Telecollaborative eNotebook

Global Learning Projects:

Staying Healthy: 1/17-3/17

YouthCaN: 3/17-5/17

By

Marty Scarberry

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 Telecollaborative eNotebook

Table of Contents:
Title Page pg. 1
Table of Contents pg. 2
Staying Healthy GLP pg. 3
Staying Healthy Lesson Plan pg. 5
Staying Healthy URL pg. 6
YouthCaN GLP pg. 7
YouthCaN Lesson Plan pg. 9
YouthCaN URL pg. 13

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 Staying Healthy from iEarn
Telecollaborative enotebook
Staying Healthy
URL - https://iearn.org/cc/space-2/group-476/about
Contact Teacher/organization - Alema Nasim, Pakistan, iEARN Pk, Pakistan
Structures it uses are students will bring in food labels from home, and find out the
information it gives. This will help them figure out if the food they are eating is
healthy or not. They can use online tools to calculate calories.
Understanding MyPlate concept: Students will find out what they eat and
drink. They will understand their current eating habits that will help them make
healthier choices later on. They can use free web resources/tools to understand what
they currently eat and drink. Students will design their own intervention to improve
eating behaviors.
They will also Create Class Cookbook and Share. Each student will bring in
a recipe of a favorite food that is healthy and part of a well-balanced diet and
compile the recipes into a class cookbook including cultural history and importance
of that food in that culture. This book will be shared on forum. Students can plan a
class lunch and bring in samples of their favorite foods and enjoy a healthy lunch
together. Cultural Exchange- Sharing Food and Culture: Students will share their
class cook books with the global partners and learn about the importance and history
of food in other cultures.
The main purpose of the project is to make a global cook book of healthy
food recipes with cultural history and importance of that food. It will address the
standards from Social Studies, Health, History, Interdisciplinary, International
Studies/Global Issues, and Science. The global learning objectives are to help
students develop an understanding of healthy eating, and healthy life leading to
healthy planet.
My students and other classrooms will also share and discuss the types of
foods associated with their culture, traditions, and celebrations that feature foods
and food rituals that help them learn about cultures and groups. The project is
through iEARN Pk, Pakistan with hopefully with 1 to 2 class for 50 to 60 students. I
will register during 3rd Quarter of Life Science Human systems. The target date for
participating in the GLP is January 2017 and the target date for concluding the GLP
is March 2017.
The local and/or digital resources we need to participate in the GLP are food
labels from home, online tools to calculate calories, free web resources/tools to
understand what they currently eat and drink, bring in a recipe of a favorite food,
bring in samples of their favorite foods.

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A lesson plan is attached and later after I implement it I will save student work,
feedback and reactions for final presentation of projects in 526. The assessment will
be to discover if the students meet the learning and global objectives and what
would make this GLP better. I will also share if it was easy to implement, if it was
effective for students and if they would want to participate again. I and the students
will reflect on the experience.

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 Staying Healthy GLP Recipe Lesson
By Marty Scarberry

Objectives:
Students will learn about the artistic planning process.
Students will creatively illustrate their favorite recipe.
Students will reflect on their creative process using art vocabulary.

The Project:
This project is to help students with their Global Learning Project Staying Healthy
from iEarn.

You will be using the artistic planning process to plan out your final composition;
you may create a Process Journal or document your work in your own sketchbook.
Your process journal should include:

Cover- with name, cubby #, homeroom, project name

Project Info
o What is the creative project?
o What resources will you need?
o What are the objectives of this project?
Research and Brainstorm
o Check out the site: www.theydrawandcook.com
o Find or bring a recipe you like
o Find reference images
o Research artistic styles and mediums you like
Thumbnail sketches
o Small simple idea sketches to plan layouts and designs
Rough Sketch with Review
o You will have three people review your design and you will use their
input to edit and adjust your design.
Final sketch
o You will create a final sketch of your design ready for the Final project
Reflection
o You will reflect on the artistic process and your final design.

Your final design will be on a 9 X 18 piece of paper and will be done the medium of
your choice.

