We Water Scarcity

Kate Donovan - 

Water Crisis “We Video” (A Long Walk to Water)  

Student Implementation Date is Wednesday, Oct. 2, 2024

Medium used: We Video

Grade Cluster: 9

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Quick Look

Each student created  a video focusing on the water scarcity issue in parts of the world and as it relates to Linda Sue Park’s novel  “A Long Walk to Water.” The videos mainly focus on modern-day water scarcity issues in parts of the world and their connection  to water acquisition struggles  and issues surrounding the need for water. Students hae begun research and will provide a short, persuasive video presentation about the water scarcity issues from their research and from the book. They will present their short videos (which are 85 percent complete at present) to the class and provide a personal reflection about their work.

Scenario

High schoolers are a group of people who like new ways to engage and analyze topics. One way of providing this new way of engagement and student-centered learning  is through the introduction of new multimedia applications. My hope is that through the introduction and teaching of the application “WeVideo,” students will discover a clear path of engagement and student-led learning. This proposed student-technology driven project will lead to a new appreciation for the scarcity of water and of Nya and Salva’s (A long Walk to Water) everyday journey to access clean water (or the lack thereof it).

It is also hoped that this project will help students explain and provide transitions from the book’s water crisis to real-world water drought examples. Finding images or video clips that depict modern day water crisis scenarios will help students navigate their own ideas as well as  make connections to the two main characters in the book and their own struggles with water scarcity.

                                                                                                                                                                                                                                                                            The video also provides “feedforward”  instruction for students to find images or video clips that depict both current water crises, such as photos of droughts, dry rivers, or people collecting water. Students will then be asked to present their videos to the class, allow time for a Q&A session, and provide a written reflection about the project and what they learned from this new digital application.

It is my hope that by utilizing a newer application like “We Video,” the project will better meet the ISTE standard of digital citizenship including the standards of communication, problem solving and reflection.

SAMR Connection -

I have used this application in the past with more personal endeavors of my own but wanted my modifications and redefinitions to be from a student standpoint. With this digital application, students are more readily engaged with their own individual computers and have access to the platform “WeVideo” as licenses were provided by our tech department. Students are responsible for learning the application, creating a video of choice, learning the platform navigation and producing a product. Despite this being a new application to our students, their quick acquisition and design with this new learning experience has been amazing to watch.

Exeter High School Competency Standards - Forthcoming 

Reflection -- Digital citizenship is a huge aspect of this transformational scenario. And incorporating those skills into the classroom setting are essential for that citizenship to become a reality. Teaching students how to properly use and engage with an application for project based  learning is no easy task -- but my students jumped right in! To see the validity of their ownership of this digital project has already been eye-opening. Students are even asking when we can work on the project again! I will certainly have more of a final reflection once all students have completed their videos and are ready to present.

ISTE Student Standards

Digital Citizen

Digital Citizenship -- Students have already begun the project and demonstrated standards of communication, problem solving and reflection through the first two introductory lessons about the platform and then communicating their ideas and thoughts they would like to include. Students have also met as a group and exchanged ideas and some shared images and some common research cites for each to use in their final video.

Knowledge Constructor

3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 

Creative Communicator

6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

6d - Students publish or present content that customizes the message and medium for their intended audiences.

ISTE Teacher Standards

2.2 Leader:

2.2.b - Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

2.4 Collaborator: 

2.4.b - Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

2.4.d - Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.

2.5 Designer: 

2.5.a - Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

2.7 Analyst: 

2.7.a - Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

Essential Learning Targets (Developed from the St Johnsbury School’s Proficiency Based Learning Outcomes)

Writing:

I can utilize the writing process to convey my ideas through drafting, editing, revising, and publishing.

I can engage in the inquiry process to answer a question, during which I gather relevant information from multiple credible sources, refocusing the inquiry question when appropriate.

Communication:

I can communicate successfully in multiple settings with both adults and my peers.

I can use appropriate tone, both written and spoken, based on my audience and the task at hand.

Problem Solving:

I can persevere when solving challenging problems.

I can transfer and apply my learning across disciplines and outside the classroom.

Reflection -- Digital citizenship is a huge aspect of this transformational scenario. And incorporating those skills into the classroom setting are essential for that citizenship to become a reality. Teaching students how to properly use and engage with an application for project based  learning is no easy task -- but my students jumped right in! To see the validity of their ownership of this digital project has already been eye-opening. Students are even asking when we can work on the project again! I will certainly have more of a final reflection once all students have completed their videos and are ready to present.