Development
Activity #1 Learning About the Gowanus Community
This five part activity, shown below, is designed to be an introduction to Gowanus, its residents, and the students who will be working to solve community issues.
Ice breaker activity
Video/read news articles
Students conduct their own research
Community involvement discussion
Present apprenticeship goals and objectives
Notes for the instructor:
Rubrics in this activity are meant for instructor use only. The instructor will use rubrics as a barometer of how effective they are in facilitating intern learning, and as a guide to how they should possibly change how they are facilitating intern learning.
Some aspects of the Gowanus (e.g. its pollution and toxicity) may make interns feel very demotivated (you can determine their motivation through reading their facial expressions, listenting to their tone and gaging how often they participate), as the Gowanus may seem irredeemable to them. If interns are demotivated by these aspects, help interns feel better and more motivated by noting positive developments regarding the Gownaus, or that they, through their internship, can make a positive and tangible impact on the state of the Gowanus.
Icebreaker: Truths and Lies
Activity Title: Ice Breaker Activity
Purpose of the activity: Students will get acquainted with one another, so they feel comfortable enough to share personal experiences and work closely throughout the coming weeks.
Type of activity: Game - two truths and a lie
Objective: Students learn basic facts about their peers and about Gowanus.
Duration: 10 minutes
Materials and technology: Truths & Lies Handout & Truths & Lies Answer Key
Activity
Procedure
Facilitator messages each individual student 2 truths and 1 lie from the fact sheet. Alternatively, the facilitator can have students use the online version of the activity (see blow, at the end of this activity)
Students break out into groups of 2 (breakout rooms if virtual format)
In groups, students introduce themselves and test their peer on their fact sheet. Students switch roles.
Assessment
Students made a connection with a peer and feel comfortable talking with them going forward.
Supported by socio-constructive learning.
Relevant Learning Theory:
Social constructivism. We will know that this learning theory was applied well if students work with their peers to discern truths from lies and attempt to make sense of truths.
Method: All apprentices are encouraged to participate and get to know their peers.
Sociology: This activity promotes cooperation and collaboration.
Scaffolding - This theory is relevant since the instructor will provide just enough support to let learners decide which stated facts are true and which aren't.
Knowledge building - This theory is relevant since students work together (as a community of practice) to acquire knowledge about the Gowanus community.
References
America's most polluted River | The Gowanus Canal [Video file]. (2020, November 09). Retrieved April 09, 2021, from https://www.youtube.com/watch?v=MupJUlK6Czg
GOWANUS canal site profile. (2017, October 20). Retrieved April 09, 2021, from https://cumulis.epa.gov/supercpad/SiteProfiles/index.cfm?fuseaction=second.Cleanup&id=0206222#bkground
Ten facts ABOUT Gowanus that are as weird as the Canal Itself: Brooklyn Creative League: Coworking & office space. (2021, March 12). Retrieved April 09, 2021, from https://brooklyncreativeleague.co/2019-11-5-ten-facts-about-gowanus-that-are-as-weird-as-the-canal-itself/
Welsh, J. (2013, October 10). 9 horrifying things ABOUT Brooklyn's Gowanus Canal. Retrieved April 09, 2021, from https://www.businessinsider.com/9-horrifying-things-about-brooklyns-gowanus-canal-2013-10
Online Version of the Activity (below)
The eLearning version of the activity is optional; it serves as an alternative for virtual sessions. At the Instructor's discretion, the instructor can use the eLearning version of the activity, and after completion, have students participate in a facilitated discussion on facts about the Gowanus Canal, then proceed with introductions as per the lesson plan.
In The News: America's Most Polluted River (Video/Discussion)
Activity Title: America's Most Polluted River - Video and Discussion
Purpose of the Activity: This activity introduces and provides context to students about the importance of addressing the environmental issues in the area. The information gathered in this activity will introduce learners to the activities in subsequent lessons.
Type of Activity: This is a facilitated live (or virtual) discussion about the Gowanus Canal. This uses a YouTube video that presents the current state of the Gowanus Canal area and the initiatives that are on their way. For the live session, the teacher will use a wi-Fi enabled device to show the video in a classroom. For the virtual session, the teacher will share the YouTube video using video conferencing software.
