COETAIL Course 4: End Reflection Post

The final project for Course 4 of CoETaIL was to create a unit and assessment based around our content area that addresses ISB TAIL Standards (Technology and Information Literacy).

The Grade 5 CoETaIL cohorts, Teresa, Robin, Dan and myself, along with our fellow Grade 5 team members, Jim, Ali, and Sandra have put together this culminating project for our integrated Science/Social Studies Environment/Sustainability unit which we are piloting for the first time this year.

As our Science sessions come to an end, we are about to begin the Social Studies Culminating Project for Sustainability.  This side of the unit has been a challenge for us all.  The Grade 5 team has done a fabulous job so far of integrating tech tools to help their students learn about Sustainability as well as learning some new tech skills.  It’s not only the students who are learning – their teachers have been learning right along side them too.  Our final project will see the use of technology to help us spread our message about taking action and making a sustainable difference.

There will be 4 further posts on this blog, for Course 5 of CoETaIL,  reflecting on the journey embedding technology and whether it makes a difference to student learning as we progress through this specific project.

Final Project Planning Document

Below is the planning that we have created to meet the needs of our CoETaIL requirements:

 

Unit: Sustainability (This is an interdisciplinary unit involving science, social studies, language arts, and TAIL standards / benchmarks. We are only including the S & B’s revolving around the “global citizenship” piece of this unit.) See this google doc for full unit overview.
Grade: 5 (Chrissy, Ali, Robin, Sandra, Teresa, Dan)
Established Goals (Standards)
  • Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (TAILs: 1, 2)
  • locate, access, organize, and apply information about an issue of public concern from multiple points of view (A.c)
  • Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species. (I.f)
  • Recognize and interpret how the “common good” can be strengthened through various forms of citizen action (A.j)
  • Suggest ways to monitor science and technology in order to protect the physical environment, individual rights, and the common good. (T.e)
  • Identify, collaborate, and investigate a global issue and generate possible solutions using digital tools and resources. (TAILs: 1, 2, 4, 5)
Enduring Understandings: Students will develop the understanding that Global Citizens . . . Essential Question
  • understand that sustainability is meeting the needs of the present without compromising the ability of future generations to meet their needs.
  • keep informed about current sustainability issues
  • examine sustainability issues, in depth, in which they’re interested
  • learn how to deal with sustainability issues, which do or can affect them
  • consider probable and preferable futures and human potential to affect change
  • plan and take action towards a sustainable future
  • As global citizens, how can we contribute to a sustainable future?
Stage 2 – Assessment Evidence
GRASPS Task A
GRASPS Task B

• Goal: Help ISB have a more positive impact in creating a sustainable future.

• Role: You are a global citizen concerned about the impact our school is having on the sustainability of the environment.

• Audience: ISB community and other schools around the world

• Situation: You need to analyze one aspect of ISB’s environmental impact (i.e. electricity, water usage, garbage, paper usage, etc), research why there is such an impact and create an action plan with your innovative ways to diminish that impact in order to create a preferable future.

• Product, Performance, Purpose: You will make a compelling recommendation for change based on evidence (that includes written, oral and visual aspects) and that includes specific actions to take in order to improve ISB’s environmental impact.

• Standards for Success: Your product/proposal will be analyzed for your understanding based on the rubric.

• Goal: Help your family have a more positive impact in creating a sustainable future.

• Role: You are a global citizen concerned about the impact your family is having on the sustainability of the environment.

• Audience: Your family and any other interested families around the world

• Situation: You need to analyze one aspect of your family’s environmental impact (i.e. electricity, water usage, garbage, paper usage, etc), research why there is such an impact and create an action plan with your innovative ways to diminish that impact in order to create a preferable future.

• Product, Performance, Purpose: You will make a compelling recommendation for change based on evidence (that includes written, oral and visual aspects) and that includes specific actions to take in order to improve your family’s environmental impact.

• Standards for Success: Your product/proposal will be analyzed for your understanding based on the rubric below.

Other technology skills that will be developed during this unit:

  • Google Earth
  • Blogging
  • RSS feeder
  • Evaluating validity and quality of sources
  • Excel (graphing data)