Tuesday, March 29, 2011
Giles post on Galster's 3-22
Lauren and I both seemed to have the same basic understanding of Literacy as a definiteion reduced to reading, writing, and ability to read. Now that our group has gotten more in depth into enviornmental literacy, and after we looked at other peers’ literacy definitons, we now have a more depth and understanding of the topic, and I can see that Lauren sees the same way when it comes to this in her blog. Lauren still agrees with the definition, but would add onto it now after all that we have covered. There are so many more aspects to literacy that do not simply have to do with reading, and lauren discusses those when she states that she would include literacy can in many other aspects, such as environmental, emotional, social, cultural and many more.into her definition of literacy. I agree with Lauren when she discussed that the research on enviornmental literacy helped her to think in a new way about literacy. I enjoyed her points she made throughout her blog, but the one that stuck out to me was when she said, “This definition (of enviornmental literacy) encompasses so many different aspects of environmental literacy and really illustrates how complex each topic of literacy really is. This makes me think more about the importance of my future teaching and how difficult, yet important it will be to incorporate all the different types of literacy into my lesson plans.” I feel a bit weary of all the information I have available to include in the lesson plan. I am afraid that perhaps I will not get it all in. There is not enough time in the day to teach all of these useful topics. It is a bit overwhelming knowing that I am responsible for teaching all of these important topics. Using the prezi makes me feel a bit better because I have a fun, newer way of presenting it.
Galster's post for 3-22
1.) YOUR CONCEPTUAL UNDERSTANDING:
My conceptual understanding of literacy has changed a fair amount since the beginning of this class. At the start of this project, I chose the following as a definition of literacy: ?Literacy is the ability to use text to communicate across space and time. It is often reduced to read and write, or, sometimes, the ability to read. In modern context, the word means reading and writing in a level adequate for written communication and generally a level that enables one to successfully function in a society. Recently the National Council of Teachers of English have added "visually representing" to the list of communicative competences that fall under the guise of literacy? (http://www.wordiq.com/definition/Literacy). Although I still agree with this definition of literacy, I would make some additions to it. In addition to literacy being the ability to use text to communicate, it is also the ability to incorporate an extensive amount of themes into the ability to use text to communicate. The following is a list of the additional literacy topics that is more expansive than simply the ability to use text to communicate across space and time: cultural literacy, emotional literacy, environmental literacy, numeracy, social literacy, visual literacy, and political literacy. All of these different types of literacy my not be focusing as much on the actual text as my previous understanding of literacy, but they are all able to be conveyed to the viewer through text.
My research on environmental literacy and my development of my own digital literacy using prezi informs my new way of thinking about literacy. According to the campaign for Environmental Literacy, "Environmental literacy is the capacity of an individual to act successfully in daily life on a broad understanding of how people and societies relate to each other and natural systems, and how they might do so sustainably. This requires sufficient awareness, knowledge, skills, and attitudes in order to incorporate appropriate environmental considerations into daily decisions about consumption, lifestyle, career, and civics, and to engage in individual and collective actions.? This definition encompasses so many different aspects of environmental literacy and really illustrates how complex each topic of literacy really is. This makes me think more about the importance of my future teaching and how difficult, yet important it will be to incorporate all the different types of literacy into my lesson plans. It also makes me realize by using all the different literacy topics, I can integrate all the subject areas including mathematics, science, and social studies into literacy teaching time. My development of my new technology has helped me become more confident to try new technologies in general. I chose to work with prezi, and was pleasantly surprised at how it turned out. It is informative, aesthetically pleasing, and easy to access from any computer.
After reviewing several of my class mates projects, I have acquired knowledge on many different technologies that one can present literacy topics on. The following is a list of possible new technologies that I will try to incorporate into my future lessons: pod casting, blogging, prezi, wikis, comic strips, photo shows, website, short movie on you tube, and much more! These new technologies compare to more traditional literacies because they are both a means of transferring knowledge from the text and illustrations to the viewer?s mind. These new technologies contrast to more traditional literacies because they are more interactive and thus are able to keep the viewer?s attention for a longer amount of time. In addition, this variety of new technologies is tailored more towards all the different types of learners out there. Since no one person learns best in the same way, these new technologies offer learners to choose what works best for them.
2) EFFECTIVE LITERACY INSTRUCTION:
I think in order to provide ?Effective literacy instruction? to diverse learners one must offer their students an ample amount of alternative literacies that offer more than just the typical English Language Arts instruction our students are all too familiar with. The reason for this is that being able to read and write is an important part of being a literate person, however it extends out much further than this for a person to be able to make informed moral decisions about their life choices.
