Water Project Plan
Andover Middle School 6th and 7th grade students from the USA and students from "The Schoolmaster" in Trikala, Greece will be part of a cross-curricular project centered on the water supply issues in Nairobi, Kenya.
The areas of focus are outlined below:
6th and 7th grade math students will investigate the following areas:
Families in Nairobi spend 30% of their household income on their "dirty" water (per our source in Nairobi). What is their household income and what is 30% of that? What % of our income do we spend on water in the US?
Compare scale drawings of students' houses to the typical "house" in Nairobi and find the approx. square footage/person in both Nairobi and the US. (7th grade only)
Calculate the cost of "clean" bottle of water when a Life Straw is purchased.
Students will also investigate other implications and areas of interest based on student/group choice.
Students will be collaborating to design, create, and build water filters using supplies that could be easily found in Nairobi. Students will interact with (in person or via Skype) experts in water services, engineering, and inventors as they work to create their water filters. Upon completion, the group that creates the filter that best cleans the water will Skype with the class in Nairobi and teach them how to build their filter.
Students will watch a video from a missionary who went to Africa.
https://www.youtube.com/watch?v=XmH3U39mZ88 It clearly shows what life is like for children in Africa.
We will then discuss facts about water in developed and developing countries using a PowerPoint to help facilitate discussion. This will compare the lives of our students to those living in areas with the water crisis.
The final step will involve labeling a map of Africa with the countries who are suffering a shortage or scarcity of water. We will also label the water sources that are available in the area of these countries. The students make some predictions as to why these areas are suffering from these issues and possible solutions they may want to think about to help. This will require them to look at the geography of the area and analyze using previous knowledge about geography.
Students will be communicating with a class in Greece, informing them about what we are doing, thinking, questioning, and also sending pictures. The class in Greece will post these communications to a blog/website they are creating for the project.
Students will interact with a guest speaker about how contaminated water affects our bodies, and how it would affect us differently than if we lived in Nairobi and were more exposed to it.
If students decide to find solutions to send Life Straws to the school in Nairobi, art students will decorate the exterior packaging of each life straw with pictures/art about Kansas, the US, or wishes from one student to another.
-Brainstorming ideas for the project title
-Designing project logo
-One student crafted the letter to parents with project overview
English as a Second Language (Greece's Project)
Students from Greece will create a story illustrated with their own pictures. The story will be the whole project, how it started, how schools decided to collaborate and how kids were motivated to help the school in Nairobi.
Plus they will create mini video advertisements to support the water project.
*As indicated within the Language Arts description, we have and will continue to collaborate with Skype Master Teacher Iro Stefopoulou’s English Language Learners class in Greece. They have offered to build and manage a blog/website about the project, and collaborate with our students on the content of the site. This class has also met with the class in Nairobi via Skype.
*Because this project is designed to be teacher facilitated and student-driven, we expect unpredictable directions/focus areas/outcomes of the project as well. Students will reflect on, communicate, and collaborate about essential questions throughout the project and across the curriculum.