{"id":5246,"date":"2018-02-23T16:45:54","date_gmt":"2018-02-23T23:45:54","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5246"},"modified":"2018-02-23T16:45:54","modified_gmt":"2018-02-23T23:45:54","slug":"understanding-refugee","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/23\/understanding-refugee\/","title":{"rendered":"Understanding Refugee"},"content":{"rendered":"<p>Part of my role as an enrichment teacher has been about connecting curriculum to current content and to student lives.\u00a0 Edelson (2001) explains that that National Science Education Standards expect students to learn through experiences that require them to &#8220;&#8230;create explanations, make predictions, and argue from evidence&#8230;&#8221; (Edelson, 2001, p. 355).\u00a0 STEM enterprises infuse these skills into a variety of\u00a0contexts.\u00a0 For example, one\u00a0of the things I collaborate with teachers on is making STEM challenges relevant to content in other subjects like\u00a0read\u00a0alouds.\u00a0\u00a0As I explored ArcGIS, I was reminded of three journeys in Alan Gratz&#8217;s novel Refugee (2017).\u00a0\u00a0<span>\u00a0<\/span><\/p>\n<p><span>\u00a0<\/span><\/p>\n<p>Refugee (2017) tells the story of three different children, in three different time periods.\u00a0 Josef is a young boy escaping Nazi Germany in the 1930s via ship.\u00a0 Isabel flees Cuba on a makeshift boat with her family and friends, and Mahmoud is a young Syrian boy traveling on a journey with his family towards Europe in 2015.\u00a0 I searched ArcGIS looking at the areas these three remarkable stories take place; studying the oceans and waterways that Josef and Isabel would have traveled and the long paths that Mahmoud&#8217;s family took by foot.\u00a0 The vastness and depth was inspiring and impossible to visualize independently.\u00a0\u00a0<span>\u00a0<\/span><\/p>\n<p><span>\u00a0<\/span><\/p>\n<p>The Learning-for-Use model (2001) has three steps, motivate, construct, and refine.\u00a0\u00a0Edelson (2001) verifies that &#8220;&#8230;conceptual understanding\u00a0[that]\u00a0will be available to the learner when it is relevant&#8221; (Edelson, 2001, p. 356).\u00a0\u00a0Refugee provides a meaningful context for students to construct knowledge about ocean currents (Isabel &amp; Mahmoud&#8217;s journeys).\u00a0 By exploring maps, videos (<a href=\"https:\/\/www.brainpop.com\/science\/earthsystem\/oceancurrents\/\">https:\/\/www.brainpop.com\/science\/earthsystem\/oceancurrents\/<\/a>), and additional resources, students are provided with\u00a0opportunities\u00a0to observe and build new knowledge.\u00a0 They will refine this knowledge by building a raft and charting a course\/plan from Cuba to America, just like Isabel&#8217;s family.\u00a0 Not only does this give students an opportunity to reflect on their own learning about ocean currents but they have a deeper understanding of the story and\u00a0meaning\u00a0of the book.\u00a0\u00a0\u00a0\u00a0<span>\u00a0<\/span><\/p>\n<p><span>\u00a0<\/span><\/p>\n<p>Edelson, D. (2001). Learning\u2010for\u2010use: A framework for the design of technology\u2010supported inquiry activities.\u00a0<i>Journal Of Research In Science Teaching<\/i>,\u00a0<i>38<\/i>(3), 355-385.\u00a0<a href=\"http:\/\/dx.doi.org\/10.1002\/1098-2736(200103)38:3%3C355::aid-tea1010%3E3.3.co;2-d\">http:\/\/dx.doi.org\/10.1002\/1098-2736(200103)38:3&lt;355::aid-tea1010&gt;3.3.co;2-d<\/a>\u00a0<span>\u00a0<\/span><\/p>\n<p><span>\u00a0<\/span><\/p>\n<p>Gratz, A. (2017).\u00a0<i>Refugee<\/i>\u00a0(1st ed.). Scholastic Press.<span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Part of my role as an enrichment teacher has been about connecting curriculum to current content and to student lives.\u00a0 Edelson (2001) explains that that National Science Education Standards expect students to learn through experiences that require them to &#8220;&#8230;create explanations, make predictions, and argue from evidence&#8230;&#8221; (Edelson, 2001, p. 355).\u00a0 STEM enterprises infuse these [&hellip;]<\/p>\n","protected":false},"author":31999,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669391],"tags":[],"class_list":["post-5246","post","type-post","status-publish","format-standard","hentry","category-b-lfu"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5246","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/31999"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5246"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5246\/revisions"}],"predecessor-version":[{"id":5247,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5246\/revisions\/5247"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5246"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5246"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5246"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}