What is Cosmopolitanism?
The general philosophical tenants of cosmopolitanism that David T. Hansen mentions in his article titled Cosmopolitanism and Education: A View From the Ground that cosmopolitanism varies from differing viewpoints in history. Some versions state that similarities between humans may bring unity, another version try to recognize that there are variables that need to be acknowledged and understood throughout communities, additionally, others recognize human nature, human interactions, universal morality, and goals such as a “worldwide political community” and having “open-mindedness” (p.2). With our ever-changing world and population, we need to learn ways to learn from one another and embrace each other’s differences, especially from a cultural and political standpoint (p.3).
How can teachers stand in a "Cosmopolitanism space"?
Teachers “stand in a cosmopolitanism space” because we are acutely aware of the paths that we have to take to allow our students to become receptive to new outlooks and ideas. We are able to use precise language in order to embrace and promote liberal and traditional educational experiences among our many differences. Teachers are constantly seeking new knowledge and reaching out in order gain new insights from one another. Teachers are the backbone to cultivating cosmopolitanism.
Hansen believes that teachers are inherently cosmopolitan because the desire to determine the quest for meaning closely relates to his philosophy of the art of living. Being able to apply the arts will allow students to explore the quest for meaning as “it can lead to invaluable new insights” (21)”. Teachers are quick to determine the students who learn differently than one another and can use their differences to bring them together for a common goal in order to learn from one another.
The general philosophical tenants of cosmopolitanism that David T. Hansen mentions in his article titled Cosmopolitanism and Education: A View From the Ground that cosmopolitanism varies from differing viewpoints in history. Some versions state that similarities between humans may bring unity, another version try to recognize that there are variables that need to be acknowledged and understood throughout communities, additionally, others recognize human nature, human interactions, universal morality, and goals such as a “worldwide political community” and having “open-mindedness” (p.2). With our ever-changing world and population, we need to learn ways to learn from one another and embrace each other’s differences, especially from a cultural and political standpoint (p.3).
How can teachers stand in a "Cosmopolitanism space"?
Teachers “stand in a cosmopolitanism space” because we are acutely aware of the paths that we have to take to allow our students to become receptive to new outlooks and ideas. We are able to use precise language in order to embrace and promote liberal and traditional educational experiences among our many differences. Teachers are constantly seeking new knowledge and reaching out in order gain new insights from one another. Teachers are the backbone to cultivating cosmopolitanism.
Hansen believes that teachers are inherently cosmopolitan because the desire to determine the quest for meaning closely relates to his philosophy of the art of living. Being able to apply the arts will allow students to explore the quest for meaning as “it can lead to invaluable new insights” (21)”. Teachers are quick to determine the students who learn differently than one another and can use their differences to bring them together for a common goal in order to learn from one another.
Compelling Question
Identify a biome on earth. Are all biomes safe for all animals?
Rationale
This topic interested me because fourth grade studies animal and human behaviors. This topic is relevant to our students as environmental issues will be recurring themes throughout the 21st century. I designed a project with real-world applications and solutions regarding how humans can improve the environment. The intent of this project is to create students that are good environmental stewards and global aware.
This unit includes research on a specific biome, learning about the ecosystems or communities in that biome, and learning about the various threats and human impact on these biomes. Based on this information, the students will have to determine ways in which humans can help conserve the environments in that biome and if it is safe for all animals, collect their information on a Discovery Education Board Builder, visually present their findings, and then present their projects to the class. The project should represent a specific biome throughout the world, threats facing the area, and include an oral presentation on the threats, whether the biome is safe for all animals, and the ways and importance of preserving/conserving a biome. This unit will be broken down into five phases: 1) Pose compelling question 2) Gather/Analyze Information 3) Creative synthesize information 4) Critically evaluate and revise and 5) Publish and share.
Identify a biome on earth. Are all biomes safe for all animals?
Rationale
This topic interested me because fourth grade studies animal and human behaviors. This topic is relevant to our students as environmental issues will be recurring themes throughout the 21st century. I designed a project with real-world applications and solutions regarding how humans can improve the environment. The intent of this project is to create students that are good environmental stewards and global aware.
