortable bottoms, socks, and closed-toe shoes. It is also recommended to bring a water bottle, sunscreen, and a bag to hold all personal items. 

Activity Instruction:
 Students will participate in a variety of food distribution and relief services. These services include weighing and packaging produce, greeting and interacting with customers, processing payments, assisting with donation efforts and more.

Reflection Instruction:
 Each students’ volunteer reflection should answer 5 or more of the following questions:
Who did my project serve?
What activities did I participate in?
Where was this service-learning project location(s)?
What obstacles did I have face during my service-learning project?
How did I overcome them?
What community need was served by our service-learning project?
How did this project affect me?
How did this project affect the local community?

Learning Standards/Objectives:

Standard 2: Communication and Collaboration HEALTH

Students use digital media and resources to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

9–12.2.2 Communicate information and ideas effectively to multiple audiences using a variety of digital media and formats (e.g., email, blogs, webpage’s).

Standard 3: Research for Problem Solving and Decision Making

Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

9–12.3.1 Define potential topics on current issues, problems to solve, or significant questions using appropriate digital resources (e.g., resource databases, websites, online projects, blogs).

9–12.3.2 Organize a project or inquiry using online tools (e.g., wikis, web quests, storyboards).

9–12.3.3 Select a variety of sources (e.g., resource databases, video interviews, online experts, documentaries) to reflect diverse perspectives on an issue.

9–12.3.4 Use advanced functions of search engines, including the help menu and directories, to identify resources for different purposes.

Standard 4: Digital Citizenship

Students demonstrate safe, legal, and ethical behavior when using technology to communicate or create a product

9–12.4.2 Practice safe and responsible sharing of information and opinions online.

Standard 1: Core Concepts Health Ed

Comprehend concepts related to health promotion and disease prevention to enhance health.

HS.1.3

Analyze how environment influences personal and community health.

EXAMPLE: Design a recycling program at your school, village community center, mayor’s office, local market,

church, and/or village fiesta.

HS.1.9 Analyze the potential effects of unhealthy behaviors and propose ways to avoid risky behaviors. EXAMPLE: Explain the relationship between improper diet, lack of exercise, and cardiovascular disease.

Standard 6: Goal Setting

Demonstrate the ability to use goal setting skills to enhance health.

HS.6.1 Assess personal health practices and overall health status.

EXAMPLE: Analyze methods of cooking food to determine their effects on nutritional value.

HS.6.2 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. EXAMPLE: Compare and contrast realistic and unrealistic goals.

HS.6.3 Demonstrate the ability to design and implement a plan for achieving a personal health goal.
EXAMPLE: Develop an action plan, support network, and reward system to achieve short- and long-term goals

HS.6.4 Formulate and implement an effective long-term personal health plan. EXAMPLE: Develop short-term goals that aid in achieving a long-term goal.
 

STANDARD 2 SCIENCE: Life Science: Students understand the diversity and unity
of living organisms, the living environment, and principles of ecology.
BI.2.26: Explain that the amount of life any environment can support is limited
by the available energy, water, oxygen, and minerals, and by the ability of

ecosystems to recycle the residue of dead organic materials; recognize, there-
fore, that human activities and technology can change the flow and reduce the

fertility of the land.

BI.2.30: Recognize and describe how human beings are part of Earth’s ecosys-
tems and that human activities can, deliberately or inadvertently, alter the

equilibrium in ecosystems

BI.2.31: Understand and describe how organisms are influenced by a particular
combination of living and nonliving components of the environment.
BI.2.32: Recognize and describe how the physical or chemical environment may
influence the rate, extent, and nature of the way organisms develop within
ecosystems.

STANDARD 1: HEALTH EDUCATION: Core Concepts: Comprehend concepts relat-
ed to health promotion and disease prevention to enhance health.

HS.1.1: Predict how healthy behaviors can affect health status

HS.1.2: Evaluate the interrelationships of physical, mental/emotional, and so-
cial health.

HS.1.3: Analyze how environment influences personal and community health.

CONTACT PERSON DETAILS

  Name: Marlyn Oberiano
 Phone: 6716876713
  Email: marlyn@gusustainable.org
Organization/Agency/Business Name: Guahan Sustainable Culture
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