Facebook Twitter Gplus RSS

English as a Second Language (Greece’s Project)

Students from Greece will create a story illustrated with their own pictures. The story will be a presentation of the whole project through their own eyes. It will be the story of how and why the project started, how schools decided to collaborate and how kids were motivated to help the school and its students in Nairobi. They will also participate in creative writing workshops.

Plus, they will create mini video advertisements to support the water project and raise awareness.



Journalism/Yearbook (Publications)

-Brainstorming ideas for the project title

-Designing project logo

-One student crafted the letter to parents with project overview



Published on January 19, 2015, by in Art, Subjects.

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.



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.


Language Arts

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.


Social Studies

Students will watch a video from a missionary who went to Africa.

Click HERE to watch the video

 It clearly show​s 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 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.



Published on January 19, 2015, by in Maths, Subjects.

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.


Essential Question Ideas


The Water Problem

Teacher Tyson explains more about the water situation in Havilla and Kibera slum…