Developing Understanding of Refugees

I have been meaning to write this post for a while and after having a clear out/organisation of my Google Drive - I revisited this project from a couple of years ago and realised how valuable it was and will use some of the ideas next year in our immigration unit.

We did a unit of study on refugees and focused on those in our host country - Malaysia and wanted to highlight the health (both physical and mental) challenges that are faced.  Our end goal was a stage presentation for an evening event on global issues (each class had their own issue).

Step 1 - Research
We read books on refugees, including one written by Myanmar child refugees in Malaysia. 
We used a variety of online resources: UNHCR, Online Encyclopedias, Current News Articles from student friendly sites (NewsELA, BBC Newsround, Youngzine, DogoNews, etc.)

Video for Steps 2 - 4

Slides for Steps 2-3

Step 2 - Combine Information and Synthesize using Compass Points (Nature, Economy, Society, Wellbeing)
Students worked in small groups to take the information that we collected and used compass points to help discuss and organise the information.  It was then collated on to one large paper.

Step 3 - Mind Maps

We created a list of words that came up during Step 2 and gave them to students.  They then made mind maps to help explain their thinking.  Some students categorised and others showed connections.  A couple groups made causal diagrams.

Step 4 - 3-2-1 Protocol

Using their in-depth knowledge, students had to work in their groups to come up with 3 most challenging problems refugees face, 2 possible solutions, 1 big question

Step 5 - Interview with Refugee Worker

With lots of information now at hand we had the opportunity to ask questions to a doctor who worked with the local refugee community.  We came up with questions based on our research/synthesis.  I took notes to refer to later.

Step 6 - Script Writing

We then broke our information into sections and each group wrote part of the script.  The whole class then revised and edited it. (Script Ideas, Final Script)

Step 7 - Presentation

After much practice and adding in movement and expression, we presented our program to build awareness in our community on the Health of Refugees.

A new school... a new adventure

So, it has been awhile since I have posted to this blog for many reasons, but the main one being that I have move country and school.  Now I am settled, I would like to get back to sharing my passion to integrate sustainability into my teaching.  It is hard to task to "start over" on this journey. Figuring out the new curriculum and ways to bring in the ideas of sustainability. It is something that usually appears with hindsight, so I'm trying to record these ideas.  However, the big thing that happened last week was finding colleagues (one in particular)who shares this passion.  She did a plastic initiative at her last school last year and went to a Global Goals conference.  YEAH!!! You have to find these people and get them going - Collaborate for the Goals.  So, we now have ambitious plans including getting an ES Eco-Committee started in January so that the students can start to make the impact.  We can take the existing ideas and resources and the school and add what we know to create great ideas.  I can't wait to get started and revitalize my teaching again with all these great ideas.  Will keep you posted. :)

Books!!!

I mentioned on Twitter (@LTeacher10) that I enjoy giving my students time to read a variety of books that are to do with Social Change.  I am compiling a Google Doc with the books I use.  It is continually growing and I would love your suggestions. 

Some ideas as students read the books:

Write a summary
Connect to a Global Goal with Evidence
Have them rewrite the story from a different perspective
How would it be different if ______?
Split students into different groups and have them read different books on the same topic (perhaps different time periods or locations) then have them share their learning and make connections.
What can we learn from the book? What is the author's message?

Global Connections

There are some great ways to get students involved in Global Connections.  Here are some of the ones I have used in the past:

Global Read Aloud

• around October
• choose a book/author study that is appropriate to your grade level
• connect with another class or classes doing the book
• read and share ideas!

Sibert Smackdown

• December/January
• informational texts are posted
• read and evaluate based on the Sibert Criteria
• share your classes observations with others through Twitter, Flipgrid, etc.

Slice of Life

• March
• A challenge for adults and classrooms to blog everyday
• Share your blogs with other classes around the world
• Comment on blogs from around the world

Class Instagram Account

• All year
• You can post pictures for parents if you want (make sure it is private and you inform parents)
• Follow world organisations and local organisations that interest you (example: local farm, WWF, Local zero waster, etc.)

@globalmathtask

• All year
• Follow them on twitter or just check their page to see the different challenges they post
• Solve the task as a class and add it to Twitter
• Show students other classes solutions through Twitter

Understanding Plastic Use to Make Change

My students have been looking at plastic use over the past few weeks.  We used some systems thinking protocols I learned from Compass Education.  Mainly we used VISIS (Vision, Indicators, Systems, Innovation, Strategy).

Our Google Drawing - Showing our vision and indicators.

Our vision was to have the world use less plastic and we connected to the sustainability goals.  Then, we started to brainstorm the various indicators that exist today concerning plastic use, using the compass points to ensure we had a big picture view.

These indicators were then used to create a series of BOTG (Behaviour Over Time Graphs).  The students split into two groups to make a series of these graphs on post - its.  They then put the post-its on the chart paper and began finding connections - moving post-its around, drawing arrows with + (positive correlation) or - (negative correlation).  We then discussed feedback loops and the need for balance to make things sustainable.  The students used markers to highlight feedback loops in their causal diagrams and made observations on their sustainability (or lack there of, for most cases!) The making of the causal diagrams provided much discussion into the systems in place at the moment that are creating a surreal amount of plastic use.  It lead them naturally into the steps of innovative ideas to impact the systems and feedback loops.






They have now come up with some ways to help spread awareness and take action:

Ideas to Make a Change

• Awareness
• Make a book or website about plastic
• Events to build awareness
• Talk to places (make presentation) that use plastic and educate them (restaurants, schools, etc.) - make a sign to put in the stores, etc.
• Contact UN to make an announcement
• Make advertisements
• Build a giant side out of plastic water bottles to say stop using plastic (collect plastic waste)
• Encourage our parents to spread the word
• Make a documentary
• Social Media
• Action
• Make a biodegradable substitute for plastic
• Trip to the beach for plastic waste collection/data information
• Make things out of old plastic (umbrella, bags, toys, maths tools, balloons, trash cans, plant pots, etc.)

Next Steps.... Strategies to get these ideas into action.

Sustainable Energy Activity/Discussion using Compass Points

Sustainable Energy?

I started with the questions: 
If an energy source is renewable does that make it sustainable?
If an energy source is nonrenewable, does that make it unsustainable? 

The students were fairly divided in their response and brought up some good arguments for both sides.   Which led in to the task at hand.

We created these compass point posters (N-Nature, S-Society, W-Wellbeing, E-Economics) for each energy source we have been studying.  The wrote pros (green) and cons (red) in each section.  The discussions that happened during and after this lesson were much deeper.  Students began to think about sustainability as a continuum.  Rather than is it sustainable, we should ask "HOW sustainable is it?".  I love how the Compass Points (from Compass Education) really get the students thinking holistically about a topic and the conversations they spark.

Plastic Straws - BAD!

We had a presentation by an organisation called TakNakStraws at our school.  It shared many horrifying facts about the use of plastic straws.  We consume so many straws and these straws are not recyclable.  Many end up in the ocean and are mistakenly eaten by animals.  This can kill them, but can also end up in the food chain - meaning we could eat plastic when we eat fish.

The students were inspired by the presentation and went home informing their parents they should not buy them.  Many now have bamboo or stainless steel straws now.  One student has even presented to a local restaurant about the negative impacts of plastic straws, so the restaurant now only gives straw on requests.

I used this bit of inspiration to make a quick lesson for our fraction unit.  There are many numbers involved in plastic straws.

About500 million straws are used everyday in the US.
The average person in the US consumes 1 6/10 of a straw per day.

Find more at https://thelastplasticstraw.org/about-us/.