Objective: Students will identify what current issues are important in the Gowanus Canal area, along with the initiatives that are currently underway, or being considered, that address local environmental issues.
Duration: 20 minutes
Materials and Technology:
Wi-Fi enabled device(s), video conferencing software, web browser
Activities:
Engage
Students participate in a facilitated discussion about their opinions on the state of the Gowanus Canal area today. Encourage engagement with open-ended questions, such as:
As a whole, is the environment healthy today?
Do you think there is enough green space or nature in the Gowanus Canal area?
What do you know (or have heard) about the state of the environment in the area?
Students are introduced to learn about the conditions of the Gowanus Canal today, what is being done, and the role that the community plays in the efforts to clean up the area, by viewing the "America's Most Polluted River | The Gowanus Canal" video on YouTube.
Discuss and Explore
Students participate in a facilitated discussion about the content of the video. The discussion can be about what they thought they knew about the area versus what the video shows.
The teacher can have students identify the two main sources of pollution in the area.
Students visit #Brocleanbrklyn and report/discuss what they found. The teacher assists in any inquiries or additional questions.
Reflect and Elaborate
Students suggest solutions to the environmental problems of the area. The teacher introduces the Gowanus Conservancy, the Green Team, and the EPA's Superfund efforts to allow funding for the cleanup of the area.
Assessment:
How do you know students achieved learning goals?
Classroom participation and insights provided using rubrics (page 1).
Relevant Learning Theories:
Social constructivism. We will know that this learning theory was applied well if students work with their peers to discern truths from lies and attempt to make sense of truths.
Method: Apprentices are encouraged to discuss and reflect on the content of the video, and express their own thoughts, experiences and beliefs about the current problems in the Gowanus Canal.
Sociology: This activity promotes students working together to acquire knowledge about the Gowanus community.
Knowledge building - This theory is relevant since the facilitated discussion (during which students interact with each other and possibly the instructor) helps apprentices learn relevant facts than can motivate them to engage in activities towards solutions.
References:
America's most polluted River | The Gowanus Canal [Video file]. (2020, November 09). Retrieved April 09, 2021, from YouTube
Gowanus Lowlands Master Plan. Retrieved from The Gowanus Canal Conservancy website.
A Community Guide to EPA’s Superfund Program. Retrieved from the EPA website.
Gowanus Canal Superfund Site Community Involvement Plan. Retrieved from the EPA website.
Online Version of the Activity (below)
The eLearning version of the activity is optional; it serves as an alternative for virtual sessions. At the Instructor's discretion, the instructor can use the eLearning version of the activity. Students can be introduced to the topic as in the plan, they can watch the video and submit their reflections in the activity. The facilitated discussion can follow the online event virtually if needed.
Apprentice-Led Research
Activity Title: Apprentice-led Research.
Purpose of the activity: This activity helps learners see the big picture regarding Gowanus flooding.
Type of activity: This activity has students conduct online research online about different aspects relating to Gowanus flooding.
Objective: Students will be able to describe Gowanus Canal related environmental justice issues, community outreach/activism efforts, history, environmental impacts, or plans for the Gowanus’s future.
Duration: 120 minutes
Materials and Technology:
Wi-Fi enabled devices
Activities:
Team Research
With their team partner, students will research on the internet their assigned topic (the topic will either be Gowanus Canal related environmental justice issues, community outreach/activism efforts, history, environmental impacts, or plans for the Gowanus’s future). Students will be able to consult other teams and the instructor to determine whether or not a source is credible. Students will informally reference (write down the names of) at least 3 sources that they draw their presentation information from.
Presentation and Discussion
Students, with their partners, will present their findings to their fellow Green Team members using a powerpoint. After each group presentation, Green Team members will be given the chance to ask the presenting team questions. After all groups presented, the instructor will facilitate a conversation about how the groups’ research topics are interrelated, by asking an open ended questions like:
How is your group’s research topic related to another group’s research topic?
Reflection
Students are given the chance to write about how the findings from different groups are interrelated. Students can consult each other and the instructor for help.
Assessment
See this rubric
Relevant Learning Theories
Knowledge Building
We will know if this theory was applied well if groups are able to use research findings from groups to describe the various contexts of the Gowanus Canal and how those contexts are interrelated.
