Sharing at the SEMIS Coalition Community Forum

This week we traveled to Eastern Michigan University to present at the SEMIS Coalition Community Forum, an annual celebration where students share their place-based education experiences with attendees across generations.

Our first session focused on our collaboration with We Are The Forest, a local non-profit that focuses on biomimicry and reforestation education. This work included using iTree software to calculate the monetary value of the ecosystem services that trees on our campus provide. Learning to collect and share this data enables students to make the case for the protection and expansion of forests from an economic standpoint. They also shared information about the ecosystems services trees provide and the functions of the various trees in the native tree library they planted on campus.

Our second session focused on the work students have done around the Flint Water Crisis and Dioxane Plume in Ann Arbor, two issues impacting local community members.

When investigating the Flint Water Crisis, students researched the history of the issue using the power of why to deepen their questions, beginning with lead in the water and ending with questions about the effects of automation and globalization on manufacturing communities. The students also collaborated with the Kindergarten class to hold a water drive for a school in Flint. When visiting the school, our class also interviewed the students there, wanting to know their stories from their perspective. Finally, we began discussing possible solutions including decentralized water systems as discussed by Matt Grocoff and U of M’s BlueLAB as well as Nate Ayers and Jesse Tack of Flint Water Solutions. The possibility of mycoremediation was also brought up as fungi have been shown to remediate soils contaminated with lead and bacteria in streams.

Finally, we began discussing possible solutions including decentralized water systems as discussed by Matt Grocoff and U of M’s BlueLAB as well as Nate Ayers and Jesse Tack of Flint Water Solutions. The possibility of mycoremediation was also brought up as fungi have been shown to remediate soils contaminated with lead and bacteria in streams. Students also performed experiments with Lisa Johnson exploring corrosion.

Our investigation of the Dioxane Plume in Ann Arbor began with a similar approach. After gathering the basic facts, we traveled to Danny’s house which is located within the area affected by the plume. There we met Roger Rayle, co-founder and chairman of Scio Residents for Safe Water, a watchdog group that has monitored the spread of the plume and pressured government officials to take action. Roger shared several maps he had made on Google Earth showing the spread of the plume over time and talked about the ways it has and will continue to affect residents that get their water from wells as well as those on city water, as the plume makes its way towards Barton Pond, which provides 85% of the city’s drinking water.

As for solutions, we discussed how a decentralized water system would benefit Ann Arbor and are constructing a rain barrel with the hopes of investigating the potability of rainwater collected onsite. We also tested Carbon filtration with Lisa Johnson and will be experimenting with solar stills in the coming weeks.

Finally, after Clara sent me a report claiming dioxane-contaminated groundwater may be surfacing in West Park, we discussed phytoremediation (using plants to decontaminate pollutants) and a study that showed hybrid poplar trees being used in phytoremediation of dioxane. We will be contacting city officials and sending the information along with the hopes that they will investigate and take action.

Many of the students were nervous about presenting but walked away feeling more confident and empowered by the responses. It was so great to see them engaged with coalition members of all ages and excited to return next year to share their efforts.

What Are Trees Worth?

We have been spending time preparing for the SEMIS Coalition Community Forum at Eastern Michigan University where we will be sharing some of the work we have been doing. Part of this work includes our collaboration with We Are The Forest, a local organization devoted to ecosystem education and reforestation. In addition to planting a native tree library on the campus, the students have been using a website called i-Tree to assess the value of the trees on campus in terms of ecosystem services they provide.

While many of us understand the value of trees and the benefits they provide, that information isn’t usually quantified and framed in terms of savings in energy cost, stormwater management, filtration of pollutants and carbon sequestration. Using the software enabled the students to calculate the value of trees on our campus in terms of the ecosystem services they provide.

 

Water Quality Monitoring – County Farm Creek

As a continuation of our water studies, we recently journeyed across the street to County Farm Creek to work with Catie Wytychak, an Environmental Specialist for the Washtenaw County Water Resources Commissioner’s Office. Our task was to monitor the quality of water measuring turbidity, phosphates, and nitrates. Afterwards, we discussed possible contributors as well as solutions.

Catie visited our class the following week to discuss our results and play a game that helped demonstrate how water travels in our community and the ways in which contaminants can spread.

 

Genius Hour

The students have chosen individual projects and skills they want to develop and will have dedicated time each week to pursue these. Groups have coalesced around different themes including illustration, architecture, baking, sewing and programming.

 

Nufonia Must Fall

This week we were fortunate to attend a production of Nufonia Must Fall, a story of a soon to be obsolete, headphone wearing robot who falls in love with a girl in his office. The production was unique in that it was filmed in real-time, with puppets being manipulated on miniature stages and projected for the audience to see. The score was done by the creator, Kid Koala and the Cecilia Quartet, incorporating piano, strings and turntables into the action. Many of the students commented on how much they enjoyed seeing the film from the different perspectives and making connections between the individual scenes and how the artists manipulated objects to create movement.

 

Visit with Chickens

We were lucky to visit Andrew’s house this week to learn more about caring for chickens. The hands-on experience provided the students with an opportunity to observe and interact with the chickens and their space. We will take what we have learned and draft our presentation for city council next week.

Many thanks to Andrew, Miriam and their parents for welcoming us and sharing their knowledge. I also want to thank Clara for her work as our photographer.

 

 

 

 

Emergence

One aspect of understanding systems is understanding the emergent properties that result from the interactions between the parts. This can be summed up by the phrase, “The whole is greater than the sum of its parts.” What makes emergent properties so fascinating is that the effect is often undetectable by simply observing the individual components.