This unit includes research on a specific biome, learning about the ecosystems or communities in that biome, and learning about the various threats and human impact on these biomes. Based on this information, the students will have to determine ways in which humans can help conserve the environments in that biome and if it is safe for all animals, collect their information on a Discovery Education Board Builder, visually present their findings, and then present their projects to the class. The project should represent a specific biome throughout the world, threats facing the area, and include an oral presentation on the threats, whether the biome is safe for all animals, and the ways and importance of preserving/conserving a biome. This unit will be broken down into five phases: 1) Pose compelling question 2) Gather/Analyze Information 3) Creative synthesize information 4) Critically evaluate and revise and 5) Publish and share.
Phase One- One day (35 minutes)
Compelling Question
Materials: The Boy and A Jaguar by Alan Rabinowitz, whiteboard, markers, and writing notebooks.
The teacher will show the students the book The Boy and A Jaguar by Alan Rabinowitz. Using the picture on the cover and our previous knowledge, the students will turn and talk to discuss what they think this book will be about. The teacher will list the ideas on the board as she rotates around the room to hear the ideas and then the class will discuss some of the ideas. The teacher will then begin reading the book, ensuring to stop and discuss certain phrases/points in the text. Once the reading is complete, the students will complete a quick write about their thoughts on the Jaguar Preserve and why the preserve was necessary. The teacher will ask them to identify the biome that their animal (from their previous project) lives in and explain to them that they will conduct a research project centered around a compelling question: Are all biomes safe for all animals? (Students will already have knowledge of biomes from their scientific studies).
Phase Two - 9 Days (30 minutes each)
Gather and Analyze Data
Materials: Technology, rubric, graphic organizer, Epic! books and other resources on biomes, pre-loaded websites, and any materials required for visual representations.
Day One: Teacher will review biomes, model how to conduct safe searches on biomes (for additional information), review expectations of Discovery Education and research stations, and show sample biome projects created. The teacher will also share the rubric to explain the expectations of the research project. The teacher will then place the students in strategic groups of two or three students (based on common animals from the previous research project) and they will decide which biome that they would like to conduct their research on.
Day Two - Five: The students will be provided with a graphic organizer (page 2-3 of the following PDF) as a guide in order to conduct their research and gather their information. They will also be provided with access to iPads, computers, and books on biomes. The teacher will set up three different research stations. The first station will be five iPads with the app Epic! already loaded with books written by Jennifer Boothroyd, such as; Endangered and Extinct Birds, Endangered and Extinct Mammals and books about Global Warming by Ellen Lawrence. The second station will be a book station that will have books on each biome (Explore the Grasslands by Kay Jackson, Explore the Deciduous Forest by Linda Tagliaferro, Explore the Desert by Kay Jackson, Explore the Tundra by Linda Tagliaferro, Explore the Tropical Rain Forest by Linda Tagliaferro, Explore the Ocean by Linda Tagliaferro, A Savannah Habitat by Bobbie Kalman, and Deserts by Peter Benoit). The third station will have five computers set up with pre-loaded websites for the students to search: http://kids.nceas.ucsb.edu/biomes/, https://online.kidsdiscover.com/unit/biomes, http://www.ducksters.com/science/ecosystems/world_biomes.php, http://www.aresearchguide.com/biomes.html, and Discovery Education videos. The students will rotate to a different station for the first three days in order to gather their data. On the fourth day, they will choose which station they need or be provided with additional guidance for any gaps in the graphic organizer and research.
Day Six - Nine: After the groups have located their answers and information, they will create a board builder to locate videos, pictures, and facts to support their research on their biomes. The students already have experience creating boards. They will use their graphic organizers to assist with inputting information that pertains to their specific biome.
Phase Three - Four Days
One day at school (35 minutes)
Three days at home (including the two day weekend)
Creatively Synthesize Information
Materials: Any materials required for visual representations and notebooks for brainstorming.
