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STEP 1
This project started with the challenge of writing a submission for
funding made available by Warringah Council for grants of up to $2000
under the Schools Catchment Education program. The submission tied
together past and present school environmental activities, a desire
to acknowledge and support volunteer environmental school and
community groups in the area, the classroom teaching and learning
program and the innovative educational use of Information Technology.
Some staff members were most helpful with information and possible
contacts when they became aware of the quest (thanks Carole).
The ultimate challenge was to outline a financially viable project that could be physically managed with a class of twenty-eight students ranging from 7 to 10 years of age (and in classroom-speak, ranging in size from '2 watermelons' to '6 watermelons', but that's a "Fruit and Vegetable Market" story!) The motivating factor was the flash of inspiration that created the acronyn and metaphor CROAK. The next challenge was articulating the project management.
Click here if you are considering participating in an environmental project or competition.
STEP 2
Whilst waiting to hear if the submission was successful, preliminary
classroom teaching and learning activities were implemented, because
the class would need to swing into action if the grant was approved,
and the classroom program would not be artificially interrupted if
the grant was approved.
At this stage other staff members mobilized to develop an integrated
approach. The RFF teacher (Science and Creative Arts) programmed
'cycles' - the water cycle and the frog life cycle. Frogs became the
focus of the visual arts program, and soon the classroom walls were
festooned with amphibians (thanks Gillian). A minibeasts project was
researched and presented (thanks Angela). Reading group activities
incorporated the theme, and a wonderful collection of assorted books,
frog puppets and soft toys appeared in the classroom (thanks
Christine and Sandra). We learnt some frog songs and played
percussion to 'Tiddalick' (thanks Jay).
A Teachers' Aide very efficiently used the Warringah Council Internet site and telephone book to generate a list of possible school and community contacts in the event of our success, and provided a list of possible video camera purchases (thanks Delia). The CROAK Web site was established.
STEP 3
Our Grant application was successful (thanks Warringah Council). We
were invited to attend the presentation at the Council Chambers. A
small group of students was selected to accept the Grant and make a
speech. It was very exciting to attend an official function. (thanks
Leanne Anthony - Warringah Council, and thanks families of student
representatives)
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Video cam-corder |
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Technical assistance for video production |
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Excursion to catchment/Environmental Education Centre |
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Teacher assistance with excursion, and video and Web site production |
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Donation to local volunteer environmental group |
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TOTAL |
STEP 4
A video camera was purchased. Contact was established with Sharon
Kinnison from Narrabeen Coastal Environment Centre and an excursion
organized (thanks Sharon). The excursion was excellent (thanks
Gillian and Sandra) - apart from the fact that both Sharon and class
teacher had investigated the bushland catchment site the previous
weekend and devised a plan of action, and on 'THE DAY' Sydney Water
were flushing the water system for Guiardia and Cryptosporidium bugs
and the creek was flooded. Oh well...the best laid plans etc. (Thanks
Sydney Water!). The bus company and driver were most helpful and
cooperative for our 'Magic Waterbus Tour'. (Thanks Boomerang buses)
STEP 5
The excursion was followed up with a variety of classroom activities
- recount writing, illustrating, modelling etc. Working in our three
reading groups, and in spite of many of those usual classroom
interruptions such as District Track and Field events, Cultural
Festival rehearsals etc we finally produced an excursion report based
on the 3 creek areas - source, course, mouth (thanks Deirdre and
Sandra). This mindmap was used to help recount the excursion and
organise information.
STEP 6
CROAK Web site is constructed with student input so students gain
Internet skills and understanding, eg. using digital camera to record
images, typing text to be converted to HTML file, searching for
links, researching project information such as minibeasts.
The site was growing bigger, so another dedicated Web site was established to make the Project more public and keep it separate from students' classroom work. (thanks Aussie School House)
Manly Environment Centre invited us to a Catchment Awareness day at Manly Lagoon (thanks James) and contribute art work, so more painting, pasting, glittering and gluing ensued, as we investigated freshwater minibeasts (thanks Jenny - who can know recognise a 2mm minibeast up close and personal at A3 size!).
STEP 7
The theme 'Birds' was chosen as a focus for Term 4 activities to
encompass the
Salford
Project, an interactive exchange with a class at
Saint
Peters Primary School, Salford, Manchester, England and to tie in
with our CROAK Project. Work started on the video editing.
HARDWARE / SOFTWARE and other resources
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KLA |
IT / INTERNET |
TEACHING AND LEARNING ACTIVITY |
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English - Speaking & Listening |
preparing and presenting a speech for accepting our grant | |
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English - Writing |
Writing a report about the grant presentation | |
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Creative Arts |
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chalk frogs on black paper |
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S&T;/Creative Arts |
Community
Groups |
a frog outline was coloured by each student using Kidpix |
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S&T;/Creative Arts |
Community
Groups |
Australian frogs were researched in books and on the Internet and coloured with crayon for a pond collage |
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English - Writing |
Excursion recount writing | |
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English/Science |
WWWeb links Internet research |
Minibeasts projects |
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Creative Arts |
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Freshwater creatures 'blown up' to A3, painted and glittered, mounted on cardboard and stakes |
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Performing Arts |
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singing frog songs, untuned percussion accompaniment |
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