If I were to teach a similar project with my current second grade students, I would have to consider many aspects about both their environmental literacy and their technology abilities, in particular their prezi abilities. They would have to have at least some background knowledge on research projects, so they could research a topic in environmental literacy. Since there is so much information on the environment, this would be a great opportunity to allow the students to choose what topic in environmental literacy they would like to explore. They would need to be able to read about their topic, and write summaries on what they read. Also, they would need to know how to put together a prezi, which they would most likely need some assistance with. Since students are becoming more technologically aware, I think most of the students would be able to learn how to navigate the prezi after a short lesson on using the new technology.
3) LESSON PLAN:
Target area and rationale: exploring various types of environmental literacy by adding newly learned information to my existing prezi. This way, students will be integrating several parts of the unit into one lesson. They could work in pairs and then all watch their final prezi together as a class.
Objectives: Students will identify the main topics of environmental literacy by using text and picture based evidence from informational texts to create a group prezi, which will be watched as a class to help facilitate a class discussion on environmental literacy.
Materials and supplies needed: Computer(s), informational environmental texts, pencil and paper.
Outline of key events:
· Have class watch existing prezi on environmental literacy which focuses on water.
· Give a long list of possible areas for students to explore (in pairs).
§ This list can include the following: air, climate, weather, land, ecosystems, energy, pollution, food, environment & society, recycling, heredity, plants, animals, and much more.
· Give students time to research topic and collaborate with peers then write important topics they wish to post on prezi.
· Work with individual groups and assist them with posting their findings on the existing prezi
· Present prezi to whole class after everyone has added to it.
· Have class discussion on environmental literacy and feedback on working with prezi
Closing summary: Teacher will wrap up by re-iterating what was said in the class discussion. Teacher will also make sure class understands the use of the new technology and why it is an important alternative to traditional literacy.
Ongoing assessment: Teacher can make a post assessment based off the prezi made to see what more she/he needs to spend more time on, or re-teach all together. Also, teacher can integrate prezi into future lessons, gradually offering less assistance with it as time goes on until student is able to make their own prezi.
Monday, March 28, 2011
Gabriels: Post on Gabe's March 22 post
For my post this week, I’m responding to respond to Gabe’s post that she wrote on March 22. It appears that Gabe and I came into this class thinking that literacy was just reading and writing, but both of us have grown and gained a tremendous amount of knowledge when it comes to literacy. Both of us know see that literacy can play into many aspects, such as environmental, emotional, social, cultural and many more. I also agree with her that I am now able to share this knowledge with my students, and can teach environmental (water) literacy to my future students. Gabe, I also completely agree with that on your definition of “effective literacy instruction.” My definition I created is quiet similar. I think our prezi project would do a good job getting students attention in a fun, and exciting manner. I think your lesson plan is detailed enough that I believe I could recreate your ideas on what you wanted to do. I designed my lesson also around 5th grade, but that could be because we planned the prezi around a lesson plan for upper elementary. Overall, I think your post was very detailed, and I agree with your ideas and thoughts!
Sunday, March 27, 2011
3-27 word identification and fluency
Within the article by Neufeld discussed many different effective approaches to assess the three components of Fluency(accuracy, reading spead, prosody). Before they discussed that, they first gave teachers strategies to prepare their students before reading, and during and after reading, so the students will get the most information out of the material possible.
Getting ready to read strategies:1. Clarifying a purpose for reading. 2. Over viewing the text. 3. Activate prior knowledge relevant to the text. 4. Make predictions about the text.
During and after reading strategies: 1. Attending to text structure (organizational logic of a text.) 2. Creating summaries (oral, written, visual) -Teaching students to summarize what htey have read is another strategy that has been shown to improve their overall comprehension. 3. Monitoring comprehension and seeking clarification using fix-up strategies (teaching students the importance of monitoring their understanding of what they are reading and helping them develop tools for doing so is an important aspect of effective comprehension instruction.
In my field placement classroom, I've noticed that my students' development in word identification and fluency is at a bit of a lower level than where it should be at. I wonder if this is because of the Spanish immersion program. I have noticed that when the students write in English, the mistakes are mistakes from their confusion between the Spanish and English language and letter sounds. Sometimes I wonder if the Spanish immersion program will hold them back in their native language. They are at a very crucial time, learning the basics of literacy, should it be taught in English first? There have been many complications with word identifaction and fluency in the sense that they will read an English word with the spanish sounds and completely change its meaning. I understand that it is good for young children to learn another language because that is the best time for them to soak it up, but I wonder if the spanish is confusing them because the parents are not helping them at home in English, as they learn in spanish all day at school.
Lauren and Rose: How do your students in your classroom vary in fluency, and what approaches work for them best?
