Telecollaborative Enotebook

Ransome Nfor
MA in Educational Technology
Azusa Pacific University

God First!
 Table of Content
Every Day is Earth Day
● Project description
● Project Timeline
● Objectives
● Background
● Implementation Plan
Day 1
Day 2
● Learning Experience
● Student Work
● Web Capture
(OF)2 Our Footprint Our Future
● Project description
● Project Timeline
● Objectives
● Background
● Implementation Plan
Day 1
Day 2
● Learning Experience
● Student Work
● Web Capture
Water is Life
● Project Description
● Project Timeline
● Objectives
● Background
● Implementation Plan
Day 1
Day 2
● Learning Experience
● Student Work
● Web Capture
● Global Implications of the Global Learning Projects

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Every Day is Earth Day
Project Description
The problem of saving the Earth is the most important nowadays. Participants are
invited to this project in order to show real activities in the protection of the air,
water, plants, and animals. All the work are submitted to the project coordinator
and is published all year round.
Students use their background knowledge of the problem to design activities that
have a goal to educate the world about this problem or to propose solutions to the
problem.
Every Day is Earth Day

Project timeline
This project was carried out on two different days during a 50 minutes period.
Objectives
- Students should be able to identify the problem
- Students should be able to design an activity to solve the problem
- Students should write out essays or poems that create an awareness of the
problem
ISTE Standard
3. ​Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.
4. ​Innovative Designer
Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
Common Core Content Standards
Writing
CCSS.ELA-LITERACY.W.5.7​:- Conduct short as well as more sustained
research projects based on focused questions, demonstrating an understanding of
the subject under investigation.

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CCSS.ELA-LITERACY.W.5.7​:- Draw evidence from literary or informational
texts to support analysis, reflection, and research
​Speaking and Listening
CCSS.ELA-LITERACY.SL.5.5​:​- ​Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.

Background
Prior to this project, students would have had a class on pollution in the previous
grade and would have discussed the various forms of pollution and methods to
combat it.

Every Day is Earth Day: Implementation Plan

Day 1- ​April 2, 2019
Time Teacher Activities Student Activities
10mins Teacher assigns the Students research
question ‘​what is information on pollution
pollution’ in google and write their key points
classroom.
10mins Once students have Students exchange ideas
written down their on the topic
thoughts, Teacher pair-up
students
10mins Teacher asks the student Students do a quick
this question ‘​What are research and write down
practical solutions that simple measures to
can be implemented to combat pollution
reduce pollution?’

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 15mins Teacher coordinates a Students propose what
classroom discussion on they think could be done
the topic. to solve the problem

5mins Teacher suggests Students write down the

activities such as poems, list of activities to be
essays, community chosen from
service, video and
drawing to students to
choose from and write
down what they think
could be their
contribution to solving
the problem.

Every Day is Earth Day: Implementation Plan

Day 2: ​April 10, 2019

Time Teacher Student

10mins Teacher gets the student Students remove their
ready to expose and activities carried out to
discuss what they created Save the Earth
40mins Teacher have students Students one at a time,
present their activities to talk about their solutions
the class. to ‘Saving the Earth’.

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Every Day is Earth Day: Learning Experience

Before Prior to Day 1 of this project, I was not

too sure of how much content on
environmental pollution the students
had. I started by asking them a series of
questions on ‘global warming’ and
‘carbon footprint’. Had the students do
some research on these topics.
During During the project, I had student write
short essays and google slides
presentation on topics such as
pollution, carbon footprint, and global
warming. This enabled the students to
have a mastery of the problem before
having to deep dive into the possible
solutions. Students carried out a variety
of activities such as drawings, google
slide presentations, community service,
poems. These were activities meant to
encourage/discourage or to sensitize
our community on the need to do
something about this our mother Earth.
After At the end of the project, students had
the opportunity to expose what they
individually carried out. I really like the
fact that students felt concerned by this
problem and one could tell with the
message they conveyed through their
various activities. I designed a section
in my classroom for some drawings to
be posted there.