You will be graded on your creative process, final design, and reflection.

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 Telecollaborative enotebook
YouthCaN GLP
Participant Marty Scarberry

GLP YouthCaN - Youth Communicating and Networking

URL - https://iearn.org/cc/space-2/group-18/about,
https://youthcanworld.wordpress.com/
Contact Teacher/organization
Jay Holmes, United States, Nawrez Hsayri, Tunisia, misheck mutuzana, Zambia.

The structures it uses are local groups around the world organize periodic hikes
and other activities for their members and share those activities with YouthCaNers
in other locations through the forum. For example one of the YouthCaN groups in
New York City holds weekly Friday meetings at the American Museum of Natural
History. Others classes/students can join these meetings in person or via Skype or
other technologies. YouthCaN groups often organize local gatherings or conferences
to share their projects in their communities. Sometimes these conferences involve
youth from several locations.
The main purpose/objective of the project is students sharing their interests and
projects around protecting the environment in their communities and collaborating
with students in other areas doing the same. The standards it addresses are from
Environmental Science, Environment and Society, ELA/Humanities/Social Studies.
YouthCaN is related to a number of the SDGs. For example, since YouthCaN
students often analyze the water content and quality in their neighborhoods, this
contributes to an understanding of and attainment of SDG #6. Further, since
YouthCaN students look at such issues as consumption/waste, composting,
renewable energy and natural habitats, the project is also linked to SDG # 7
(Affordable and Clean Energy), 11 (Sustainable Cities and Communities), 12
(Responsible Consumption and Production), 13 (Climate Action), 14 (Life below
Water) and 15 (Life on Land).
The global learning objectives are students to share their interests and projects
around protecting the environment in their communities and collaborating with
students in other areas doing the same. The students and other classrooms projects
can take many forms and are largely dependent on their interests and the locations of
the school. Past projects have included: school planting projects (trees, native
wildflower gardens, pollinator/butterfly gardens), habitat restoration/protection
(restoring natural pond and stream habitats, working with parks staff to protect
habitats of endangered animals and plants) , solar cooking, alternative energy, beach
(and other habitats) Clean-ups, biodiversity investigations. Projects also include

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raising community awareness of environmental action through community events
and conferences.
The project partner is with iEarn. Many partners will make the project effective.
The target date for registering for the GLP is the 3rd Quarter February, the target
date for participating in the GLP is 4th Quarter March, and the target date for
concluding the GLPis 4th Quarter May. The local and/or digital resources needed to
participate in the GLP are a Video camera, computer, and internet for a culminating
video, or report of student projects from each local YouthCaN site.
The lesson plan for implementation follows. I will save student work,
feedback and reactions for final presentation of projects in 526. My students will
participate in the GLP and evaluate it for quality to see if they met the learning and
global objectives. They will discuss what would make this GLP better and decide if
the GLP easy and effective to implement and if they would participate in it again.
We will all reflect on the project.

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 Introduction
According to the Environmental Protection Agency (EPA), the average
American produces about 4.4 pounds of garbage per day. And as a nation,
the US uses over 2.5 million plastic bottles every hour, sending around 40
million bottles to landfill each year! This is in addition to the more than
100 billion plastic bags we throw away each year, less than 1% of which are
recycled. We all need to use less, waste less, and conserve more.

One thing we can do on a daily basis is support companies that design

products to be reused, repurposed and upcycled or are made according to the
Cradle to Cradle philosophy. And remember, buying nothing (or buying less)
is even better for the earth than buying green!