Social Constructivism
We will know if this theory was applied well if students help each other describe contexts and how contexts are interconnected.
Community Involvement Discussion
Activity Title: Community Involvement Discussion
Purpose of the Activity: Building off of the previous activity where students identified environmental factors and community projects that impact the Gowanus community, apprentices will identify potential projects they’re interested in learning more about and discuss the challenges that come with networking. The facilitator will introduce apprentices to the concept of advocacy and provide examples of what that looks like in relation to community & politics. This activity will prepare apprentices to reach out to local officials and get involved in public policy and advocacy by making a communication plan to execute later in the program.
Objective: Students will be able to identify who they will reach out to for more information and create a plan for reaching out to those people/groups. Students will be able to identify environmental causes they are passionate about, able to advocate for, and take action on.
Duration: 60 minutes
Materials & Technology: Wifi enabled devices
Activity:
Facilitated Discussion
Instructor will transition from the previous activity by focusing on projects that were researched.
Discussion will focus on methods for reaching out (email, letters, cold calling, looking for secondary contacts or connections, etc), writing professional communications, and how to proceed when you don’t hear back.
Facilitator will introduce environmental advocacy, why it is important, and what opportunities the apprentices can leverage in order to advocate for the projects they're interested in.
Apprentice Exploration
Apprentices will pick a community project they’re interested in and research who appropriate contacts are.
They will create a plan for reaching out to groups and create related materials (such as emails and letters, scripts for calling, etc.) that will be executed in a future lesson plan.
Share Out
Apprentices will share their plans and materials created so far.
Facilitator and other apprentices will provide feedback.
Assessment:
The facilitator will assess apprentices on their participation in the discussion, their research on project contacts, and their communication plan.
Relevant Learning Theory:
Social Constructivism - We will know if this learning theory was applied well if during the facilitated discussion, students help to expand each others' knowledge on environmental advocacy and how to best reach out to points of contact.
Knowledge Building - We will know if this theory was applied well if learners can produce a list of community organizations, government entities and community leaders, along with means of communication with them (i.e., social media pages, phone numbers, etc).
Apprenticeship Goals and Objectives
Activity Title: Present Apprenticeship Goals and Objectives
Purpose of the Activity: This activity provides students with the apprenticeship agenda, as well as the purpose of each of the events and activities that follow. Students will be introduced to the final presentation project, where they will make a presentation (in a format of their choosing) about their entire experience in the apprenticeship. Students will also be introduced and onboarded to the AR Simulation Game: "Flood Busters." This activity will give the apprentices the goals with which to structure their game-playing experience.
Objective: Students will identify the events and activities within the apprenticeship. They will start an “Idea Journal” where they will write useful ideas and thoughts about the apprenticeship for their final presentation. Students will reflect on what they learned in the previous activities and will make their first journal entries.
Duration: 15 minutes
Materials and Technology:
Wi-Fi enabled device(s), video conferencing software, web browser, apprenticeship agenda, students’ Idea Journals
Activities:
Engage
The teacher introduces the plan for the apprenticeship, and distributes the agenda for the apprenticeship. Students participate in a facilitated discussion about the agenda. The teacher answers questions regarding the events and activities that they will be involved in throughout the apprenticeship.
The teacher discusses the importance of each item in the agenda, as they relate to the goals and mission of the Gowanus Conservancy.
The teacher discusses the rules of safety and etiquette, and answers any questions.
Students are introduced to the final presentation project. If available, the teacher can provide examples of final presentations created by previous students.
Students are introduced to the AR technology powering the Flood Busters game, along with the concept and intention of the game, so as to signal important concepts to pay attention to and set them up for success while playing. The instructor will emphasize the parallels between the game and the real life experiences they'll be navigating throughout the apprenticeship.
Discuss and Explore
Students participate in a Q&A session about the content, preferred format and the purpose of the final presentation.
The teacher introduces the Idea Journal, and explains that after each lesson, students are required to write their thoughts that state what they find important in each lesson. They will later use that information to work on their final presentation.
The teacher will demonstrate the use of the journal by providing examples of previous journal entries from other students.
The teacher has students create their own Google Doc, where they will write their first journal entry containing their thoughts on the discussion of the video (lesson 2).
