Course 1 Final Project: Local Products

Please find my Course 1 Final Project here.

Why did you choose this topic? These standards?

This unit was originally called For the Love of Chocolate from the IPC social studies program. We only focused on one local business and this year we decided to branch out and have students explore several different types of businesses in Lagos. The ISTE standards selected for this unit include the following:

  • 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 
  • 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

These standards were chosen because second graders were collaborating on a digital project in order to get the attention of the mayor of Lagos and share the effects that bad roads, inconsistent electricity and border shutdowns had on local businesses. They were asked to choose any of the taught technological tools to make their final project. Students were allowed to use Explain Everything, Adobe Spark Video, Chatterpix, and Book creator to create their part of the project.

If you revamped a previously created learning experience, what have you changed and why? What’s been added and/or removed? Why?

 As a team, we revamped the unit to include relevant connections to our local economic community along with our community connection to chocolate. We decided to reach out to four other small local businesses in Nigeria including the following:

  • White and Brie Greek (yogurt)
  • Kalabari Gecko (Nigerian produced chocolate)
  • Shekudo (traditional Nigeria clothing and accessories)
  • All-Natural Gang (organic products such as coconut oil, and honey)
  • Suraj’s Art Gallery (batik print and designs)

From these local business interviews, students were able to see the troubles that local businesses face in order to produce and sell their product locally.  They were able to come up with ways to create change and advocate for these local businesses.

How was this learning experience (unit plan) different from or similar to other learning experiences (unit plans) you have designed?

This unit plan was different because we called on the local community to come in and share their experiences as local entrepreneurs within Lagos.  The students made real-world connections and took an active role in this project-based learning project:

How can they help local businesses to satisfy their needs and wants within the local community?

This unit is similar to other ones I have taught because I always try to make relevant connections to students’ learning experiences.

How does this learning experience (unit plan) relate to what you learned in Course 1?

This unit plan relates to what I have learned in course one because it focuses on the importance of making sure the learning is relevant to students’ lives as Kim Cofino mentions in her article, 3 Steps to Transforming Learning in Your Classroom. We brought a WICKED problem from the local community and students thought of ways to solve it.

As a team, we also looked at the SAMR model and pushed for our students to redefine their learning.

What has influenced you the most in Course one and how is that reflected in your learning experience/unit plan?

  • What has really stood out to me in this course is to use PLN as a way to connect, be inspired and push our instructional practices to be more tech-savvy. As a grade level team, we sought out resources on Twitter to discover ways students can go beyond just learning about how needs and wants are met. We connected with our personal networks within the school and the local community to bring this unit together. This is one of the biggest influences that this course has made in my life. I am pushing myself to connect with other teachers and experts, both locally and afar in this unit.

What outcomes do you hope to see when students complete this learning experience/unit?

I hope that students are able to realize that they can make a difference if they speak up for a common good. Many of my students have already been asking, “Do you think that the Lagos mayor will answer our plea?”. I want students to know if they speak up for a good cause that change is possible.

If you facilitated this experience, how did the learners respond to it? What feedback did you collect to inform future experiences?

I am currently working with my students on completing the final project of this unit. Unfortunately, right before beginning to work on the group questionnaire, we were asked to close the school because of COVID-19. I anticipate students completing the project this week and we will put all of the projects together using BookCreator. I hope to share the results with the mayor of Lagos via Twitter. Next year, we would like to tie this Social Studies unit with our Persuasive Writing unit so students can write letters to government officials and sway them to create change in the local community.

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  1. Saadia

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