This lesson is for : Grade 3:
Summary
Through the student chosen text, Sadako and a Thousand Paper Cranes, students expressed desire to first make a paper crane, which was learned through their peers. Students then expressed a desire to challenge themselves to team together to make 1,000 cranes. As the numbers grew, the students began to wonder what they could do with all of the cranes they made. Research was done to identify an organization that would align most closely with themes in the book which resonated with students. Students chose Henrico Doctors Cancer Center, and made contact with representatives there via a series of emails to learn more about their mission and to make connections with their project. After several Skypes and face to face meetings with the hospital representatives, they learned more about the needs of the patients and the details of their physical space. During this process, students developed a website, which included various resources for patients. After installing the 1000 cranes in the halls of HDCC, the cranes were then donated to Camp Kesem through University of Richmond. At this camp, students led many breakout sessions teaching the campers how to make a paper crane.
NOTE: The organic, student-driven nature of this project-based lesson provided a platform for multiple connections across the curriculum developing multiple literacies throughout the duration. It is important to recognize that many elements included in this plan can stand alone, and therefore allow flexibility in terms of replication and time limitations.
TIPC Ratings
Research & Information Fluency
Rating: Ideal – Explanation: Throughout the lesson the students researched real world student generated questions through various mediums to gain a sense of empathy for the patients as well as what would be needed to help the patients in the clinic. They utilized online resources, participated in a Skype interview with experts (a nurse and prior cancer survivor), and utilized the knowledge gained from Sadako and a Thousand Paper Cranes. The students were then able to synthesize this information gained from their research to address their authentic task of How can we take the knowledge and skills gained through reading Sadako and a Thousand Paper Cranes to serve the community? Since this entire lesson was student driven the teacher used this opportunity to act as a facilitator guiding the students through the process. Students would hit a roadblock or have an idea, and the teacher would help the students arrive at their own conclusions addressing how to carry everything out.
Communication & Collaboration
Rating: Ideal – Explanation: This entire project began on communication and collaboration when 4 students were inspired to teach others how to make their first paper crane after reading Sadako and a Thousand Paper Cranes. From there, the paper crane project need effective communication and collaboration to make the cranes, build the website, and teach the campers at Camp Kesem. Students were in constant talk with their classmates on each aspect of the project to ensure its success. Throughout the process students were collaborating with one another while deciding the best digital tools to use for the project. They decided that the website was the best way to reach the widest audience. In addition, students took pictures and videos to help capture the process as well as teach their audience how to make the paper cranes. Each stage of the process lead to reflection through class discussions facilitated by the teacher.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: Students, on multiple occasions, needed to consider what a patient would want or need while receiving treatment that may help provide hope, which involves a higher level of thought and empathy. During the website development, students needed to analyze what Weebly offered and how best to use its tools to create an inviting and user friendly website. Students had to troubleshoot issues that arose with the website development as they arose.
Creativity & Innovation
Rating: Ideal – Explanation: Students took the information they learned through the lesson and combined it with their prior knowledge to develop their website, tutorial videos, and resources to benefit cancer patients receiving treatment at Henrico Doctor’s Cancer Clinic. The students were able to gather information through discussion with experts and through collaboration with their classmates to develop a website that could be used by cancer patients receiving treatment.
Student Artifact
Lesson Materials
