As you probably know by now, I am not a math or science teacher, but rather, an ELA teacher. However, as I was reading through the LfU materials and exploring the GIS tools, I was struck by how easy it would be to use these sorts of resources, and of course, the framework, in designing and enhancing a lesson for my Creative Writing classroom.
For example, in LfU, each lesson follows the path of 1) motivation, 2) knowledge construction, and 3) knowledge refinement (Edelson, 2001). To further detail this process, there is 1) create demand, 2) elicit curiosity, 3) Observe, 4) Communicate, 5) Reflect, and 6) apply (Edelson, 2001). Using this more detailed look at LfU, an idea for an enhancement of a writing project quickly came to mind.
Motivation
The students could be informed that they are going to be writing a narrative story of a group of people in a race to get a cash prize (think Rat Race style). A sample type scavenger hunt could be made that would utilize the classroom or even the school campus. After students engage in the hunt, they could reflect on what kinds of things helped their team, and what kinds of things hindered them.
Elicit Curiosity
Perkins et al. (2010) noted that students need to develop more and more their special literacy. This writing project would use the tool of Google Map to help them not only improve their special literacy, but also bring an element of reality and logistical thinking to their writing. Each student would be given a certain amount of “money” and told that this is what their character would have at their disposal to make it across the country and get the cash prize. It would be up to them to budget and plan the trip using Google Maps and online information about fuel efficiency and other modes of transportation. The person whose character was able to make it to the prize (while still weaving these elements into their story and making it entertaining) would win the prize. Also, the clues that they found on the initial scavenger hunt would also contain special bonuses that were hidden on the map, using the MyMap function on Google Maps. When they would locate one of these “power-ups,” they would find a word that would give them bonus time or money.
Observe
Google Maps is a tool that most adults today use on a regular basis. It has powerful, up to date information not just about directions, but also traffic and alternate paths. There was a time that GIS were difficult to navigate and not readily accessible (Perkins et al. 2010), but those days are long gone. Students can quickly and easily access the GIS through their 1 to 1 Chromebooks and begin to actively participate in the process of plotting a path, using time, distance, money, accommodations, and modes of transportation. All of this information would be logged in a timeline.
Communicate
All of the students’ findings would be compiled together in a first-person narrative of a person involved in the race for the prize. Through the process of writing, they would be able to not only bring the information alive but also make their character come to life as they use what they find. All of the stories would be compiled together in a single book and the time, money, and distance traveled would be recorded, as well as a map of their journey.
Reflect
By reading through and discussing other people’s stories, students would have a chance to reflect on the decisions that they made and the process that they used to get there. They will have the chance to learn better methods from their classmates and adapt their method for the next time.
Apply
The applications for this are numerous, but the most obvious would be in trip planning. By thinking through the money, time, paths, food, fuel, accommodations, etc that are necessary for a road trip, students will have a better appreciate not only for the planning on trip, but also spacial awareness and narrative writing.
Sources:
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/ 10.1002/1098-2736(200103)38:3<355::aid-tea1010>3.0.CO;2-M
Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-based education and geographic information systems: Enhancing the spatial awareness of middle school students in Maine. Journal of Geography, 109(5), 213-218. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org.ezproxy.library.ubc.ca/10.1080/00221341.2010.501457