Assessment:
How do you know students achieved learning goals?
Classroom participation and insights provided using rubrics (page 2).
Idea Journal entries
Relevant Learning Theory and Effect:
Social Constructivism - This theory applies in this activity when students build on each others' knowledge through collaboration, to explain to each other what the final presentation should be.
Worked Examples - This theory applies in this activity when students can articulate their thoughts and ideas in an organized manner in their Idea Journal.
Knowledge building - This theory is relevant since the facilitated discussion helps apprentices learn about the content of the apprenticeship.
References:
America's most polluted River | The Gowanus Canal [Video file]. (2020, November 09). Retrieved April 09, 2021, from YouTube
Sample journal entries (if/when available)
Sample final presentations (if/when available)
Evaluation Plan
We will you know that learners were successful in achieving the learning goals if our design:
Helped students explain the environmental condition of the Gowanus, and how this environmental condition has an impact on infrastructure, residents' health, wildlife, and gentrification.
Motivates interns to present their ideas to their peers during group discussions.
Encouraged students to collaboratively refine and synthesize ideas that they embed in cognitive artifacts like presentations.
Other goals we had for our learning design include:
Students being able to conduct community outreach/activism. We know that this goal is met if students can identify points of contact in the community, and community outreach/activism strategies in their reflections.
Implementation & Iteration
Our developed design (Activity 1) was tested by our classmates. The test lasted for about 45 minutes. Ulises and Richard first presented an overview of what each of the five testable tasks is supposed to accomplish, the learning theories underpinning these tasks, and what these tasks are composed of. Testers then tested some of our design.
Successes
What worked was the overall five part structure to the design we tested; testers thought that it would help students explain contexts and issues pertaining to the Gowanus Canal.
Specifically, our testers really enjoyed the discussion that followed the video they watched for “In The News: America's Most Polluted River Video/Discussion”, the second part of our design.
Improvements
What needed to be improved would be guidance for instructors who would carry out Activity 1. It was not clear to our testers whether or not rubrics for each assignment would be for both students and the instructor, or for the instructor only. Another aspect that would need to be improved would be how the instructor handles negative facts about the Gowanus. When testers were faced with negative facts about the Gowanus, such as facts about how polluted it is, testers became significantly less motivated.
Refinements to be Made
Our design will note that rubrics are for the instructor only; the instructor will use the rubrics provided with the design to interpret how well they are doing with facilitating students’ learning, and to determine how they should change their facilitation to be more effective.
When needed (depending on how interns are reacting) instructors will follow up negative facts about the Gowanus by noting positive developments regarding the Gowanus, or by assuring students that they can help mitigate these negative things during their internship as stewards of the Gowanus.
Refinements to our design (regarding some guidelines for the instructor) can be seen in the Development section of our website , under the “Activity #1 Learning About the Gowanus Community” heading.
Activity #2 Building the Sensors
Building the Sensors:
Presentation:
Presentation of the sensors: Instructor will introduce the sensors and will relate the sensors used in the game with the ones that learners will build in the apprenticeship.
Presentation of the functional process: Instructor will present the steps to build and install the sensors.
Presentation of the sensor building process: Instructor will present the rules to ensure safe use of the tools to build the sensors.
Presentation of the parts: Instructor will introduce the parts needed to build the sensors in the parts' required order.
Demonstration:
Demonstration of the sensors: Instructor will show a functioning sensor to apprentices.
Demonstration of the functional process: For every instance of the building process, instructor will show the execution of the steps to build the sensors.
Application:
Learners will follow the instructor's steps and will repeat back the steps, and then will proceed to follow each step as instructed when they are building the sensors.
During the process of building the sensors, learners will identify specific steps, and sequence each step in the necessary order to build a functioning sensor.
