Workshop Session #6


Workshop Session #6

Workshop #44: Drones for a change

Room G-106

Global Issue:

  • Deforestation

International School of Port of Spain

Port of Spain, Trinidad and Tobago

Essential Question:

How can we use drones to help deforestation?

Impact Statement:

We have successfully been able to fly the drone over to areas which are not accessible by car in order to replant trees which have been killed due to deforestation. As this drone was built only recently, we were able to drop the seeds and see the the plants begin to start its growth.

Our project is involved with using drones to help deforestation. What we decided to do was to build our own drone from scratch and we tried our best to find a way to drop as many plant seeds as possible from this drone. The idea was for us to be able to fly to areas that are not accessible by man and being able to drop the seeds in the areas that were affected by deforestation in order to grow back as many trees as possible. We decided to build on a servo to the underneath of the drone in order for us to be able to drop the seeds as we reach the destination of deforestation. Our goal in this project is to be able to grow back as many trees as possible as we are aware of the impact trees have on our environment. So far we were successfully able to drop some seeds over a destination in Trinidad and we began to see progress with the tree beginning to form. As fun as this project was to work on, we also faced a bit of challenges, mainly designing the drone and being able to get parts to fit correctly and to work with it.

During the following year, we’ve decided that in order for this project to actually have a bigger impact on the world, we’ll need to get more people involved with different contributions. But before getting these people involved, we’ll first need to educate them on the impact of trees and why our project is necessary so we’ve decided to put up posters around the school to educate the students on the importance of trees and we’ve also asked teachers to continue to educate the students on these impacts. Once the students realize the necessity of what we’re doing, we are hoping for more students to join our project in order for more ideas to come along which can help even more and also more contributions in order for us to come out with even more drones which will lead to even more trees.

Workshop #45: Recycling Education: The Good, The Better, The Best

Room G-206

Global Issues:

  • Biodiversity and Ecosystem Losses

  • Maritime Safety and Pollution

  • Education for All

The American School Foundation of Guadalajara

Guadalajara, Mexico

Essential Question:

How can MS students teach ES students about trash and recycling in a different and creative way?

Impact Statement:

We go once a week to a pre-K classroom of 17 children to do crafts and art with recycled materials that they bring.

Our project is based on the cycle of trash. First the trash is used in a product then, the trash is thrown away and buried underground or ends in the ocean. We wanted to avoid the last part of this cycle and use trash in a creative way. So, we are going to teach a Pre-k class in our school how to do arts and craft like piggy banks, bottle fish, and a bottle cap mosaic with recycled materials. In this way, we are hoping to raise their awareness about trash, its negative impacts on the environment and recycling.

Workshop #46: Hogar de Gina – The future of Peruvian Communities

Room G-205

Global Issue:

  • Education for All

  • Massive Step-Up in the Fight Against Poverty

Colegio F.D Roosevelt

Lima, Peru

Essential Question:

How can we create a better future for the ones in need?

Impact Statement:

We have successfully served the entire Hogar de Gina community by educating them in all possible ways, while still having fun, in order to accomplish our goal of effectively organizing an educated community.

Our goals were to help the Hogar with their economical crisis and at the same time take advantage of our skills and teach the children things that they can take with them for the rest of their lives. We have educated the children with books both in Spanish and in English. We have reconstructed their garden affected by the landslides by planting flowers and other plants. We have done painting workshops to have fun and later on selling it giving all the money raised to the Hogar. There were many other workshops done that will be helpful for them in the future.

The Hogar de Gina group is looking forward to educate every single person in the community so that when they grow up, they will have mastered important skills taught by us that they can look back and apply it when maybe looking for a job, or when teaching something to their own kids in the future. As Roosevelt students, we have learnt many skills that those kids might not ever learn, if no one teaches them. We want to be those people that educate them so they can both learn and leave poverty as they grow up.

1) Hogar de Gina – analyse what Peruvian communities are missing to succeed. Use our skills to teach the kids skills they probably won’t be taught in school. 2) Fun. Having fun while learning was a strategy we used every time we went there. We would paint, have fun, sell paintings. We would read, have fun, learn skills and new words. We would plant, reconstruct their backyard, have fun. The children wanted us to go back every time we were not there. That is when you know your strategies were effective. 3) https://docs.google.com/presentation/d/1KH3MA__w-Ay4v3VMRemTkvAZYYUyB4JrQa9XWsV97Ao/edit?usp=sharing

Workshop #47: Hoja Por Hoja – Trading used notebooks for a better learning

Room G-203

Global Issue:

  • Education for All

Colegio F.D Roosevelt

Lima, Peru

Essential Question:

How can we reduce the privilege gap through education at the same time as contributing with the environment?

Impact Statement:

We have successfully served a hundred students by February using used notebooks collected from five different schools in Lima and turning them into brand new handmade notebooks.

Our project has a cycle that will never end. The cycle of collect, create, donate. We have partnered with various schools in Lima that every year donates many used books from the students.

Hoja Por Hoja is a project that contributes to reducing the privilege gap in Peru by providing recycled notebooks to low resource schools in Lima. Our notebooks are made out of the unused pages from used school notebooks from different schools in Lima. In our workshop we hope to help the audience emphasize with those with resources than us, at the same time as learning about the issue and our project.

https://docs.google.com/presentation/d/15wmSXzM5ceoUuwniy2I_VfvugXVgIlmNJaJae80YEKI/edit?usp=sharing

Our project focuses on closing the privilege gap by targeting the lack of education in Lima Peru. We do this by collecting used notebooks by different schools and sources and turning them into brand new notebooks. Our notebooks are completely handmade. Our process consists in using different machines like guillotines and hole punchers to transforms the unused pages into new notebooks which then are personally delivered to low resource schools in Lima.