Getting ready to read strategies:1. Clarifying a purpose for reading. 2. Over viewing the text. 3. Activate prior knowledge relevant to the text. 4. Make predictions about the text.
During and after reading strategies: 1. Attending to text structure (organizational logic of a text.) 2. Creating summaries (oral, written, visual) -Teaching students to summarize what htey have read is another strategy that has been shown to improve their overall comprehension. 3. Monitoring comprehension and seeking clarification using fix-up strategies (teaching students the importance of monitoring their understanding of what they are reading and helping them develop tools for doing so is an important aspect of effective comprehension instruction.
In my field placement classroom, I've noticed that my students' development in word identification and fluency is at a bit of a lower level than where it should be at. I wonder if this is because of the Spanish immersion program. I have noticed that when the students write in English, the mistakes are mistakes from their confusion between the Spanish and English language and letter sounds. Sometimes I wonder if the Spanish immersion program will hold them back in their native language. They are at a very crucial time, learning the basics of literacy, should it be taught in English first? There have been many complications with word identifaction and fluency in the sense that they will read an English word with the spanish sounds and completely change its meaning. I understand that it is good for young children to learn another language because that is the best time for them to soak it up, but I wonder if the spanish is confusing them because the parents are not helping them at home in English, as they learn in spanish all day at school.
Lauren and Rose: How do your students in your classroom vary in fluency, and what approaches work for them best?
Tuesday, March 22, 2011
Giles' New Literacy noteblog March 22
1) YOUR CONCEPTUAL UNDERSTANDING: My conceptual understanding or literacy has changed since the beginning of the class. Before class I thought literacy had to do with reading and writing. In my blog I posted that literacy “has traditionally been described as the ability to read and write,” (Wikipedia) but now I know that it is so much more than that. It is to have enough knowledge on a subject, such as enviornmental literacy, emotional literacy, social, cultural, and many more. To know enough about it to understand the concept and relate it to you life or in a conversation.
My research of enviornmental literacy helped me to have a broader knowledge about the topic. The digital literacy I chose to use, Prezi, helped me to look more tech-savy, create an organized and fun presentation, and hold all of my groups’ information on a source that is available to many, and easy to access. Now I know how to use a newer technological device that is easier for viewers and more entertaining, and I can revert back to it any time I need to review enviornmental litearcy. I can also share it with my students, as my group decided to make our presentation professional for our peers, and also easy for our future elementary school students to navigate through and view.
My new knowledge on the literacy would be a broader understanding of water. I have listed what it is, chose the topic of water to elaborate, gave visual aids, and ways to conserve. It is a well rounded presentation on the enviornmental literacy of water. Thanks to this presentation, I know understand enviornmental literacy more thoroughly, can relate it to a topic, (I chose water in this particular case) and I am able to present it on a new and fun technological device!
This enviornmental literacy term makes more sense now that I have done the research and presentation on it. I used to beleive that literacy was simply the knowledge to read and write, but literacy is such a bigger and broader topic than that. It is to be knowledgable in a larger area and more specific field.
2) EFFECTIVE LITERACY INSTRUCTION:
To me, the term “Effective literacy instruction” means that a teacher delivers a presentation that is authentic, meaningful, and thorough on a topic. The diverse learners are all able to understand and comprehend, their are resources to revert to if they are confused, and the learners are able to have a conversation about the topic and explain it to someone else. If the learner can thoroughly explain the topic to a peer, I would have to say that they understood. The teacher’s job in order to give an effective literacy instruction would to have a well rounded and thorough presentation on the subject, a presentation that is eye catching and entertaining/interesting to the learners, and also assesses the students appropriately.
My new research on enviornmental literacy and the prezi I chose to present it in made me a little bit more aware on new resources I can use to bring into the classroom. I think my future students will enjoy the prezi more than a boring powerpoint presentation. It also helped me to navigate and organize my information on enviornmental literacy in a wonderful manner so that I can refer back to it at any point in time.
My presentation is useful to me because it is easy and organized and I believe that my peers can navigate it, and it can also be used in the classroom to present to elementary students. I would probably change some of the wording to make it more basic and understandable, but the concept and the prezi are authentic to all ages.
3) LESSON PLAN:
A lesson plan that I feel is fitting to my presentation on enviornmental literacy would be to actually give the presentation on the prezi to a classroom. (5th Graders) Before I present it, I would discuss enviornmental literacy, and some examples of it. I would let them know that I will be having them make a presentation on prezi just like mine, and that their topic can be whatever they chose, as long as it has to do with enviornmental literacy. From there I would show my powerpoint as an example on my enviornmental literacy topic, water, more in depth.
