In order to introduce students to our project on hunger and the concept of unequal distribution, students were each given a paper bag filled with raisins. Some students had no raisins in their bag, some had 5, some had 10, and some had 50. We discussed how this made us feel. Students were then challenged to look for strategies and solutions to the problem of unequal distribution within our class. They decided to put all of the raisins together and then divide them equally.
Students decided what they wanted to know about hunger and each of my blocks came up with their own research criteria. Some research topics included what causes hunger, what resources are available to those in need, etc. In small cooperative groups, students decided which expert groups they wanted to join. Once in their expert groups, students researched their topic, developing a deeper understanding of one specific area of hunger.
They then shared the information that they gathered with their initial cooperative groups.
The next step of the process was for students to identify a need in our community based on what they had learned so far. Students decided that they wanted to create a resource for others that provided information on local organizations that provided food and necessary items to people in need. They decided as a group what information would be collected from each site and independently researched and collected data. They then organized this data onto a template.
The data that they collected was then transferred from the original document to the Mappler website. The Mappler website organized all of the data collected onto one website, creating a tool that members of the community can use to learn about the resources available that address issues of hunger. Hyperlink: By clicking on the map, the Mappler website will pop up. Briefly walk participants through the site, showing a few examples of student work.
From this activity, students were inspired to make a difference at our school. They identified food waste as a problem at our school that contributes to hunger. They interviewed their classmates to look for strategies and solutions to solve the problem and address the issue they had been researching.
Based on the information they gathered threw interviews, they realized that food waste was a problem that they could address at our school site. They found out that our school district had a program in place that facilitates the collaboration between school cafeterias and local food banks, where local food banks come and pick up any unused food from schools feed them to people in need.
They researched the program further, looking into the responsibilities of the cafeteria manager and identifying how they could be of assistance. They then composed letters to our cafeteria manager, sharing information that they learned about hunger and how he could help them to make a difference by participating in the LAUSD Food Donation Program.
Two of our students, our student council president and vice president, presented our letters to the cafeteria manager. He said that it was a problem that he had also noticed and he was grateful to them for finding a solution to the problem at our school. We are currently in the process of filling out the final paperwork for the program to begin at the start of our next school year.
Introduce the activity to participants. They will be acting as students in the classroom, simulating a shortened research process and creating a mappler site. The first part of this process will be the research. We have decided to focus on recycling resources in the local community. In the classroom, students would decide on a topic to research that interests them or that they see a need for: bike paths, walkability assessment, stores that offer healthy food choices, safe places to play, etc. Place online timer up on screen for participants to gauge how much time they have left to complete the task. Even if participants are not done in the time alotted, they can use whatever information they have collected on the Mappler site.
Place online timer up on screen for participants to gauge how much time they have left to complete the task. While the administrator is uploading the data onto mappler, other members of the group can possibly explore other applications for mappler, including public and not-so-public restrooms in NYC.
Using mappler to take action at the elementary level
USING MAPPLER TO TAKEACTION AT THEELEMENTARY LEVELJessica BradleyJulie HsuThe Ambassador School of Global EducationLos Angeles, CA
AGENDA Presentation of Mappler in the Classroom Mappler Simulation Participants will research and create their own Mappler site Reflection on Activity and Learning Question and Answer Period
USING MAPPLER TO TAKEACTION4th and 5th Grade StudentsThe Ambassador School of Global Education
Communicating IdeasPRESENTING AND SHARING THEIR IDEAS
Investigating the WorldCOMMUNITY WALK AND MAPPLER
Investigating the WorldRESEARCH FINDINGS AND DISCUSSIONS
Taking ActionOPPORTUNITY TO WRITE TO THE LOCALGOVERNMENT
INTERNET CONNECTION Network Name: Asia Society Password: globaled
RESEARCH PROCESS Use the information card at your table to log on to Edmodo Download the Research Template from Edmodo Review the categories and decide who will research which topic Use the link provided on the Edmodo site to visit the website of your designated company Research your topic and record data you collect on the template
MAPPLER PROCESS The designated administrator in each group will log on to the Mappler website using the link on the Edmodo page Type the company address in the Mappler search bar Click on a space close to the blue arrow and a red dot will appear Click on the red dot and then click “add new” Type the information that your group collected in the appropriate categories Click “submit” when you are finished
REFLECTION ON ACTIVITYAND LEARNINGLog on to EdmodoView the posted promptAdd a comment to share with others what you have learned and how it will help our students meet the ISSN Performance Outcomes