DM
STUDENT WORK
For our research projects, I presented three different animals: polar bears, arctic foxes, and penguins. Due to the geographical locations of all of these animals, polar bears, arctic foxes, and penguins are all endangered.
Through these research, writing, and advocacy projects, my students were able to be a voice to the voiceless, using their knowledge of injustices from the north to the south pole, and share their concerns about the futures of these animals with government figures.
Polar Bear
The KWL chart is used to gather student knowledge about the topic, polar bears. Next, we generate a list of questions students have about polar bears. These questions covered a range of topics, but tended to focus on lifestyle. The "Learn" column lists facts students learned about the polar bears. I used this activity to support students in brainstorming how to write a persuasive letter to their selected government representative.
Students were prompted to select three of the most meaningful or surprising facts that they learned about polar bears. This student was surprised about the fact that polar bears who live in zoos sometimes turn green due to the algae in the water. This spurred the student to pursue advocating for polar bears.
One of my students had her parent share this website with me via ClassDojo, a social media application through which I can communicate with families. This student proposed having a fundraiser in our classroom so that we can help support and save the polar bears. This is still a project that is in-progress, but through this project, my students are able to see that their actions are able to have an impact on the world around us.
The KWL chart is used to gather student knowledge about the topic, polar bears. Next, we generate a list of questions students have about polar bears. These questions covered a range of topics, but tended to focus on lifestyle. The "Learn" column lists facts students learned about the polar bears. I used this activity to support students in brainstorming how to write a persuasive letter to their selected government representative.
Arctic Fox
This KWL chart shows the progress my students made in being aware of animals and being advocates for them, as "endangered" was the first fact that they recalled as we were completing the chart. From learning about polar bears to arctic foxes, my students' mindsets shifted from simply learning about the animals to wanting to learn about how to help them.
In this photo, the student is completing the "Can, Have, and Are" section. As students had little background knowledge about arctic foxes, they were highly engaged with the topic as they developed their foundational writing skills.
In this student sample, the student was able to draw upon a number of facts that they learned about the arctic fox. One persuasive element the student included was by sharing a fact that intrigued them personally. This student was also able to show that they understood one reason why arctic foxes were endangered, a lack of food, and also propose a solution. By proposing a solution, the student was able to advocate for arctic foxes and follow through on their mission to raise awareness for this.
This KWL chart shows the progress my students made in being aware of animals and being advocates for them, as "endangered" was the first fact that they recalled as we were completing the chart. From learning about polar bears to arctic foxes, my students' mindsets shifted from simply learning about the animals to wanting to learn about how to help them.
Penguin
Similar to the previous two animal research projects, as we progressed through the unit, students expressed concern and interest in helping advocate for these endangered animals. In the student research books, students are prompted to select on bullet point from our class KWL chart to transfer into their books. This student selected to transfer the fact that penguins' habitats are disappearing due to global warming. This fact began an advocacy project to raise awareness of this cause.
To support my students in understanding the impact melting ice can have on the environment, I had my students collaborate to paint an antarctic landscape. We used a mixture of glue and shaving cream that was kept in the refrigerator. When first painted on, this mixture is fluffy and voluminous. Yet, once left to dry and come to room temperature, the mixture flattened. My students responded to this activity with fear for the penguins and a desire to advocate for them.
This was a particularly powerful letter demonstrating advocacy. This student was able to share their personal experience with homelessness and advocate for penguins who are slowly losing their homes. This level of comparison is an example of higher level thinking, as my student was able to connect a personal experience to that of the penguins. This student was also able to begin a conversation about how actions in Hawaii, can affect individuals that live thousands of miles away.
Similar to the previous two animal research projects, as we progressed through the unit, students expressed concern and interest in helping advocate for these endangered animals. In the student research books, students are prompted to select on bullet point from our class KWL chart to transfer into their books. This student selected to transfer the fact that penguins' habitats are disappearing due to global warming. This fact began an advocacy project to raise awareness of this cause.
Through each of these research projects, my students developed their understanding of advocacy and standing up for what they believe in. During the letter drafting process, I allowed my students to select a cause that was the most important to them and what they believed would be most important to that week's animal. In giving my students this freedom, I found their passion for their work to be very high. As shown in the polar bear section, one student was so moved by the project that they took their knowledge home, shared it with their parents, and found a tangible approach to cause real change for polar bears. In addition to follow-through on the projects, my students were able to engage in high level conversations about these problems and brainstorm potential solutions to support these endangered animals. As shown in the penguin advocacy letter example, the student was able to connect how penguins could benefit from work that we do here in Hawai'i, as we are all living on the same earth. The understanding that one's actions can impact a much larger world is an example of my students developing their understanding of their role in the world and their power as advocates.
As we worked through the projects week by week, I found my students' personal connection to the advocacy projects to develop. As shown in the penguin advocacy letter example, my students were beginning to see themselves in the animals they were advocating for. While debriefing with this student, the student shared how they were unable to find a solution for their own family when they were homeless, but from doing this project, believe that they would be able to work more effectively towards a solution if given a new problem.
While most of these advocacy projects have yet to be completed, my students saw them through. As the letters are in the mail and sharing a message of advocacy, my students are eager to continue their work to advocate form themselves as well as others across all settings.
Teacher Reflections
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