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Some Activities Carried out by students

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Poeme
Warning beauty

1. Ignorance blooms like the roses in Spring filling our nose with sweet scents
2. Pride grows as tall as Sequoia trees hiding our sky with all its bright green
leaves
3. The lack of interest flows through our head like a river without end
4. But
5. Roses can be deceiving
6. Trees can be misleading
7. Rivers can be menacing

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 8. There beauty making us go blind
9. The deceiving beauty of a rose
10. Covers the gruesome touch of its thorns
11. Just like how the government's power leads us to believe Global Warming
isn’t as sour as we are told
12. The misleading trees
13. Cover the view of our baby blue sky with there bright green leaves
14. Blinding green leaves covering the other side we decide to conceal
15. The side we refuse to reveal
16. Then see the other side the side our children breathe
17. Toxins that slowly infects them just like how the beautiful bright green
leaves mislead you
18. The menacing rivers
19. The cry of an endless river
20. Plays like a broken record in our ears playing the same cry for help we’ll
hear in years
21. Playing until you finally realize it's a cry for help
22. A cry for help you didn't hear soon enough
23. Those deceiving roses now ash
24. The misleading trees now have gone
25. The menacing river now silent and dry
26. Now the only cries come from the children who lie there dying
27. Playing like a broken record
28. Until we realize we're too late

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 (OF)2 Our Footprints, Our Future
Project Description
“(OF)2: Our Footprints, Our Future!” is an international initiative that encourages
students to make resolutions to do good for themselves while taking care of their
community and environment that can change the lifestyles and result in promoting
earth-friendly habits and deeds in their everyday lives. Youth from around the
world use online tools and calculators to measure their carbon footprint and
mobilize other youth by drawing their attention towards environmental issues and
participate to create a healthy, sustainable environment.

Through the (OF)2 project, students can input data about their lifestyles into a
unique online youth calculator developed by Zerofootprint.net that has been
adapted to recognize different cultural and socio-economic settings, housing,
modes of transportation and food consumption. Students discuss how their lifestyle
affects climate changes around the world.
Our Footprint Our Future

Project Timeline
The project took place on April 28 and April 30, 2019 for two 50mins periods.

Objectives
- Students will research and inform themselves on the concept of Carbon
footprint.
- Students will develop simple day to day solutions to reduce their carbon
footprint.
- Students will develop methods to educate their community and peers on the
danger of high carbon footprint.
ISTE Standards
3. ​Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.

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4. ​Innovative Designer
Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
Common Core State Standards
Writing
CCSS.ELA-LITERACY.W.5.7​:- Conduct short as well as more sustained
research projects based on focused questions, demonstrating an understanding of
the subject under investigation.
CCSS.ELA-LITERACY.W.5.7​:- Draw evidence from literary or informational
texts to support analysis, reflection, and research
​Speaking and Listening
CCSS.ELA-LITERACY.SL.5.5​:​- ​Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
CCSS.ELA-LITERACY.SL.4.5:-​Add audio recordings and visual displays to
presentations when appropriate to enhance the development of main ideas or
themes.
Background
Prior to participating in this project, students must have had a lesson on air
pollution and done relate it to their everyday activities. Student can relate the
notion of carbon footprint to real-life examples.

Our Footprint Our Future: Implementation Plan

Day 1
April 28, 2019
Time Teacher Student
15mins Teacher puts the question Students research and
‘​What is Carbon write down a summary of
footprint​’ in google their findings.
classroom prior to the
start of the project.

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 25mins Teacher engages students Students participate in
in a discussion on the the discussion through
topic Carbon footprint the exchange of ideas
based on their findings
and prior knowledge.
10mins The teacher gives the list Students take note of the
of possible activities to list of activities and will
be carried out prior to choose one to carry out
Day 2 prior to Day 2.

Day 2
April 30, 2019
Time Teacher Student
10mins The teacher asks students Students get ready by
to take out their project removing their project.
and get prepared for a
presentation.
30mins The teacher leads the Students actively
exposition of the participate by talking
activities carried out by about their work.
students. Each student
will have 2-3mins to talk
about their contribution
to the problem.
10mins The teacher collects Students turn in their
projects such as drawings work if not already done
and any other artifact. so via Google classroom.