Materials
Materials for Sensors:
Feather M0 microcontrollers
2200mAh batteries
Connector boards
RTC batteries
SD feather wings
Duponts (40 Pin Breakaway Headers)
Voltaic 1.2W solar panels
Solar boards
Ultrasonic sensor
Mounting headers
Panel mount (Corner Joint Connectors)
Junction Box With Mounting Plate (Housing - 5.1"x3.1"x2.8")
16GB SD cards
Flat Straight Brace Brackets (Mounting plates)
Spacer NPT Lock nut
Tools for Building the Sensors:
Electronic Tool Kits
Evaluation Plan
For this activity, we will know that learners successfully achieved the learning goal of learning to build a sensor if they can successfully build a working flood sensor. Learners achieve the learning goal of becoming acquainted with using drills and soldering irons by drilling holes in the sensor housing and by soldering the sensor's electrical components. The learning goal of being able to tinker with software variables will be achieved by students adjusting two variables in the sensor's software. The learning goal of learners honing their collaboration and communication skills is achieved through students working with a partner and assisting other groups with sensor building and testing through sharing their knowledge and expertise.
Learning Theories
Situated cognition/cognitive apprenticeship - This theory is relevant since the instructor imparts their expertise on students by giving students demonstrations of how to build and use sensors.
Content: The instructor must provide specific steps and heuristic strategies for apprentices to successfully build the sensors.
Method: All apprentices are encouraged to self-monitor, and to have peers assist in solving any problems.
Sequencing: The required tasks to build the sensors, the in-lab and field testing, and the final discussion/reflection activity are sequenced to reflect increasing complexity, and application of skills locally (in the lab) before global application (in the field).
Sociology: The learning activities promote cooperation and collaboration; they also promote a culture of expert practice. Apprentices can extend their learning to their community, so that they apply their knowledge and skills in varied contexts.
Scaffolding - This theory is relevant since the instructor will provide just enough support to learners when they do tasks like building and testing sensors, such that they grow within their zone of proximal development (ZPD).
The instructor ensures that students are not overwhelmed by tasks like putting the sensors together or troubleshooting them.
Throughout the different events in this activity, the instructor models, coaches, and scaffolds through observation, guided and supported practice.
Knowledge building - This theory is relevant since students work together (as a community of practice) to create sensors that will produce knowledge on flooding that would benefit the Gowanus community.
Activity #3 Analyzing the Data
Extracting and Studying Data from the Sensors:
Presentation:
Instructor will introduce Arduino IDE software and FloodSense Libraries to read sensor data. The instructor will explain what the basic states and measurements that are locally logged onto the SD Card.
Demonstration:
Instructor will show measurements throughout a longitudinal test period using the FloodSense library, pointing out the peaks around a given time period.
Instructor will demonstrate how to interpret and test the integrity of the obtained data from the demonstration.
Application:
Learners will extract data from their sensor SD cards and will use Arduino IDE software and FloodSense Libraries to read sensor data from their own sensors.
Reflection:
Facilitated discussion and reporting on the findings from each sensor.
Materials
Technology Resources for Sensors:
Computers or mobile devices
Arduino IDE software
FloodSense Libraries
Evaluation Plan
Learners achieve the learning goal of honing their critical thinking by hypothesizing about what could be, or what is, "noise" that influences sensor data integrity and by interpreting sensor data integrity in general. The learning goal of technology literacy is achieved through students learning about how sensor software functions. The learning goal of learners honing their collaboration and communication is skills is achieved through students working together, as a community of practice, to determine sensor data integrity.
Situated cognition/cognitive apprenticeship - This theory is relevant since the instructor imparts their expertise on students by giving students demonstrations of how to build and use sensors.
Content: The instructor must provide specific steps and heuristic strategies for apprentices to use the retrieved data for reading.
Method: All apprentices are encouraged to self-monitor, and to have peers assist in collecting and saving data from the SD card, and to make decisions about the veracity of the data against "noise".
Sequencing: The required tasks to collect SD cards from the sensors, retrieving and saving data, and use the available software to present and study the data, as sequenced to increase complexity of the tasks involved as apprentices participate in the activity.
Sociology: The learning activities promote cooperation and collaboration; they also promote a culture of expert practice. Apprentices can extend their learning to their community, so that they apply their knowledge and skills in varied contexts.
Scaffolding - This theory is relevant since the instructor will provide support to learners when they do tasks like retrieving SD cards from the sensors, insert cards in a computer, and read data from the cards. The instructor is constantly evaluating the progress of the apprentices throughout the learning activity.
Knowledge building - This theory is relevant since students work together (as a community of practice) to draw conclusions based on the data about flooding in the Gowanus community.