Our exploration of this concept began with an episode of Radiolab and a couple of stories of emergence in the insect world including the synchronized flashes of certain populations of fireflies and the sophistication of ant colonies.

We also observed murmurations of starlings and read Mary Oliver’s, Starlings in Winter with an initial focus on the feelings the poem elicited in us. We will return to the poem next week to take note of the way she uses imagery, metaphor and repetition.

Starlings in Winter

by Mary Oliver

Chunky and noisy,
but with stars in their black feathers,
they spring from the telephone wire
and instantly

they are acrobats
in the freezing wind.
And now, in the theater of air,
they swing over buildings,

dipping and rising;
they float like one stippled star
that opens,
becomes for a moment fragmented,

then closes again;
and you watch
and you try
but you simply can’t imagine

how they do it
with no articulated instruction, no pause,
only the silent confirmation
that they are this notable thing,

this wheel of many parts, that can rise and spin
over and over again,
full of gorgeous life.
Ah, world, what lessons you prepare for us,

even in the leafless winter,
even in the ashy city.
I am thinking now
of grief, and of getting past it;

I feel my boots
trying to leave the ground,
I feel my heart
pumping hard, I want

to think again of dangerous and noble things.
I want to be light and frolicsome.
I want to be improbable, beautiful and afraid of nothing,
as though I had wings.

 

Principles of Living Systems – Interdependence . Flint Water Crisis

We continued our systems work by learning about some of the principles that are involved, specifically Interdependence. The principle was highlighted in the Balinese story, Gecko’s Complaint. The kids also watched a video about how the reintroduction of wolves to Yellowstone National Park had a larger impact on the ecosystem.

How Wolves Change Rivers from Sustainable Human on Vimeo.

We also began our investigation of the Flint Water Crisis. Students were split into groups focusing on the stories and science behind the situation. Some wrote accounts of residents that suffered and became citizen scientists and advocates. Others described the role different government agencies played. In order to help make sense of how things unfolded, one group made a timeline and another worked on two maps, one of which showed where high concentrations of lead could be found in the city. The last group focused on the science behind why the Flint River was more corrosive than the Detroit River and the relationship between chlorine, iron corrosion and microorganisms.

Problem Solving . Systems Thinking . Sim City . Space Stations . Commonplace Books

SimCityEdu

We’ve been digging more deeply into our exploration of systems and cities with the help of SimCityEdu, a simulation game where the students have to solve civic problems related to access to education, the economy, and pollution. They began by exploring the city, learning more about the different zones and what happened there.

While there are specific challenges assigned, a tour of the city revealed smaller problems in the city related to density, health care and other issues. We will begin to make connections between these problems and the various systems involved.

The first assigned challenge was to improve student enrollment by placing additional bus stops around the city. The students learned more about zoning and had to be strategic with where they placed the signs. Noting residential areas with low enrollment, the students focused on placing stops here.

Systems Thinking

We’ve also been learning more about systems and their components using the work of Linda Booth Sweeney. This week we are focusing on what makes systems unique and dynamic, as well as causal connections and feedback loops.

Problem Solving

A bit back we learned more about attitudes and approaches that hindered our ability to solve problems. This week we are focusing more on the steps involved in problem-solving including understanding the situation, finding the root cause, developing an action plan and executing and modifying the plan until the problem is solved. While students have been solving problems their whole lives, it’s helpful to have a framework to name and describe what they have been doing intuitively and maybe identify the parts of the process that they find difficult.

Space Stations

Last Friday, we helped the Kindergartens problem solve as they built their space station. It was great to see the two classes together, sharing ideas and resources to bring their designs to life. The students couldn’t wait to do it again and future collaborations are in the works.

 

Commonplace Books

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As and creators and thinkers, we find inspiration in the many worlds we inhabit, be it nature, stories, poems, visual arts, music or any of the other ways humans express themselves. Taking note of what resonates lays the foundation for future creative work. Thinkers, writers, and artists all have ways of recording inspiration. We will be following in the footsteps of those that use Commonplace Books.

Commonplace Books are a place for students to capture the things that inspire them during their daily travels. They will be using them to record quotes, ideas, phrases, character profiles, images and illustrations and big questions – anything that resonates with them. Putting these to paper and then reflecting on connections, patterns, and the truths within these works will help students grow as thinkers and creators.

Problem Solving 101

This week we started reading Problem Solving 101 by Ken Watanabe with illustrations by Alan Sanders. The book begins by introducing characters that struggle with problem-solving due to their approach. As we described the characters, we took notice of the times when we felt like could identify with the characters.

Miss Sigh is easily overwhelmed by challenges and often gives up before really trying assuming she will never succeed and everyone will think she is a failure.

Mr. Critic is quick to point out the flaws in other people’s ideas but fails to offer any constructive ideas of his own.

Miss Dreamer has grand ideas but never makes a plan and never follows through so her dreams stay dreams.

Mr. Go-Getter believes that all problems can be solved by just working harder without considering root causes of problems or how well his current strategy is working and whether or not an alternative approach would be more beneficial.

Providing ways for students to name self-defeating approaches or tendencies is a valuable way for students to distance themselves from these negative characteristics and see them not as inherent qualities but habits of the mind that can be changed.

Next week, we will read more about what separates these characters from problem solvers.

As we continue the book, we will learn specific tools for problem-solving including logic trees, yes/no trees and hypothesis pyramids. When students have specific tools they can use to approach familiar and unfamiliar problems, they are able to think more clearly in the face of a challenge and are able to build confidence in their ability to creatively solve problems.

 

 

SK – 3rd / 4th Grade

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