Letter to a Colleague- How to Save the Earth?
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Dear Rosa Lopez -Host-Teacher:
This summer, I participated in a professional learning experience at Lehman College, with the LUTE-STEM residency program in partnership with Mouse – Microcredential Scratch, The Danielson Group, and Multimodal Literacy.
I learned a lot about coding in Scratch, understanding algorithms in everyday actions, re-mixing, and ideas about developing lesson plans that encourage learning through discovery projects of Capstone projects and impact games. With Danielson's framework for teaching, I had the opportunity to deeply analyze the four domains and components and reflect on my teaching practice. On the other hand, in Multimodal Literacy, I learned to use the Now comment to reflect on myself, share my thoughts, develop ideas for teaching, and find resources. I had the opportunity to know more about project-based learning.
There was a lot to think about and to consider how to apply it in the classroom. In this letter, I'd like to focus on Project - Based Learning because it provides multiple benefits to the students, teachers, and the community. PBL guides students to identify, through research, a real-world problem for which they have to develop a solution using evidence to support the claim; PBL is educating, taking into account students' reality and interest; students learn through discovery, PBL promotes critical thinking, the application of the scientific method, and promote students responsibility to make the world a better place. I would also like to use the Scratch app to summarize the project's outcomes with an impact game.
I would like to propose the development of a problem-based learning experience centered around the theme of "Let's Save the Earth." To prepare, I built a list of environmental problems our planet faces ( water pollution, air pollution). I'll facilitate the resources and descriptions of interactive strategies. Thus, the students will decide what topic they want to work with, and they will be able to come up with the solution to the question, "How to save the earth?"
Exploring this question will get our learners to reflect on pollution and contamination in their immediate environment -.( Their room, house, building, backyard, classroom ). The students will be introduced to the effects of contamination/ pollution and how it affects life on the Earth and our natural resources.
During this learning experience, students will construct a definition of pollution using a rainstorm of ideas. Also, students will learn about the effects of pollution in different areas of the environment through videos, slideshow, read-aloud, and impact games. Ultimately, students will choose one area of the Earth affected by pollution, and they will come up with a solution. For the presentation of this activity, students can do a PowerPoint presentation, video recording, or Scratch. Finally, students will be encouraged to create an impact game on the area of the Earth they want to save.
This approach aligns perfectly with the habits of Thinking Interdependently, Creating, Imagining and Innovating, Question and Posing Problems.
To support students using Scratch for their presentation and impact game, they will be trained in Scratch, a children-friendly programming language where they can make animations, multiple-scene presentations, dialogs, and games. They will get feedback from the teacher and their peers as well.
I believe that encouraging students to look closely at problems that directly affect their reality and propose a solution will make them feel committed to their learning and the well-being of their environment. Base learning projects promote active learning, covering, self-development, and growth.
Thank you for taking the time to consider this proposal. I hope you see how valuable this activity could be for our students. Please let me know if you have any revisions I might consider for this activity.
I look forward to working with you on this.
Sincerly,
Julys Guzman ( Lute-Stem resident)
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I agree, Scratch, gives students the opportunity to use their creativity, style and voice.
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Might it make sense to use a KWL chart
Kids volunteer what they know (K), what they want to learn about the subject or topic (W) and then at the end of the unit identify what they have learned (L)
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