They would need to be fifth graders because I do not think that I would give a prezi presentation to younger elementary students. I would probably find a better way to introduce information to them that is able to keep their attention, where 5th graders are aware of powerpoints, and the Prezi which seems to be a more advanced powerpoint would keep them entertained and their attention.
My objectives would be for my 5th grade class to understand the concept of enviornmental literacy, understand simple concepts of water usage, conservation, and the sources we get it from. I want them to be aware of how much we waste this resource.
After the presentation I would have them take their own topic from environmental literacy. I chose water, so they would have to chose another topic, such as the water cycle, or landforms, etc. Anything that they want to do more research on and present! This would be a bigger project rather than a small assessment at the end of my presentation because I also want them to learn how to use Prezi. I would have them match up with one partner after my prezi presentation to discuss what aspect of environmental literacy they want to explain more in depth and then go to the computer lab to play around with the Prezi Program. For the next three days I would have them in the computer labs researching on the their topic. The first two days they are to research on the topic, and the last day they are to put it all together in a prezi power point. The fourth day they will present to the class their presentation.
Materials needed: a partner, notes for research, and the computer lab. (This would have to be at a school that can supply computer labs. If not, I would alter it to checking out books in the library on their topic)
My objectives: To be able to use a new technological resource, such as prezi, and explain an enviornmental topic thoroughly to the class.
The closing summary would be after all the presentations were given. I would have them write a review on one of the presentations. 1. Something new you learned. 2. What you thought of the presentation. 3. What you didn’t understand. 4. Compliment on it.
My assessment is the presentation, and their responses to one anothers’ presentations.
My research of enviornmental literacy helped me to have a broader knowledge about the topic. The digital literacy I chose to use, Prezi, helped me to look more tech-savy, create an organized and fun presentation, and hold all of my groups’ information on a source that is available to many, and easy to access. Now I know how to use a newer technological device that is easier for viewers and more entertaining, and I can revert back to it any time I need to review enviornmental litearcy. I can also share it with my students, as my group decided to make our presentation professional for our peers, and also easy for our future elementary school students to navigate through and view.
My new knowledge on the literacy would be a broader understanding of water. I have listed what it is, chose the topic of water to elaborate, gave visual aids, and ways to conserve. It is a well rounded presentation on the enviornmental literacy of water. Thanks to this presentation, I know understand enviornmental literacy more thoroughly, can relate it to a topic, (I chose water in this particular case) and I am able to present it on a new and fun technological device!
This enviornmental literacy term makes more sense now that I have done the research and presentation on it. I used to beleive that literacy was simply the knowledge to read and write, but literacy is such a bigger and broader topic than that. It is to be knowledgable in a larger area and more specific field.
2) EFFECTIVE LITERACY INSTRUCTION:
To me, the term “Effective literacy instruction” means that a teacher delivers a presentation that is authentic, meaningful, and thorough on a topic. The diverse learners are all able to understand and comprehend, their are resources to revert to if they are confused, and the learners are able to have a conversation about the topic and explain it to someone else. If the learner can thoroughly explain the topic to a peer, I would have to say that they understood. The teacher’s job in order to give an effective literacy instruction would to have a well rounded and thorough presentation on the subject, a presentation that is eye catching and entertaining/interesting to the learners, and also assesses the students appropriately.
My new research on enviornmental literacy and the prezi I chose to present it in made me a little bit more aware on new resources I can use to bring into the classroom. I think my future students will enjoy the prezi more than a boring powerpoint presentation. It also helped me to navigate and organize my information on enviornmental literacy in a wonderful manner so that I can refer back to it at any point in time.
My presentation is useful to me because it is easy and organized and I believe that my peers can navigate it, and it can also be used in the classroom to present to elementary students. I would probably change some of the wording to make it more basic and understandable, but the concept and the prezi are authentic to all ages.
3) LESSON PLAN:
A lesson plan that I feel is fitting to my presentation on enviornmental literacy would be to actually give the presentation on the prezi to a classroom. (5th Graders) Before I present it, I would discuss enviornmental literacy, and some examples of it. I would let them know that I will be having them make a presentation on prezi just like mine, and that their topic can be whatever they chose, as long as it has to do with enviornmental literacy. From there I would show my powerpoint as an example on my enviornmental literacy topic, water, more in depth.
They would need to be fifth graders because I do not think that I would give a prezi presentation to younger elementary students. I would probably find a better way to introduce information to them that is able to keep their attention, where 5th graders are aware of powerpoints, and the Prezi which seems to be a more advanced powerpoint would keep them entertained and their attention.