Day One: The students will begin analyzing the research that they have compiled and brainstorm a list of ways that they could visually present their projects on their biomes (diorama, poster/tri-fold, biome in a jar, Minecraft). The project should represent threats facing their biome. Each student will pick the project that interests them the most and begin working on it for homework.
The students will also synthesize the information gathered in order to prepare an oral presentation to go along with their visual product. They will need to ensure that they include: Threats, whether the biome is safe for all animals, and the ways and importance of preserving/conserving a biome.
Day Two - Four: Homework: Once the students have gathered their information on the graphic organizer and logged it into a digital tool, they will begin creating their biome projects and biome speeches. The biome project and speech is an individual project. The students will apply the knowledge that they gathered in order to present it in a visual way. The students will complete this project for homework.
Phase Four: Two Days (30 minutes each)
Critically Evaluate and Revise
Materials: Rubric, draft of visual representation, and draft of speech.
The students will be given a strategic partner. On day one, the first person will share their visual project and speech. The peer must edit their speech by adding/changing it for the better. The student will also give suggestions on how to improve their visual product. The students will be required to use the rubric as a feedback guide for their peers. On the second day, the students will switch roles in order for both students to have their work evaluated and revised. Once the peer editing and revisions are complete, the students will make their changes for homework.
Phase Five- Three Days (40 minutes each)
Share Public Act
Materials: Desks for students to set their visuals down on, visual products and speeches, rubric for the teacher to grade projects, and sign-up genius list.
Day One: Discovery Education Gallery Walk. The students will get to know each other's topics by searching through discovery education and locating their classmates biome boards. Through this, they will learn factual information about a different biome from their own research in order to better understand the visual representation projects.
Day Two and Three - Students will be presenting what they have learned from their research on a biome around the world. The students will be presenting in a "museum" fashion. On day one, half the class will present, the other half will present on the second day. A sign-up genius will had already been created for classes around the school to attend the "museum". Each student will have a station. When a student from another class (or staff member throughout the building) comes up to them, they will present their diorama and orally explain the threats, explain whether their biome is safe for all animals, and ways/importance of preserving a biome.
Compelling Question
Materials: The Boy and A Jaguar by Alan Rabinowitz, whiteboard, markers, and writing notebooks.
The teacher will show the students the book The Boy and A Jaguar by Alan Rabinowitz. Using the picture on the cover and our previous knowledge, the students will turn and talk to discuss what they think this book will be about. The teacher will list the ideas on the board as she rotates around the room to hear the ideas and then the class will discuss some of the ideas. The teacher will then begin reading the book, ensuring to stop and discuss certain phrases/points in the text. Once the reading is complete, the students will complete a quick write about their thoughts on the Jaguar Preserve and why the preserve was necessary. The teacher will ask them to identify the biome that their animal (from their previous project) lives in and explain to them that they will conduct a research project centered around a compelling question: Are all biomes safe for all animals? (Students will already have knowledge of biomes from their scientific studies).
Phase Two - 9 Days (30 minutes each)
Gather and Analyze Data
Materials: Technology, rubric, graphic organizer, Epic! books and other resources on biomes, pre-loaded websites, and any materials required for visual representations.
Day One: Teacher will review biomes, model how to conduct safe searches on biomes (for additional information), review expectations of Discovery Education and research stations, and show sample biome projects created. The teacher will also share the rubric to explain the expectations of the research project. The teacher will then place the students in strategic groups of two or three students (based on common animals from the previous research project) and they will decide which biome that they would like to conduct their research on.