Learning Experience

Before Prior to this project, students had an

idea of what carbon footprint was all
about. I asked the students to

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 brainstorm and write down activities
that could be affecting their carbon
footprint.
During Together with the students, we discuss
the meaning of carbon footprint and
activities that contribute to each
individual’s footprint. Students
participated in the project through
activities such as drawings, poems,
essays, community activities, etc. They
had to participate by choosing one
activity to help sensitize their
community (especially the school
community) on the need to reduce the
carbon dioxide emission into the
atmosphere. Students made individual
resolutions to help curb their carbon
footprint.
After Students presented their work to the
entire class and explained the
motivation behind their choice. Some
students who had drawings explained
the meaning and the interpretation of
the drawings. Also, students explained
how they relate to the project and what
were their take-aways. I exposed
students’ work in my classroom

Some Activities Carried out by students

Poeme​: Grow Up Globe-Get Smart

Warm weather- change is here

Extreme weather events near

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 Sea levels rise

Droughts surprise

Food crops under strain

Animal species driven to extinction- HURTS MY BRAIN!!

Plant species driven to extinction-lame!

The time to fight is now

Let’s make a vow!

Like our lives depend on it

Because they do-let’s admit

Over 7 billion people on planet Earth

What’s that worth?

What can we do?

Renewables!- I tell you!

Solar, Photovoltaics, Geothermal, just to name a few

Hydropower, Wind, Wood & Wood Waste, there’s a whole slew...

Fossil Fuels will die out anyways

Time to embrace new days!

Those fossil fuels are the reason Global Climate Change is a blaze

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 And then, there’s your own carbon footprint, have you heard about it?

It’s what you are personally doing each day, it’s time to commit!

You, yes little ol’ you, are creating greenhouse gases

So, don’t be like the masses.

What can you do to minimize it?

Please, for human kind, don’t be a twitt!

Eat less meat & drive less

Don’t buy that fast fashion mess

Be a garden planter

Eat local, eat organic... is some banter.

Clothes that you line dry,

Please, please…

Won’t you give it a try?

Mother Earth NEEDS this type of good guy.

All our futures depend

Will you commit to defend?

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Water is Life
Project Description
The Water is Life project enables students to work together, collaboratively and
constructively, across and between nations on an issue of global importance: the
health and sustainability of the world's water. ​Students collaborate globally to
achieve the aims of The United Nations Sustainable Development Goals to ensure
the availability of clean, healthy water for people and the environment.

Water is Life

Project timeline
This project will be carried on 2 different days for a period for a 50mins period.
Objectives
- Students will research and inform themselves on the concept of Carbon
footprint.
- Students will develop simple day to day solutions to reduce their carbon
footprint.
- Students will develop methods to educate their community and peers on the
danger of high carbon footprint.
ISTE Standards
3. ​Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.
4. ​Innovative Designer
Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.
Students:

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United Nation Development Sustainable Goals
6.​ ​Ensure availability and sustainable management of water and sanitation for all
14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development.
Common Core State Standards
Writing
CCSS.ELA-LITERACY.W.5.7​:- Conduct short as well as more sustained
research projects based on focused questions, demonstrating understanding of the
subject under investigation.
CCSS.ELA-LITERACY.W.5.7​:- Draw evidence from literary or informational
texts to support analysis, reflection, and research
​Speaking and Listening
CCSS.ELA-LITERACY.SL.5.5​:​- ​Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
CCSS.ELA-LITERACY.SL.4.5:-​Add audio recordings and visual displays to
presentations when appropriate to enhance the development of main ideas or
themes.
Background
Prior to participating in this project, students must have had a lesson on the
qualities of good water and water purification.

Water Is Life: Implementation Plan

This project was carried out on May 20 and June 4, 2019
Day 1
May 20, 2019.
Time Teacher Student
10mins The teacher posts the Students do research on
question “​What are the and write down a
qualities of drinking summary of their
water” findings

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 20mins The teacher coordinates a Students participate
discussion on the by giving their ideas and
qualities of good water expanding their thought
and will extend the based on other’s ideas
discussion to include
possible ways that this
quality could be
reduced/enhanced
10mins The teacher introduces Students do research to
the students to the United familiarize themselves
Nations Sustainable with these goals and then
Development Goal # 6 will brainstorm on an
and 14. action plan they will
Then the teacher will ask carry out to contribute to
them to identify any attaining these goals.
personal activity they
think could help attain
these goals and then write
down an action plan prior
to Day 2.

