Summary
“Global warming, a hole in the ozone layer, toxic waste, widespread pollution. Environmental issues are not something that we should just sweep aside. The only way to make sure our planet survives is to tackle these issues head on. We will become environmental activists over the next few days. Your task as environmental activists is to take your knowledge of simple machines to design and market a new invention to help alleviate an environmental issue of your choosing.” After hearing the authentic task, the students were asked to design and market an invention to help alleviate an environmental issue of their choice using their knowledge of simple machines. After a brief review on simple machines the students picked their groups and chose which environmental issue to address. As a class we came up with a list of research questions that could apply to every environmental issue. Using the student generated research questions, the groups chose the issue and questions on which to focus. The students recorded their answers and selected which technology tool to use when creating their marketing advertisement: Pixie, Photo Booth, or Comic Life. In the student selected groups the students collaborated with one another to design their invention using their choice of technology: an iPad app (they could choose between 3 apps: Drawing Box, Drawing Free, or Concepts), or Pixie on the computer. The groups then made an advertisement marketing their inventions and were able to choose from Pixie, Photo Booth, or Comic Life to complete this task. In this advertisement the groups explained how their invention works, the price of the invention, and why people should buy it. The advertisements also had to reflect their knowledge on simple and compound machines. After the students finished their advertisement the final products were posted on our class blog for the public’s evaluation. The students concluded the lesson by completing a self reflection on our class blog.
TIPC Ratings
Students first constructed a list of questions to help guide their research. Then students used Brief.lys to research and synthesize information to address the authentic task of alleviating an environmental issue of their choice. During research students selected the most appropriate digital tools such as websites and videos to draw the information they needed. Afterwards,students interacted with and displayed their information in a form of a commercial using a digital tool of their choice.
Communication and collaboration occurred throughout this entire lesson. Students worked in small groups to research, invent, produce and share their creations as they posted their commercials/advertisements on their class blog for the world to get involved by commenting or voting. Furthermore, students reflected on their roles as communicators and collaborators while setting goals for future growth as they completed the Google Reflection Form.
Critical thinking and problem solving were exercised throughout this lesson. Students had to come up with an invention that would help solve their environmental problem and then choose the best digital tool to create an ad or commercial that would convince an audience into purchasing their product. The Google Reflection form helped students reflect on their roles as critical thinkers and problem solvers.
Students had to synthesize existing and self generated knowledge about their environmental issue during the research component and then had to collectively invent a product that would mitigate their issue. Not only did students have to come up with an innovative idea, they had to carry it out by creating a visual representation of their invention using the ipad, create an advertisement/commercial using a computer program of their choice, and then present their product to the community using the class blog.
