We (my class of 23 Year 1-2 students and I) recently learnt about the state of our river (using our school inquiry model, local exploration to the ponds and ECAN's Waitaha Wai resource). The learning involved:
* Learning about the unique birds and fish in Canterbury rivers
* Learning about our cultural narrative, and how the ponds and river were an important food source for local Maori
* Learning about the storm water system
* Creating pastel pictures of fish and animals, as well as fact charts and posters
* Picking up rubbish locally
* Visiting the local ponds to notice animal life and pollution
* Understanding our role as Kaitiaki
The group shared their learning by creating a collective art work, using rubbish we found in the local area and our own illustrations of marine life:
After the learning a team of 5 students were keen to take more action to improve water quality in our rivers.
The issue they focused on was rubbish, and the fact that rubbish on our streets has been increasing in Canterbury over recent years. We learnt that the rubbish in our streets, often goes into the drains and that drains in our city head straight to the river, then to the sea.
In short:
= Polluted oceans, rivers & dead marine & bird life.
With minimal teacher scaffolding to help them refine their message, they worked independently to create this movie for the school community.
Still, we felt the message had to be shared with our local community beyond school.
After making contact with a Council rep, the students worked on a proposal for school and council, to have signs put up locally encouraging everyone to make a difference and pick up the rubbish they see.
The students presented their ideas on 7 December 2018, to our local Community Board.
We look forward to seeing what happens next...will signs by put up?
What I noticed through the learning:
* local inquiry into environmental issues is hugely engaging for our students
* all students are committed to making a difference as a compost monitor in school, and also organise their own rubbish pick ups
* all students realise they can make a difference, and beyond the school
* three of the children showed significant development in their social and personal skills:
* Learning about the unique birds and fish in Canterbury rivers
* Learning about our cultural narrative, and how the ponds and river were an important food source for local Maori
* Learning about the storm water system
* Creating pastel pictures of fish and animals, as well as fact charts and posters
* Picking up rubbish locally
* Visiting the local ponds to notice animal life and pollution
* Understanding our role as Kaitiaki
The group shared their learning by creating a collective art work, using rubbish we found in the local area and our own illustrations of marine life:
After the learning a team of 5 students were keen to take more action to improve water quality in our rivers.
The issue they focused on was rubbish, and the fact that rubbish on our streets has been increasing in Canterbury over recent years. We learnt that the rubbish in our streets, often goes into the drains and that drains in our city head straight to the river, then to the sea.
In short:
= Polluted oceans, rivers & dead marine & bird life.With minimal teacher scaffolding to help them refine their message, they worked independently to create this movie for the school community.
Still, we felt the message had to be shared with our local community beyond school.
After making contact with a Council rep, the students worked on a proposal for school and council, to have signs put up locally encouraging everyone to make a difference and pick up the rubbish they see.
The students presented their ideas on 7 December 2018, to our local Community Board.
We look forward to seeing what happens next...will signs by put up?
What I noticed through the learning:
* local inquiry into environmental issues is hugely engaging for our students
* all students are committed to making a difference as a compost monitor in school, and also organise their own rubbish pick ups
* all students realise they can make a difference, and beyond the school
* three of the children showed significant development in their social and personal skills:
- one child went from directing students to asking their ideas and making sure everyone had a fair turn
- one child overcame their fear of public speaking and performance (they had opted out of their Talent Quest piece earlier in the year)
- one child, who was very confident in sharing her ideas started using a quieter voice and making sure she listened to her peers more
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