My objectives would be for my 5th grade class to understand the concept of enviornmental literacy, understand simple concepts of water usage, conservation, and the sources we get it from. I want them to be aware of how much we waste this resource.
After the presentation I would have them take their own topic from environmental literacy. I chose water, so they would have to chose another topic, such as the water cycle, or landforms, etc. Anything that they want to do more research on and present! This would be a bigger project rather than a small assessment at the end of my presentation because I also want them to learn how to use Prezi. I would have them match up with one partner after my prezi presentation to discuss what aspect of environmental literacy they want to explain more in depth and then go to the computer lab to play around with the Prezi Program. For the next three days I would have them in the computer labs researching on the their topic. The first two days they are to research on the topic, and the last day they are to put it all together in a prezi power point. The fourth day they will present to the class their presentation.
Materials needed: a partner, notes for research, and the computer lab. (This would have to be at a school that can supply computer labs. If not, I would alter it to checking out books in the library on their topic)
My objectives: To be able to use a new technological resource, such as prezi, and explain an enviornmental topic thoroughly to the class.
The closing summary would be after all the presentations were given. I would have them write a review on one of the presentations. 1. Something new you learned. 2. What you thought of the presentation. 3. What you didn’t understand. 4. Compliment on it.
My assessment is the presentation, and their responses to one anothers’ presentations.
Gabriels: Virtual Class Noteblog and lesson plan
1. Conceptual Understand:
My understanding of literacy has greatly changed sense taking this course. Before I thought of literacy and just simply reading, however after working on this project I now see that literacy falls into so many other categories. I definitely never thought of environmental literacy, which is why I was so happy that I was able to do this project, and see my classmates projects as well. Literacy is not just reading a paperback book. Its all around us, and with technology rapidly expanding and developing it is vital for teachers to be able to translate different literacy into new technolgoies that the students can respond and relate too. I now of more aware of the new technologies available for me to use in my future classrooms, and how to implement them into my classroom while teaching.
2. Effective literacy instruction
Effective literacy instruction implies that teachers are able to teach students in a manner that gets them interested in literacy. As teachers we need to be able to relate to our students and present information in a fashion that gets them excited and makes it fun for them to learn. Using technology is a great way to do this! I created a Prezi, which I believe is an interesting a fun way of presenting information that a lot of students would respond to. Its a new and different way to present learning; its not the basic power point that students see every day.
3. Lesson Plan
We created our prezi with the intent of using it in the future. We wanted to create something we could use a resource later in our career. After taking several of these Teacher Education courses I have learned to utilize my assignments in the most effective way possible; to create work that I can use when I am a teacher. Thus, this project reflects it and is geared towards students.
Target Area: The prezi is a great tool that learned can use to not only learn from, but to create themselves and teach each other about environmental literacy.
Objective: To teach students about water, and the environment. However, we also want students to learn how to work a prezi. Prezi's are interactive, which gives students a chance to take control of their learning and feel empowered.
Materials/supplies: A computer and internet access.
Outline of key events: Students will work individually (or in pairs depending on how many computers are available. Then students will long in to see the prezi, and begin exploring the prezi. Allowing them to take control of what they want to read about first. Students will have a corresponding worksheet they will have to fill out while viewing the prezi to ensure that they are actually reading and comprehending.
Closing: Students will finsish worksheet, and be able to disucc the prezi as a whole class.
Ongoing assignments. Students will have to create a reflection of the water prezi, by creating their own prezi!
My understanding of literacy has greatly changed sense taking this course. Before I thought of literacy and just simply reading, however after working on this project I now see that literacy falls into so many other categories. I definitely never thought of environmental literacy, which is why I was so happy that I was able to do this project, and see my classmates projects as well. Literacy is not just reading a paperback book. Its all around us, and with technology rapidly expanding and developing it is vital for teachers to be able to translate different literacy into new technolgoies that the students can respond and relate too. I now of more aware of the new technologies available for me to use in my future classrooms, and how to implement them into my classroom while teaching.
2. Effective literacy instruction
Effective literacy instruction implies that teachers are able to teach students in a manner that gets them interested in literacy. As teachers we need to be able to relate to our students and present information in a fashion that gets them excited and makes it fun for them to learn. Using technology is a great way to do this! I created a Prezi, which I believe is an interesting a fun way of presenting information that a lot of students would respond to. Its a new and different way to present learning; its not the basic power point that students see every day.
3. Lesson Plan
We created our prezi with the intent of using it in the future. We wanted to create something we could use a resource later in our career. After taking several of these Teacher Education courses I have learned to utilize my assignments in the most effective way possible; to create work that I can use when I am a teacher. Thus, this project reflects it and is geared towards students.
