Project Description
Just like gray whales, monarch butterflies, rainbow trout, and hummingbirds, people migrant for survival. Our previous project explored the motivations to migrate, as well as the obstacles that hinder these animals. We hope to build on this learning with a social justice lens on immigration within the San Diego area. As we learned in our previous project, for over 10,000 years, the Kumeyaay Indians migrated throughout the diverse local habitats for food and shelter depending on the season. The first major immigrant group to this area of the country was the Spanish by way of Mexico, settling and forming missions in the 1700s. Over the next 300 years many immigrant groups settled in San Diego, adding to its rich diversity. There are many wonderful stories to learn, as well as difficult stories of obstacles that various immigrant groups have faced since settling here in San Diego County. This project will aim to collect and learn from these stories as we unpack a complicated issue that continues to face our country.
learning objectives
mini-exhibition: Poetry Breakfast
Poets learned about metaphor, personification, hyperbole, symbolism, rhythm, and using white space. They had time to explore these poetic devices, and then applied them to express their feelings and thoughts about what they have learned about immigration. Here are some examples, some that send shivers down my spine as well as capture the journey and wondering associated with immigration.
If we wish to create a lasting peace we must begin with the children. - Mahatma Gandhi
Time to Take Action
Exhibition
Previously, before we started talking about Immigration, we learned about the diverse habitat surrounding San Diego and the many animals that migrate to/ from and through the San Diego area. Our essential question was the same, but our content was different. And yet a similar story of immigration played out with obstacles (or barriers) at every step of the migration journey for gray whales, rainbow trout, monarch butterflies, and hummingbirds.
Essential Question
What is our moral obligation to our community as a citizen?
Why do animals migrate? Why do people immigrate?
What barriers hinder or prevent migration? How can we mitigate those barriers for animals and people
What barriers hinder or prevent migration? How can we mitigate those barriers for animals and people
Students collaborated to publish nonfiction writing for our upcoming book, entitled Migration: A Collection of Writings About Overcoming Barriers. Please see our published work below, including our scientific sketched and migration map models.
We have chosen to focus more on the student's learning process throughout the project rather than the final products. We made this conscious effort to exhibit the process in order to highlight the heart of project based learning: learning through active exploration of the world around us and working together to create new understandings using skills developed in reading, writing, mathematics, science and social studies.
Our Trout in the Classroom program was led by Mrs. Lee in the Science Lab. Through hands-on science labs and field work students learned about the endangered Southern California Rainbow Trout, their environmental needs, and how to care for and raise trout in our own classroom.
We have chosen to focus more on the student's learning process throughout the project rather than the final products. We made this conscious effort to exhibit the process in order to highlight the heart of project based learning: learning through active exploration of the world around us and working together to create new understandings using skills developed in reading, writing, mathematics, science and social studies.
Our Trout in the Classroom program was led by Mrs. Lee in the Science Lab. Through hands-on science labs and field work students learned about the endangered Southern California Rainbow Trout, their environmental needs, and how to care for and raise trout in our own classroom.
Student Work
Students researched about four animals that migrate through or within San Diego: Gray Whale, Rainbow (or Steelhead) Trout, Rufous Hummingbird, Monarch Butterfly. As students conducted their research, they took notes and create a model of the migration along with obstacles that threaten the animal's migration.
peer critique
Students used a peer critique protocol to celebrate and help improve each other's scientific animal sketches.
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Desmond was able to use feedback from the critique circle shown in the video to complete a forthcoming third draft. This recording sheet allowed Desmond to write down the critique he received and then reflect on how he plans to improve his work. Ultimately, the decision belongs to the artist. Visit our exhibition on March 21st from 5:30-6:30PM to see Desmond's work along with the rest of third grade's sketches and project work for Great Migrations. High Tech Elementary North County, 1480 West San Marcos Blvd., San Marcos, CA 92078.
field work
VOICES
3rd Grade, Fall 2016
Student work
Students used pastels to create their self-portraits. Each portrait is bordered by important numbers about the artist. In addition, they recorded their oral stories about their identities and cultures.
A Call to Action
3rd Grade, 2015-16
During this project students studied the actions of historical and present-day advocates through oral story-telling and texts. They heard and read stories of those that have been victims of prejudice and social injustices. They completed field work in Chicano Park and the Museum of Man to study the Chicano culture and learn about mural painting, and study the history and culture of the native Kumeyaay Indians. Students wrote their own stories of small moments of injustice while breaking down statistics that corroborate the inequities within our society. Their writing piece concludes with a call to action. In addition, students used music, clay and paint as a medium to express their own identities and cultures, culminating with class remixes of notable socially conscious songs and a grade wide mural.
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identityStudents will understand the multiple facets of their identities, know where those traits come from, and feel comfortable being themselves in a diversity of settings.
Project Essential Question: How can I be proud of who I am and celebrate others? |
diversityStudents will recognize the diversity of people in the world, be able to identify differences and commonalities, express interest in the lived experiences of others and develop genuine connections with others. We learned about other cultures through conversations, guests, field work, interviews, and stories. |
justiceStudents will be aware of bias and injustice, both individual and systemic, will understand the short and long-term impact of injustice, and will know about those who have fought for more fairness and justice in our world.
We completed an investigation into the diversity of our classroom library. Our investigation question was: How diverse is our classroom library? |
ActionStudents will feel confident that they can make a difference in society and will commit to taking action against bias and injustice even when it is not popular or easy.
Project Driving Question: How can I, as an agent of positive change, advocate for social justice within my community? Anti-Bias Framework courtesy of http://www.tolerance.org/ |
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