Ashley Hayes and Harmony: Show Up for Your Students and for Nature
One of my favorite aspects of the MTE course was investigating ideas around Harmony with Nature. In this module, we explored the question “How can we ask children to save the Earth if they don’t love the Earth?” Inspired by this question, I was determined to plan a unit for my 6th grade Technology class where students could intentionally develop a personal relationship with the natural world. I also felt compelled to further develop my classroom and school’s relationship with nature during a time when our lives have largely been moved indoors.
WHAT:
I didn’t have to look far to find local inspiration for this unit. About 2 miles from our campus lies a lush Gotjawal forest, an ecosystem unique to Jeju island that is made up of intertwining trees, rocks, bushes formed on top of volcanic rock. Gotjawal forests cover about 6% of Jeju’s land surface and play an important role in the biological and cultural diversity of our local ecosystem. A significant portion of these forests were cut down to build our school and they continue to be threatened by development and large-scale construction projects today.
Using and storytelling tools such as podcasting, photography, and videography, students recognize their own responsibility to address community needs while caring for and protecting a local forest. By making media and sharing their creations with a global audience, students are empowered to help others become more aware by inspiring the audience to consider their own impacts on the environment. Students engage with Sustainable Development Goals related to ending deforestation and protecting the world’s natural heritage while strengthening their connection to the local community.
WHY:
There is no education for sustainability without first allowing our students to form a relationship with nature and reclaim their connection to the earth. In this unit, students develop environmental responsibility as they become more aware of the richness and diversity of their local ecosystem by building an emotional connection with the natural world. Through advocacy and community engagement, students investigate environmental degradation in our neighborhood and encourage others to take impactful action to protect what’s left of our planet.
By engaging with transformational learning goals related to creative problem solving in connection to ISTE Knowledge Constructor and Creative Communicator Standards, students work collaboratively to effectively communicate complex ideas and express themselves through digital media. Principles of humane technology help students to reflect on their own responsibility to produce ethical media that supports personal, collective, and environmental wellbeing.
HOW:
In the unit launch, students engaged with photographs and videos of the Gotjawal Forest while using the AEIOU framework to document new noticings and insights. Although the pandemic prevented us from taking a field trip, it was possible to plan an immersive experience to spark students’ curiosity and generate potential inquiry questions. Students played games created in partnership with our Experiential Learning Coordinator to learn about plant and animal species in the Gotjawal as well as factors threatening the future of Jeju’s forests.
Students were presented with a body of research that links our mental, physical and spiritual health to our associations with nature. Using this data, students brainstormed a list of actions they could take to enhance personal and collective wellbeing through connections to the natural world. As homework, students were asked to apply one of these actions and reflect on their experience through journaling. One student writes “I developed a deeper appreciation for nature by taking a walk and going outside (I prefer to stay inside most of the time). I have been looking more closely at flowers and plants and it actually makes me more creative. I’m learning that nature has more power than you think. You might think that a forest is JUST A FOREST but really a forest is many different things, put together, to make something beautiful.”
Students then chose a topic in connection to their personal interests and in relation to the forests of Jeju. Using research strategies to find reliable sources and critically evaluate information, students demonstrated their understanding of ISTE Standard 3: Knowledge Constructor through seeking answers to their inquiry question. Some students reached out to experts, including the director of the Gotjawal, employees of the forest, and researchers from local universities. Following their research, students applied what they learned to write a script and plan for their podcast, documentary, or photo essay.
Prior to creating their media pieces, students participated in practice activities that would help them move towards creating effective media outputs that could inspire their audience to action. Student photographers (those creating a photo essay) practiced compositions and framing with a scavenger hunt around campus to find the Principles of Harmony. To practice audio recording and using an external microphone, podcasters were challenged to create mini soundscapes that would later be used in their podcast. Student videographers practiced using a variety of camera shots and simple editing techniques by filming overlooked green spaces on our school campus.
Students shared their media creations with a global audience by submitting their project in the SIMA (Social Impact Media Awards) Student Awards. To share their projects with our school and local community, students practiced their graphicacy and design skills by designing posters to advertise their project. These posters were displayed around our school, as well as on bulletin boards at the entrance of the Gojtawal, further maximizing the impact and reach of their media creations.
Student Projects:
Photo Essays:
The Search for Beauty by Shirley Jang, Jackie Lee, Anastasia Ball
Gotjawal Bracken (Forest Ferns) by Olivia, Joo, Kelly, and Elin
Plant Coexistence by Iris, Claudia, Irene
Descending Over Time Lahe Yun and Jenny Jin
Gotjawal: Home for Everyone by Jaden Min, Danu Kim, Jayden Park, Kevin Kang
Podcasts:
What is the Future of our Forests? by Jennie and Riye
Dark History of the Gotjawal: The 4.3 Incident by Jay Moon and Emily
Documentaries:
The Death of Fir Trees by Liz Bae and Grace Ahn
Healing Forests by Nicole, Lily, and Irene
Protect the Bijarim by Bert Seong, Hans Kim, Mickey Song, and Jordan Lee
Human Impact by Min and James