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
I love your idea for a lesson! The scavenger style activity is so engaging and adds an element of physical literacy to the content learning. The integration of the technology using Google MyMaps is brilliant. This is such a great example of Technology, Pedagogy, and Content coming together. I was thinking about your MyMaps example and my mind started buzzing with potential bonuses for your great lesson. The fact that MyMaps can be co-created and are collaborative really bringing that LfU structure to life. Students can also customize the logos of each pin on their map to visualize their “power ups” and can also add text, videos, and images for each pin to help build the narrative you described. Students can even embed the map on a blog or website to continue to build the story. You really have me thinking about the possibilities of this project in my classes.
Yes! I love all these additions! It is using Google Maps like a game, during which the students are inherently learning authentic skills that are going to be useful for life! I think I may have to adjust my Q4 curriculum to include this in class!
Dear Jonathan,
Thank you for sharing this refreshing design with us. This reminds me of about using Google maps to document a character’s journey. Although I have yet to locate the resource, there are many other websites for literacy maps for a variety of text.
I think the key in your design is the annotation and documentation. Students can practice additional literacy skills when describing their plan and strategy. Also, there is also lots of room for social affordance. For example, mid-game, students can provide peer hint/feedback.
Cheers,
Alice
Alice,
Great idea! I could see some students loving to use that as an addition to their final project in ELA. I’m adding it to my choice board right now!
Thanks for the great idea!
-Jonathan-
A very creative, engaging, and interactive lesson design, Jonathan. If I taught geography, I would totally steal your idea! I love how the practical experience combines with research and collaboration to create a creative product the students would remember and be proud of. I’m trying to think of how to incorporate this design to science… perhaps a trip through different biomes?
Thanks for a great post!
Dave
Hi Jonathan
I also like the scavenger idea. I believe people in general like looking for things as well as solving a problem.
I wonder if a scavenger hunt can be completed with all the students in the school at the same time…it would have to have all teachers and some parents involved.
A good next step might be to consider what cross-curricular ideas could be included in the scavenger hunt.
Christopher
Christopher and Dave,
I’m going to reply to both of you at the same time, as I think there is good overlap in the synthesis of these two comments.
I can see all kinds of cross-curricular connections. I commented something similar on Kamille’s post, but I’ll add some here as well:
-ELA – plotting the main characters journey and the plot curve (Thanks, Alice!)
– Science – planning out the different fuel consumptions that would happen in different climates/talking about how the weather during the journey would affect travel time
– Math – all the calculations of time, velocity, and finding the fastest, most cost effective path to travel
-Social Studies – researching the areas that the path will go through to include thematic elements in the final story.
-Creative Writing (my class) – synthesizing all these together into a realistic fiction account.
-Technology – publishing the final products or making final animations of the journeys on the map and then posting them to make them public.
As for the initial scavenger hunt, as long as they stay on school grounds, my middle school students could be trusted to complete the hunt without too much extra support.
-Jonathan-