Since returning from the latest professional learning days, Sam and I have been trialling numerous Charles Lovitt, Doug Clarke and Peter Sullivan activities. Through our Indonesian teacher, our school became involved in the Global 6K walk for water initiative. Our students were really engaged in the idea of it but I felt they didn’t truly have the perspective of how far 6 km was.
I had the flower analogy and work of Charles Lovitt in my head as I developed this prompt.
Multiple methods
Students were using Fitbits and testing. Using measuring tapes, trundle wheels, estimating, measuring one distance and using multiplicative thinking, using connections with cross country laps and using Google Maps.
Reasoning
Students were active in designing and justifying that the trip was 6 km all up. This was done through pictures, maps and calculations.
Relevant context
The Global 6k walk was a focus of discussion at our school through our Indonesian studies and BQT (Big Question Time) links to geography and civics and citizenship. Our whole school walked a 6 km circuit throughout the week and fundraiser.
Tech
Some students went straight to Google Maps and began mapping out the journey. It was interesting to see how they were determined to go to locations they thought she would like eg. The students house, the shops, cafes etc.
Prior knowledge
Students used their own knowledge to source appropriate tools and how to use them. It was interesting to see the difference in understanding of how far 1 km was and linking time and effort to the distance. They used prior knowledge to estimate how far familiar land marks within the school and around town.
Thinking
Students were active in designing their own methods and testing. The task enabled them to go anywhere. They soon began thinking about where she would go and if she could get back within the 6 km. The discussion around distance and time provided meaningful context connecting the experiences of people having to walk that far just for water.