Target Area: The prezi is a great tool that learned can use to not only learn from, but to create themselves and teach each other about environmental literacy.
Objective: To teach students about water, and the environment. However, we also want students to learn how to work a prezi. Prezi's are interactive, which gives students a chance to take control of their learning and feel empowered.
Materials/supplies: A computer and internet access.
Outline of key events: Students will work individually (or in pairs depending on how many computers are available. Then students will long in to see the prezi, and begin exploring the prezi. Allowing them to take control of what they want to read about first. Students will have a corresponding worksheet they will have to fill out while viewing the prezi to ensure that they are actually reading and comprehending.
Closing: Students will finsish worksheet, and be able to disucc the prezi as a whole class.
Ongoing assignments. Students will have to create a reflection of the water prezi, by creating their own prezi!
Monday, March 21, 2011
Galster- notes on new literacy continued...
IDEAS TO CONSERVE WATER!!
turn off water when brushing your teeth, shaving, and washing your hands
never liter, it eventually goes into the gutters, which lead out into waterways
fix leaky faucets
water lawn in morning or night, and avoid watering during strong winds
collect rain water in large buckets to water lawn and garden
take a short shower instead of a bath
only run dishwasher and laundry machine when full
use tap water instead of bottled water
when buying new appliances, choose energy efficient ones
teach friends and family about the importance of conserving water
Wetlands are just that... Wetlands!
They are seen as swamps and marshes. They are often transitional areas, located between dry lands and deeper waters, such as lakes and rivers.
Wetlands have been drained and thus ruined for a variety of reasons mainly based upon Urban and Suburban devlopment. These include filling and/or draining wetlands for houses, roads, waste disposal sites, and other construction sites made by humans.
When wetlands are destroyed, it increases the risk of flooding and decreases the natural abillity of wet lands to filter out many polutants from the water cycle. Additionally, destruction of wetlands robs habitats of rare and endangered species. More over, this causes more animals to rely on smaller basins of water, which increases disease, and thus deaths in many species of animals.
As our population and cities have grown and developed, more and more land is replaced with buildings and concrete, leading to a decrease in the ground's ability to absorb water. With the permeable land dissapearing there is no place for water to go but straight back into our water ways. This becomes a problem because as the water flows to the water ways it picks up pollutants, which eventually end up in our rivers, lakes, and oceans.
So, what can you do to help? Help prevent runoff by making/using rain gardens, vegetated rooftops, rain barrels, permeable pavements, and green landscaping within impermeable surfaces (such as parking lots.)
More than half of the United States' wetlands have been depleted since the 1700's.
Since water costs money, saving water will save you money. Majority of home owners over water landscapes buy up to 30%. Freshwater withdrawals have tripled over the last 50 years. While we continue to waste exuberant amounts of fresh water, about 80% of diseases in developing countries are caused by unclean water.
By 2025, 1 out of every 4 people will live in a country that is short of water.
By 2050, 4 billion people may be living without enough clean water.
While Ethiopians use approximately 2 gallons of water a day, Americans use over 200 gallons a day!
turn off water when brushing your teeth, shaving, and washing your hands
never liter, it eventually goes into the gutters, which lead out into waterways
fix leaky faucets
water lawn in morning or night, and avoid watering during strong winds
collect rain water in large buckets to water lawn and garden
take a short shower instead of a bath
only run dishwasher and laundry machine when full
use tap water instead of bottled water
when buying new appliances, choose energy efficient ones
teach friends and family about the importance of conserving water
Wetlands are just that... Wetlands!
They are seen as swamps and marshes. They are often transitional areas, located between dry lands and deeper waters, such as lakes and rivers.
Wetlands have been drained and thus ruined for a variety of reasons mainly based upon Urban and Suburban devlopment. These include filling and/or draining wetlands for houses, roads, waste disposal sites, and other construction sites made by humans.
When wetlands are destroyed, it increases the risk of flooding and decreases the natural abillity of wet lands to filter out many polutants from the water cycle. Additionally, destruction of wetlands robs habitats of rare and endangered species. More over, this causes more animals to rely on smaller basins of water, which increases disease, and thus deaths in many species of animals.
As our population and cities have grown and developed, more and more land is replaced with buildings and concrete, leading to a decrease in the ground's ability to absorb water. With the permeable land dissapearing there is no place for water to go but straight back into our water ways. This becomes a problem because as the water flows to the water ways it picks up pollutants, which eventually end up in our rivers, lakes, and oceans.
So, what can you do to help? Help prevent runoff by making/using rain gardens, vegetated rooftops, rain barrels, permeable pavements, and green landscaping within impermeable surfaces (such as parking lots.)
More than half of the United States' wetlands have been depleted since the 1700's.