Day 2
June 4, 2019.
Time Teacher Students
5mins The teacher asks the Students get ready by
students to take out their taking out their action
action plans plans
45mins The teacher gives each Each student exposes on
student a couple of their action plans and talk
minutes to talk about about the motivation
their action plan. behind their choice

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Learning Experience

Before We talked about water, its properties,

the role it plays in human life. I had
students brainstorm and write down the
various ways they use water for daily
activities. We discussed about the ideas
brought up.
During Students researched about water bodies
around them and made the choice on
which one to visit. We discussed the
importance of maintaining clean water,
the importance of cleaning the water
bodies around us. Students visited their
chosen water body and through
observations, collected data and
pictures. Students were to identify
problems they observed with the water
body and suggest possible solutions to
the problems. Some students wrote
essays while others drew posters.
After Students reflected upon their
accomplishment and shared their
experiences. I exposed students’ work
and shared it with other teachers.

Some Activities Carried out by students

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Some Presentations
Presentation 1
Presentation 2

Global Learning Implications.

The three projects my classroom participated in, were ​iEARN​ projects with at least
26 countries taking part. The projects had forums for students to connect and
collaborate with each other. Each student posted their action plan and resolution on
the forum and they could both view each others’ posts. I shared my classroom’s
work with other classrooms and had my students see what other classrooms around
the world were able to produce. For example, I had my students view images of
how students celebrated Earth Day in other parts of the World (Morocco for
example).

All the projects we participated in, were addressing issues if global concerns and
students could see how it applied to their context. ​Every Day is Earth​ and ​Our
footprint​ talked about taking care of the Earth and students understood that it
could only be achieved if everyone collectively took the responsibility to
contribute to solving the problem. Water is Life addressed the United Nations
Sustainable Development Goal #6 and 14. My students related to the project by
comparing their accessibility to clean water with those of students from other
countries especially the developing ones.

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Every Day is Earth Day: Ocean Pollution�Marine Waste Disposal | iEARN Collaboration Centre

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Every Day is Earth

Day: Ocean About/Resources
Pollution Marine
Waste Disposal Title: Every Day is Earth Day: Ocean Pollution Marine Waste
Disposal
Home
SUMMARY
About/Resources People should take care of their Mother Earth. Join us to share what you are doing to protect the Earth.

Hello:

If you are interested in ocean pollution marine waste disposal project cooperation.
Please register by the link bellow:
https://docs.google.com/forms/d/e/1FAIpQLSfHXTXB-
JQ8wVHTpGxdWOWsCIYGEwUapdUmnzZ30dl_PKPo7w/viewform

DESCRIPTION
The problem of saving the Earth is the most important nowadays. You are invited to this project in order to
show your real activities in the protection of the air, water, plants and animals.  All the works may be
published during all the year.

FACILITATORS

LANGUAGES
English

STUDENT AGE LEVELS

5-11 (Primary), 12-14 (Middle), 15-18 (Secondary)

DATES
Sep 01 2018 - August 31, 2019

POSSIBLE CLASSROOM ACTIVITIES

1.Students write short essays “Save the Earth” or poems related to this problem. They take photos, create
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Every Day is Earth Day: Ocean Pollution�Marine Waste Disposal | iEARN Collaboration Centre

drawings, videos where they really help to protect the environment.

2.Focus on World Oceans Day and  PlasticBagFreeDay

3.Post How your country or school reduce plastic using

EXPECTED OUTCOMES
Word Art, power point presentation, films, booklets, blogs, discussion in the forum.

GROUP CONTRIBUTIONS TO OTHERS AND/OR THE PLANET:

Students from different countries understand the importance of saving the Earth, and share there activities
related to cleaning it. It's necessary to help our students to understand well the importance of the problem
and that they can do a lot for saving our Mother Earth.

CURRICULUM AREA
Geography, Biology, English, outdoor activities.

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OF2 - Our Footprints, Our Future | iEARN Collaboration Centre

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OF2 - Our
Footprints, Our About/Resources
Future
Title: OF2 - Our Footprints, Our Future
Home
SUMMARY
About/Resources This project is all about reducing our Carbon footprint for a better world to live.

DESCRIPTION
“(OF)2: Our Footprints, Our Future!” is an international initiative that encourages students to make
resolutions to do good for themselves while taking care of their community and environment that
can change the life styles and result in promoting earth-friendly habits and deeds in their everyday
lives. Youth from around the world use online tools and calculators to measure their carbon
footprint and mobilize other youth by drawing their attention towards environmental issues and
participate to create a healthy, sustainable environment.

Through the (OF)2 project, students can input data about their lifestyles into a unique online youth
calculator developed by Zerofootprint.net that has been adapted to recognize different cultural and
socio-economic settings, housing, modes of transportation and food consumption. Students
discuss how their lifestyle affects climate changes around the world.