Workshop #48: Precious Plastic: Responsible Consumption and Production

Room G-204

Global Issue:

  • Maritime Safety and Pollution

  • Climate Change

Colegio Nueva Granada

Bogotá, Colombia

Essential Question:

How can our community upcycle some of the plastic our school generates and become more aware of their plastic consumption and the need to refuse it as much as possible?

Impact Statement:

We have successfully created an action plan to reduce CNG plastic waste by creating a makerspace where students will be able to reuse and recreat plastic and turn it into something useful.` We have created multiple campaign to reduce the amount of plastic we use and those have been effective, but we are still using a lot of plastic everyday, so we thought that we should take the plastic and recreate it into something useful. We have the blueprints and the information to create an an area where students can come and create projects and use the plastic we have for a creative idea.

Goals: Our goal is to make sure the students use this makerspace as much as they use the other makerspaces in our school. We can do this by implanting projects with plastic into a class curriculum so that students can use it to create 3D projects. Successes: We have obtained the blueprints for the different machines of the makerspace and have spoken to the servicios generales of our school, and they have approved them. We have also talked to different teachers and staff and students in our school and they’ve agreed that we could use these machines to create products like plates for a school that we founded, or to be creative and create projects for school.Challenges: A challenge for this project would be to keep everyone using the maker space.

Our project is to make a makerspace where students from our CNG community can go, reuse the plastic to make school projects and different things to make everything eco-friendly. This project will help our school be more conscious about the ecosystem and how we can make our community more aware about the plastic they use. We would also make things for FCNG (Fundacion Colegio Nueva Granada) which is a school that CNG has funded.

Workshop #49: Entrepreneurship Vs. Poverty

Room G-104

Global Issue:

  • Massive Step-Up in the Fight Against Poverty

American School of Santo Domingo

Santo Domingo, Dominican Republic

Essential Question:

How can we empower people in poverty to create their own sources of income?

Impact Statement:

We are planning on serving over 20 women in poverty by May of 2018 by teaching them to create craft rugs recycled textiles. We will teach them how to place these rugs in markets and thus help them generate their own source of income.

We are working on creating workshops to teach women in poverty how to create their own sources of income through entrepreneurship. We will teach them to make very easy crafts using recycled textiles and later help them place in craft fairs, markets and local design stores in order to target tourists as their main consumers.

People power: We will teach women these crafts so they may do them on their own, and teach others as well.
Materials: We will use discarded textiles from old clothing
Lasting impact: Besides teaching women these crafts, we will create connections between them and local design stores, gift shops and trade fairs to help them sell their products.
Projections for next year: By next year we hope to have placed the women’s crafts in the market and phase 2 of the project will be to teach them financial mathematics in order to help them plan a family budget.

Our project aims to empower women in poverty to create and sell handicrafts using discarded textiles and other cheap or free materials. In our workshop we will teach how entrepreneurship can help fight poverty, and how to create simple but beautiful products using discarded textiles and/or very cheap fabric. Goal: Understand how entrepreneurship can help fight global poverty Activate prior knowledge: Ask what they already know about entrepreneurship and fair trade New knowledge: How to make craft rugs using discarded textiles Activity: Making rugs Generalization: Make a list of other crafts that can be made using discarded materials. Slideshow: https://docs.google.com/presentation/d/1iL-znuYXY41SBHlwyXbcOfxWugqrj8FbqapqQ5JNg6I/edit?usp=sharing

Workshop #50: Building Bridges

Room G-105

Global Issue:

  • Education for All

American Nicaraguan School

Managua, Nicaragua

Essential Question:

How can we build community understanding among students and staff through comprehensive English Language Instruction?

Impact Statement:

We have successfully served 15+ maintenance staff members and 10+ students (As of February 2018) using our trending EFL methodology and resources to effectively organize the ANS community to work toward a more inclusive society.

Students are providing free English as a Foreign Language classes to the maintenance staff of our community. Students meet weekly, prepare engaging lessons, assess “students” and build solidarity between different social classes on our campus.

This is currently run through a Senior Capstone project, but has been training a team of sophomore to lead the charge for the next two years, and then these students will raise their successors from the lower grades.

Building Bridges is a student-led project that focuses on teaching English to the maintenance staff of our school, with the purpose of “building bridges”, or creating relations, between students and the staff. Through our conference, we will present the objective of our project and the way we have carried it out so far for it to be effective. We will later direct them through two activities that will highlight the difficulty of learning a new language, and why it is so extremely important to use modern styles of teaching for effective results. We will first use a cryptogram activity to demonstrate how traditional ways of teaching might hinder the development and potential of the students. The second activity, the game, will show how frustrating it might be to communicate in an environment where people around you do not speak your same language.The overall purpose of the project, and the conference, is to spread the idea that communities can only thrive when there is communication and relations, and to fight towards learning equalities for all. Education should be a right, not a privilege, and Building Bridges fights to spread education, culture, and opportunities. https://docs.google.com/presentation/d/18175YlTUU_Y3A5bMIN7Kq5xATeJkFjfoHH16j8mooZI/edit?usp=sharing