Day Two - Five: The students will be provided with a graphic organizer (page 2-3 of the following PDF) as a guide in order to conduct their research and gather their information. They will also be provided with access to iPads, computers, and books on biomes. The teacher will set up three different research stations. The first station will be five iPads with the app Epic! already loaded with books written by Jennifer Boothroyd, such as; Endangered and Extinct Birds, Endangered and Extinct Mammals and books about Global Warming by Ellen Lawrence. The second station will be a book station that will have books on each biome (Explore the Grasslands by Kay Jackson, Explore the Deciduous Forest by Linda Tagliaferro, Explore the Desert by Kay Jackson, Explore the Tundra by Linda Tagliaferro, Explore the Tropical Rain Forest by Linda Tagliaferro, Explore the Ocean by Linda Tagliaferro, A Savannah Habitat by Bobbie Kalman, and Deserts by Peter Benoit). The third station will have five computers set up with pre-loaded websites for the students to search: http://kids.nceas.ucsb.edu/biomes/, https://online.kidsdiscover.com/unit/biomes, http://www.ducksters.com/science/ecosystems/world_biomes.php, http://www.aresearchguide.com/biomes.html, and Discovery Education videos. The students will rotate to a different station for the first three days in order to gather their data. On the fourth day, they will choose which station they need or be provided with additional guidance for any gaps in the graphic organizer and research.
Day Six - Nine: After the groups have located their answers and information, they will create a board builder to locate videos, pictures, and facts to support their research on their biomes. The students already have experience creating boards. They will use their graphic organizers to assist with inputting information that pertains to their specific biome.
Phase Three - Four Days
One day at school (35 minutes)
Three days at home (including the two day weekend)
Creatively Synthesize Information
Materials: Any materials required for visual representations and notebooks for brainstorming.
Day One: The students will begin analyzing the research that they have compiled and brainstorm a list of ways that they could visually present their projects on their biomes (diorama, poster/tri-fold, biome in a jar, Minecraft). The project should represent threats facing their biome. Each student will pick the project that interests them the most and begin working on it for homework.
The students will also synthesize the information gathered in order to prepare an oral presentation to go along with their visual product. They will need to ensure that they include: Threats, whether the biome is safe for all animals, and the ways and importance of preserving/conserving a biome.
Day Two - Four: Homework: Once the students have gathered their information on the graphic organizer and logged it into a digital tool, they will begin creating their biome projects and biome speeches. The biome project and speech is an individual project. The students will apply the knowledge that they gathered in order to present it in a visual way. The students will complete this project for homework.
Phase Four: Two Days (30 minutes each)
Critically Evaluate and Revise
Materials: Rubric, draft of visual representation, and draft of speech.
The students will be given a strategic partner. On day one, the first person will share their visual project and speech. The peer must edit their speech by adding/changing it for the better. The student will also give suggestions on how to improve their visual product. The students will be required to use the rubric as a feedback guide for their peers. On the second day, the students will switch roles in order for both students to have their work evaluated and revised. Once the peer editing and revisions are complete, the students will make their changes for homework.
Phase Five- Three Days (40 minutes each)
Share Public Act
Materials: Desks for students to set their visuals down on, visual products and speeches, rubric for the teacher to grade projects, and sign-up genius list.
Day One: Discovery Education Gallery Walk. The students will get to know each other's topics by searching through discovery education and locating their classmates biome boards. Through this, they will learn factual information about a different biome from their own research in order to better understand the visual representation projects.
Day Two and Three - Students will be presenting what they have learned from their research on a biome around the world. The students will be presenting in a "museum" fashion. On day one, half the class will present, the other half will present on the second day. A sign-up genius will had already been created for classes around the school to attend the "museum". Each student will have a station. When a student from another class (or staff member throughout the building) comes up to them, they will present their diorama and orally explain the threats, explain whether their biome is safe for all animals, and ways/importance of preserving a biome.
biome_writing_project.pdf | |
File Size: | 272 kb |
File Type: |
Standards
- 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.
- RI4.3 Explain events, procedures, ideas, or concepts in historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
- SL4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- SL4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally.
- W4.2d Use precise language and domain specific vocabulary to inform about or explain text.
- W4.9b Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
- 4.G.1.3 Exemplify the interactions of various peoples, places, and cultures in terms of adaptation and modification of the environment.
- RI4.3 Explain events, procedures, ideas, or concepts in historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
- SL4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- SL4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally.
- W4.2d Use precise language and domain specific vocabulary to inform about or explain text.
- W4.9b Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
- 4.G.1.3 Exemplify the interactions of various peoples, places, and cultures in terms of adaptation and modification of the environment.