Remind students of the difference that Concepcion made to the
street kids in the barrio. Invite students to consider
what the class might do for the school or the community that would
make a lasting difference. You may want to narrow their focus by
raising a specific problem (e.g., litter on the school grounds,
insufficient playground activities for primary students) or an emergent
opportunity; e.g., available funds to improve the school grounds,
construction of a new seniors' home near the school. You may also
encourage students to ask others in the school for ideas. Record
students' suggestions on chart paper for later reference.

Develop criteria.

Discuss how the class can decide which of the suggested projects
to undertake. After some discussion, suggest to students that they
identify the factors that make some projects better than others.
If students have previously developed criteria, ask them to suggest
the criteria they might use. Alternatively, guide students by suggesting
possible projects that would be obviously inappropriate and invite
students to explain why each of these actions would be unsuitable
as a class project to the school, for example:

start a lawn bowling or curling club in the school (not important or meaningful
to students)

raise a million dollars for new playground equipment (not realistic for the
class to do)

give a chocolate bar to every student in the school (would not make a lasting
contribution).

Record their explanations for rejecting these possibilities. Then,
summarize the factors suggested by students as criteria for a thoughtful
class project; for example:

A class project should...

make a lasting difference to the community

be important to students

be realistic for the class to do.

Assess the possibilities.

Draw students' attention to the list of possible projects and number
each project for easy reference. Invite students to consider whether
or not each action meets the three stated criteria and any other
criteria suggested by students.

Option A. Whole Class Discussion
If undertaking this task as a class,
create a chart, such as the one outlined below, and indicate with
a or X whether
the action meets or does not meet each criterion. Discuss reasons
for each rating.

Option B. Jigsaw Group Discussion
If undertaking this task in groups,
organize students in so that each group is assigned one of the
possible projects listed. Distribute a copy of the graphic
organizer Here's How I Know to
be completed by each group. Expert groups share their rationale
with the class.

Option C. Individual or Pair Discussion
If undertaking this
task individually or in pairs, distribute sufficient copies of
the graphic organizer Here's How I Know so
that one copy is completed for each of the possible projects listed.

Distribute a copy of Class
Contributions to each individual. Ask students to
record their own ratings for each of the possible projects. You
may want to demonstrate the procedure for assessing the projects.
If more than six projects are suggested, distribute additional
copies of the chart or narrow the list down to the six most promising
options.