FACILITATORS

LANGUAGES
English

STUDENT AGE LEVELS

12-14 (Middle)

POSSIBLE CLASSROOM ACTIVITIES

Students can do research for their project as many are not very much aware on the carbon
footprint concept.
•Discuss and make some earth-friendly resolutions with your families and create a plan.
•Students can create posters showing their care for planet Earth

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https://iearn.org/cc/space-2/group-126/about[4/23/2019 1:15:24 PM]

OF2 - Our Footprints, Our Future | iEARN Collaboration Centre

•Students can create videos and presentations showing the effects of carbon emissions into the
atmosphere and the changes it brings about in our day to day lives.
•Students can collaborate with other learners around the world on the iEARN project discussion
forums.

EXPECTED OUTCOMES
The goal of this project is for one million students to work together to collectively reduce their
(CO)2 emissions.
Creating Awareness among young generation to reduce carbon foot print and make world worth
living.

GROUP CONTRIBUTIONS TO OTHERS AND/OR THE PLANET:

It promotes the policies designed and described by United nations for safe and secure
environment for the future generation.

CURRICULUM AREA
Science, Social Science, Language Arts

RELATED LINKS
OF2 Website

Carbon Footprint Youth Calculator

Flash overview of the project

Project Plan for grade 10 from South Africa

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SEARCH TERMS

NEWS & EVENTS

PROFESSIONAL DEVELOPMENT

PARTICIPATING COUNTRIES

International Education and Resource Network

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Water is Life | iEARN Collaboration Centre

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Water is Life
About/Resources
Home
Title: Water is Life
About/Resources
SUMMARY
Please note: It is important that you read the Water is Life Project Description and UN Goals,
Research and Collaboration Timeline and Guidelines for Activities - 2019 in the folder Project
Group Facilitators Description, Timeline and Activity Summary before you start the project.

The iEARN Water is Life project will bring students into active research and action-oriented
Gary Lewis collaboration  concerning water as the vital essence of life.
Rob King
Taking the United Nations Sustainable Development Goals 6 and 14 as their inspiration and their
Bob Carter focus, students will work within their school and with schools across the globe to study, research
and share as they develop an understanding of the Goals and cooperatively develop ideas and
Virginia King strategies to play their part in the meeting of the Goals.

Students will be encouraged and supported in the development of their learning, their cooperation
with their classmates and students in schools around the globe and in turning their research into
ideas they can take to the community: local, national and global.

DESCRIPTION
The Water is Life project enables students to work together, collaboratively and constructively,
across and between nations on an issue of global importance: the health and sustainability of the
world's water. 

Students collaborate globally to achieve the aims of The United Nations Sustainable Development
Goals to ensure the availability of clean, healthy water for people and the environment.

The iEARN Water is Life project brings schools together to collaborate in active research,
reflection, planning and in community action in relation to the United Nations Sustainable
Development Goals #14 and #6 pertaining to the sustainability and health of the world's water.
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Water is Life | iEARN Collaboration Centre

Students work at a team or class level on a chosen UNSDG and topic, posting their research to
the forum. 

Each student is asked to work out their individual goal to help achieve the SDGs and these are
also posted to the forum.

Each school then conducts a Community Action Day through which they bring the results of their
work to a wider audience.

FACILITATORS
Gary Lewis, Australia

Rob King, Australia

Bob Carter, Australia

Virginia King, Australia

LANGUAGES
English

STUDENT AGE LEVELS

5-11 (Primary), 12-14 (Middle), 15-18 (Secondary)

DATES
February 2019 - June 2019

EXPECTED OUTCOMES
Students will:

Identify an area of concern arising from their collaborative study of the United Nations Sustainable
Development Goals and

Identify the point where they can make a difference and

Develop a Community Action Plan.

These action plans would be take the form of:

Individual - deciding what you can do and acting upon it and

Community - deciding what your school can do and acting upon it.

GROUP CONTRIBUTIONS TO OTHERS AND/OR THE PLANET:

Students will work within their school and with schools across the globe to study, research and
share as they develop an understanding of the Goals and cooperatively develop ideas and
strategies to play their part in the meeting of the Goals.

SDG #6 - Clean Water & Sanitation

SDG #14 - Life Below Water

CURRICULUM AREA
Science, Environmental Studies
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