Since water costs money, saving water will save you money. Majority of home owners over water landscapes buy up to 30%. Freshwater withdrawals have tripled over the last 50 years. While we continue to waste exuberant amounts of fresh water, about 80% of diseases in developing countries are caused by unclean water.
By 2025, 1 out of every 4 people will live in a country that is short of water.
By 2050, 4 billion people may be living without enough clean water.
While Ethiopians use approximately 2 gallons of water a day, Americans use over 200 gallons a day!
Tuesday, March 15, 2011
Galster- notes on new lteracy project
According to the campaign for Environmental Literacy, "Environmental literacy is the capacity of an individual to act successfully in daily life on a broad understanding of how people and societies relate to each other and natural systems, and how they might do so sustainably. This requires sufficient awareness, knowledge, skills, and attitudes in order to incorporate appropriate environmental considerations into daily decisions about consumption, lifestyle, career, and civics, and to engage in individual and collective actions. " I totally agree with this statement and sadly feel that we are not teaching our students how to live sustainably.
I am working with Rose and Gabe to make a prezi on Environmental Literacy. Since the world's population is growing exponentially, we are depleting our clean usable water supply faster than it can replenish it naturally. Additionally, we are polluting the land, air, and water, which ultimately ends up in the water cycle. Experts predict that by the year 2050, over 4 billion people will be without enough clean water. This is the scary truth, and if we do not teach our children the importance and severity of conserving our water and keeping it clean, the Earth will not be able to continue to sustain life as we know it much longer.
Environmental Literacy is so broad, we decided to focus in on water in Environmental Literacy. Furthermore, water is a very expansive topic and encompasses so many different things. Because of this, we decided to highlight topics in water such as: usage, supply and source, and conservation. To make sure we can cover as much information as we can on these topics, we have decided to divide the topics amongst each other. I will be mainly researching the conservation of water and the importance of conservation. Among other things, I will give a list of possible ways of conserving water.
I have never worked with prezi before, but I have seen a presentation on it in the past and really enjoyed it. We will be making this prezi for both our peers and future students. Because of this it will be colorful and informational, but not too much scientific research. I have had a l ittle trouble making a new presentation, but with time and patience, it will continue to get easier to navigate.
I am working with Rose and Gabe to make a prezi on Environmental Literacy. Since the world's population is growing exponentially, we are depleting our clean usable water supply faster than it can replenish it naturally. Additionally, we are polluting the land, air, and water, which ultimately ends up in the water cycle. Experts predict that by the year 2050, over 4 billion people will be without enough clean water. This is the scary truth, and if we do not teach our children the importance and severity of conserving our water and keeping it clean, the Earth will not be able to continue to sustain life as we know it much longer.
Environmental Literacy is so broad, we decided to focus in on water in Environmental Literacy. Furthermore, water is a very expansive topic and encompasses so many different things. Because of this, we decided to highlight topics in water such as: usage, supply and source, and conservation. To make sure we can cover as much information as we can on these topics, we have decided to divide the topics amongst each other. I will be mainly researching the conservation of water and the importance of conservation. Among other things, I will give a list of possible ways of conserving water.
I have never worked with prezi before, but I have seen a presentation on it in the past and really enjoyed it. We will be making this prezi for both our peers and future students. Because of this it will be colorful and informational, but not too much scientific research. I have had a l ittle trouble making a new presentation, but with time and patience, it will continue to get easier to navigate.
My notes on Enviornmental Literacy so far. March 15th
"Enviornmental Literacy is the capacity of an individual to act successfully in daily life on a broad understanding of how people and societies relate to each other and to natural systems, and how they might do so sustainably"
(Campaign for Enviornmental Literacy, 2007).
The GLCES we are targeting:
E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans.)
E.FE.02.12 Identify household uses of water
Conservation of water
My in depth topic:
Water sources/supply:
Freshwater is a renewable resource due to the hydrologic cycle, which returns water to both surface and groundwater sources.
Surface water is held in lakes, streams, rivers, and other bodies of water that can be altered, built, and managed in order to make them more functional for the extraction of water or for other human activities.
(Environmental Literacy Council, 2007)
Porosity is the percentage of pore space in the total volume of rock
Permeability is the ability of water to move throughout the formation; highly permeable rocks include limestone and sandstone.
Pie chart of Percentages:
Ocean:97%
Fresh water stocks 3%
Of that fresh water stock:
Ice caps, glaciers, ground ice, permafrost, and perennial snow 69.56%
Fresh ground water 30%
Fresh water lakes .025%
soil moisture .05%
atmosphere .04%
swamps, marshes, wetlands .03%
http://internationalwaterlaw.org/bibliography/articles/igw-models/PieChart.jpg
(Campaign for Enviornmental Literacy, 2007).
