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"One Day" is an ongoing iEARN project. You are welcome to submit a description of one typical day in your life. Different countries will be listed as topics, and entries should be responses to the appropriate country/topic. You may share descriptions and comparisons of several cultures in this conference, not only ordinary days but special events for you and your relatives. You may write stories about vacations, birthday, graduation or other experiences in your life. You are invited to describe one day in your life. In addition to written descriptions, students are invited to share visual images of their days through the "A Day in the
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Life: Photo Diaries," a digital photography exchange in which students share captioned autobiographical photographs about their own lives, in and out of school. Students share digital photographs on agreed-upon topics such as: Mealtime at Home (What does a typical meal look like at home?), Transportation To and From School (How do you get to school each day?), Interesting Places in My Community, An Exciting or Important Event, My Daily Routine, Clothing, Autobiographic Profile, etc. Students will accompany each digital photograph with a short, written explanation of what is depicted in the photograph and its significance.
Outcome:
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Special Place |
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Participants select one local spot that gives them a special feeling and write a story about that spot. They may select any writing genre (creative, informative, humorous, etc.), describe it, and tell what makes it special to them. Is it a place where they prefer to be alone or with others? It is hoped that, in thinking about our own special places, reading about other students’ special places, and taking action to preserve such places, we will strengthen our commitment to preserving our fragile Mother Earth. |
Outcome:
- Students writing
- Art projects
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The Teddy Bear Project |
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After registration, classes exchange Teddy Bears or other soft toys by airmail. When it arrives, the bear writes a diary, and sends home messages by email describing its adventures, as well as the things it has seen and done. The project aims to encourage authentic writing by providing children with a real audience. They write their email messages as if they are the visiting bear. Sometimes video conferences between classes may deepen friendships. The project provides an opportunity for students to develop an understanding of cultures other than their own.
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Outcome:
- Essays
- Journals
- Art work
- Web pages
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Laws of Life: Virtues Essay Project
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Laws of Life” are the rules, ideals, and principles by which one chooses to live. The “Laws of Life Project” invites young people to express, in their own words, what they value most in life. Participants submit essays about their laws of life in which they describe the rules, ideals, and principles by which they live, and explain the sources of their laws of life (life experience, religion, culture, role models, etc.). Participants respond to each other’s essays and interact with each other electronically |
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Math/ Science/ Environment/ Technology
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YouthCaN (Youth Communicating and Networking) is a network of youth clubs, classes and community groups who share an interest in studying and protecting
the environment. These groups are youth-directed. They coordinate local hikes, explorations of the environment, and investigations of environmental topics and share these explorations through the YouthCaN forums and at local and international conferences and workshops.
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Planetary Notions (PN) is an environmental project that gives students an opportunity to publish articles in an annual magazine so that they can share their views about the world's environmental health and how to protect it. In addition to articles, Planetary Notions facilitates discussion about these issues through the Environment forum. The forum gathers articles on environmental subjects and promotes discussion of environmental issues. The publication will include summaries of some of the major discussions from the year.
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Participants around the world study a local water habitat as an environmental science project, share observations and data with one another in the iEARN community to learn about connections among water habitats worldwide, and support one another’s efforts towards restoring and maintaining local to global water habitat environments as essential interconnected planetary life support systems. Each participating school and/or group of students identifies a local water habitat for ongoing longitudinal study. Participants can choose to collect applicable and grade level appropriate science observations and data of their local water |
habitat from the following suggested list: 1. Water : pH, temperature, and quality (overall observations, macro invertebrate sampling, test of opacity, observation of debris and pollution, assessment of sediment as indicators of erosion) 2. Habitat: plants, wildlife, and human presence 3. Water Resource Use: Industry, commercial, agricultural, navigation, transportation, recreation, wild or scenic water habitat 4. Environmental Issues and Actions: Environmental impacts on the habitat, observation of changes over time including habitat degradation or improvement, need for monitoring, need for restoration, need for advocacy to support sustaining and protecting the water habitat.
Outcome:
- Supports students meeting science standards along with language arts, math, and communication standards
- Develop students understanding of water habitat environmental science from
local to global contexts with mentoring from Eldon Franz, a university
environmental scientist
- Understand environmental impacts on water habitats
- Learn to take action based on scientific understandings to monitor, improve, and sustain quality water habitats
- Understand the responsibilities humans have on behalf of water habitats
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Recipes, construction tips, experiments and research findings will be shared and compiled on a web site. Among the activities: A) Design original solar oven. B) Compare insulation materials. E) Compare the effects of climate changes on solar cooking. F) Create an advertisement for solar cooking. G) Debate the use of solar cookers. H) Write letters to local newspapers about the benefits of using solar energy. I) Create a web page about solar cooking. J) Write and present a public service announcement for radio or TV about the need to conserve energy, deforestation issues in third world countries, the problems with fossil |
fuels, the greenhouse effect, or global warming. K) Create a mural depicting the history of solar energy. M) Compile a solar cookbook with tips on converting standard recipes to solar oven recipes. O) Fund raise to sponsor solar cookers in refugee camps and developing countries.
Outcome:
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Connecting Math to Our Lives
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In this project students are invited to a) explore how math is used in their families and communities; and b) use math skills to investigate community or social concerns and then take action to promote greater equity in the world around them. |
Outcome:
- Report of local project activities submitted to the "Connecting Math to Our Lives" website.
- Joint creation of a database on an issue of global importance. Data is collected and analyzed by classes around the world.
- Joint creation of a mathematical art gallery to serve as a resource on culturally relevant teaching for math educators globally.
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