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 Resources

Pinterest Board Project Green Challenge 2012 meatless monday

Project Green Challenge 2012 the 5 rs Project Green Challenge 2011 Disposable reusable
Project Green Challenge 2011 plastic

Objectives

In todays lesson, students will:

Identify the types of waste generated in students Prepare a creative artifact that contains pledges
lives on a regular basis to reduce waste
Discover alternatives to disposable and single
use products

Materials Needed

markers art supplies (glue, scissors, colored

construction paper)
large piece of paper (or a white board or chalk
board) for students to write on calculators

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 Lesson Plan
Start of Class: 15 minutes disposable diapers
To begin, students should brainstorm what they throw disposable cloths
away on a daily or weekly basis. In their notes or on a
paper or plastic single-use grocery bags
scratch piece of paper, give them two minutes to think
of as many examples as possible. Then, have each bottled water
student choose three things to write on the board or on
throw away batteries
an old piece of large paper.
electric can openers
Scavenger Hunt Activity: (homework the night
before and 15 minutes of class time) single serving pudding or yogurt cups
Have students do a scavenger hunt in their houses to plastic cups
find items listed in the article 25 Things You Can
disposable table cloths
Probably Get Along Fine Without .
The list of products consists of: antibacterial wipes
plastic wrap facial tissues
tin foil paper bills and statements
disposable cleaning cloths plasticized sticky notes
paper towels Students should write down everything they find on
the back of another sheet of paper (as a way to reduce
disposable pens
the waste in this activity). At the beginning of class, all
paper plates students should bring their lists in and count up the
number of things they found around their house and
plastic cutlery
report the results to the teacher. Then, the students
disposable razors should look through their list and select five that they
could easily switch. Have them underline these five
prepackaged fruits and vegetables
items, and next to each write a zero waste option that
individually wrapped snacks students will purchase or use. Lastly, question the
students if they think these switches are possible, or
juice boxes
important, and why.
electric pencil sharpeners

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 Lesson Plan
Art Activity: One Persons Trash (1 day of class)
What is upcycling? It is taking something that was
destined for the landfill, and giving it new life. Check
out this guide to see some examples of upcycled
projects for inspiration, and share these with your
class. In this activity, students bring in an item they
want to upcycle into something else, but would have
thrown away otherwise. You can provide several craft
supplies to help them construct masterpieces. The goal
is to create something useful, giving an old item a new
use, while also providing a fun and creative outlet in
class. At the end of class, you can host a small gallery
and give the students a chance to walk around and
admire each others work, and appreciate how objects
destined for landfill were transformed into works of art.
Math Activity, Calculate Your Landfill Impact:
25 minutes
Did you know that the average American throws away
4.5 pounds of garbage every single day? Assuming
that your students follow this model throughout their
lives, using scratch paper or paper you dont need
anymore, have them calculate:
1. how much garbage they generate in one year
2. how much they have generated thus far in
their lives
3. how much trash they will have generated by
the time they are 50 years old
4. how much trash has been generated by the
whole class thus far in their lives
5. how much trash the whole class will have
generated by the time they are all 50 years old
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cont.
But what do these numbers mean? What do these
amounts of trash look like? Well, using the analogy of
an elephant, have the students divide their answers
to numbers 2, 3, 4, and 5 by 15,000, since each adult
elephant weighs 15,000 pounds. Students will then
be able to visualize the amount of waste they have
generated in a landfill.
After calculating these numbers, have students explain
what they think about these numbers. Are they higher
than expected? What are strategies that can be used to
reduce our waste?
Where Does It Go?: 5 minutes
Screen this brief video by GOOD Magazine, which
details where our trash ends up, to encourage students
to start thinking about the environmental impact of
everything they throw away.
Assessment/Checks for Understanding:
homework and one day of class time
Now that your students have learned about the waste
we produce, they can turn the tables on waste by
taking action. Using pictures, video, writing, or any
other creative process they choose, students will try
to convince as many people as they can to pledge to
reduce waste in one way, such as using a reusable water
bottle or coffee mug instead of disposables. They could
share information with their parents, friends, siblings,
teachers, classmates, neighbors, or anyone else. After
the activity, students would assemble the results or
footage from the activity into one presentation to
share with other students and serve as a reminder to
continue reducing impact.
youthcanworld | YouthCaN is a global youth-run organization that uses technology to inspire, connect and educate people worldwide about environmental issues.

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youthcanworld | YouthCaN is a global youth-run organization that uses technology to inspire, connect and educate people worldwide about environmental issues.

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