The GLCES we are targeting:
E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans.)
E.FE.02.12 Identify household uses of water
Conservation of water
My in depth topic:
Water sources/supply:
Freshwater is a renewable resource due to the hydrologic cycle, which returns water to both surface and groundwater sources.
Surface water is held in lakes, streams, rivers, and other bodies of water that can be altered, built, and managed in order to make them more functional for the extraction of water or for other human activities.
(Environmental Literacy Council, 2007)
Porosity is the percentage of pore space in the total volume of rock
Permeability is the ability of water to move throughout the formation; highly permeable rocks include limestone and sandstone.
Pie chart of Percentages:
Ocean:97%
Fresh water stocks 3%
Of that fresh water stock:
Ice caps, glaciers, ground ice, permafrost, and perennial snow 69.56%
Fresh ground water 30%
Fresh water lakes .025%
soil moisture .05%
atmosphere .04%
swamps, marshes, wetlands .03%
http://internationalwaterlaw.org/bibliography/articles/igw-models/PieChart.jpg
GABRIELS: Notes on Enviromental lit
My task for this project is to research water uses, while Lauren and Gabe research other issues that pertain to water in the environment. Here are some of the new information I have learned.
- Throughout history cities have been built around bodies of water; they are a way of transporting goods.
- "Irrigation consumes a significant portion of both surface and underground water supplies"(The Environmental Literacy Council, 2002).
- Another important uses of water are agricultural uses, household and personal uses, energy sources,
- "The municipal sector is the only segment in which water consumption continues to rise in the United States, tripling between 1950 and 2000. Both surface and ground water is used to supply drinking water, with ground water being an extremely important source for those that do not have access through public supplies (i.e., self-supply sourcing via wells, etc). Water is also drawn for other community uses, including firefighting, public buildings, and area parks, pools, and gardens." (The Environmental Literacy Council, 2002).
Domestic Uses:
This includes everything you do in your household that has water involved. From drinking the tap water, to giving your pets a bath.
"Water generally gets to our homes in one of two ways. Either it is delivered by a city/county water department (or maybe from a private company), or people supply their own water, normally from a well." (USGS Domestic Water Use, 2000).
- Throughout history cities have been built around bodies of water; they are a way of transporting goods.
- "Irrigation consumes a significant portion of both surface and underground water supplies"(The Environmental Literacy Council, 2002).
- Another important uses of water are agricultural uses, household and personal uses, energy sources,
- "The municipal sector is the only segment in which water consumption continues to rise in the United States, tripling between 1950 and 2000. Both surface and ground water is used to supply drinking water, with ground water being an extremely important source for those that do not have access through public supplies (i.e., self-supply sourcing via wells, etc). Water is also drawn for other community uses, including firefighting, public buildings, and area parks, pools, and gardens." (The Environmental Literacy Council, 2002).
Domestic Uses:
This includes everything you do in your household that has water involved. From drinking the tap water, to giving your pets a bath.
"Water generally gets to our homes in one of two ways. Either it is delivered by a city/county water department (or maybe from a private company), or people supply their own water, normally from a well." (USGS Domestic Water Use, 2000).
Sunday, March 13, 2011
Digital Storytelling
I decided to read the article about digital storytelling because I actually just finished creating one for another one of my classes that emphasizes incorporating technology into the classroom. For this assignment I had to create a digital story using personal pictures while telling a story about myself. A lot of my classmates and I talked about how this would be a great way to introduce ourselves as teachers to parents and even our students in a new way. What I like about the article was that it told a side of digital storytelling that I haven’t really thought about before; it shed light on using digital storytelling with students who have trouble writing. Although I enjoyed the article and agreed with it, I don’t think it expressed the need for having students being able to write proper English. I do agree that technology is advancing at an exponential rate, however I think it is still very important for students to be able to write and express their thought through other ways other than technical devices. However I understand and agree with the article when it said “using this multimedia approach in the classroom helps students discover voice, and confidence.” Another aspect of the article that I really liked was how it talked readers through the story of three students, all of which seemed to struggle with writing. I thought this made the article come alive, and made me really see the positive aspects of using this type of technology in the classroom. Although I think its beneficial I haven’t seen anything like this in my classroom. I don’t know if its because of their young age, or if its because my CT doesn’t really try to incorporate a lot of technology into the classroom. I don’t think my kindergartners are missing out on that much at this age by not using digital storytelling, just because this is the age at which physically writing is practiced and mastered. Lauren and Gabe, have you seen digital storytelling being used in your classroom?
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