Coolbinia Primary School Video 3

Summary

The transcript details a school project focused on bushland conservation where students collected and organized data, interviewed experts, and created educational pamphlets and digital books. These materials were used for an official bush trail opening and are available online. The project aimed to enhance the local ecosystem and teach students about sustainable development, fostering a deeper connection with nature and promoting environmental stewardship.

Takeaways

• 📈 The students are organizing their data and considering various ways to present it, such as graphs or written reports.
• 🌳 They interviewed experts and organized their findings to get a clear picture of the bushland.
• 📚 The end product of their work is a series of pamphlets that were created for the official opening of the bush trail.
• 🐸 Each student focuses on a specific animal or plant, such as the Tawny Frog Mouth or Microbats, based on their interests.
• 🎓 The audience for their work includes guests at the official opening and anyone who accesses their school's website.
• 📖 They also produce digital books covering topics like the bush trail and butterflies in the school grounds.
• 🏆 The students' work is sold at cost and has been purchased by other schools, showing its value and impact.
• 🤔 The process encourages students to be self-critical and think about the depth of their research and how to present it effectively.
• 🌱 The students are taking action based on their learning, such as installing microbat nest boxes to enhance the bushland ecosystem.
• 🌿 The project has deepened the students' understanding and commitment to caring for the bushland and the environment.
• 🖼️ The students' engagement with nature has led to a sense of calm and creativity, as evidenced by their artwork and photography.

Q & A

What was the primary goal of the students' bushland project?

The primary goal was to create pamphlets for the official opening of the bush trail, which would be handed out to guests.

How did the students organize their findings from the bushland?

The students organized their findings through various methods such as creating graphs, written interviews, and role plays.

What was the role of external experts in the project?

External experts were invited to talk about the bushland, enriching the project with their knowledge and providing different perspectives.

How did the students decide on the content for their pamphlets?

The students chose to focus on specific animals and plants that they were interested in, such as tawny frogmouth and microbats.

What was the purpose of creating digital books in the project?

The digital books served as a way to present the students' knowledge about the bush trail and butterflies in the school grounds and bushland.

Who was the target audience for the students' work?

The target audience included guests attending the official opening, as well as anyone accessing the school's website where the material was posted.

How did the students assess the depth of their research?

The students were encouraged to be self-critical of their learning, considering assessment rubrics and the effort they put into their research.

What actions did the students take to enhance the bushland ecosystem?

The students took actions such as installing microbat nest boxes, partial oat nest boxes, and native bee hotels to enhance the bushland ecosystem.

How did the students' attitudes towards the bushland change as a result of the project?

The students developed a deeper understanding and commitment to caring for the bushland, showing a deeper level of connection and empathy.

What were some of the creative activities the students engaged in as part of the project?

The students engaged in activities such as drawing, photography, and making an iMovie about weeding and invasive weeds.

How did the project contribute to the students' learning and skills development?

The project helped develop valuable skills such as creativity, critical thinking, problem-solving, and a deeper connection to nature and the environment.

Outlines

00:00

📚 Organizing Research and Creating Educational Materials

The paragraph discusses the process of organizing research data and creating educational pamphlets for the official opening of a bush trail. Students were involved in sorting out their findings, which could be presented in various formats such as graphs or interviews. They focused on specific animals and plants, creating pamphlets that were handed out to guests. The purpose of these activities was to provide information to the community and to enhance the bushland ecosystem. The students' work was also shared on the school's website, making it an ongoing resource for learning.

05:03

🌿 Enhancing Learning Through Community Engagement

This section highlights the importance of community engagement in the learning process. It discusses how students were encouraged to be self-critical of their research and to think about how to present their findings effectively. The paragraph also mentions the involvement of external experts and professionals who enriched the students' projects. The students' work culminated in the creation of digital books and physical leaflets that were sold to the community, with the proceeds going towards the school and community projects. The paragraph emphasizes the importance of learning for the purpose of making a positive impact on the world.

10:03

🌳 Developing a Connection to Nature and Sustainability

The final paragraph focuses on the impact of the project on the students' attitudes towards the bushland and the environment. It describes how the students' involvement in the project led to a deeper understanding and commitment to caring for the bushland. The students participated in activities such as planting, weeding, and collecting litter, which fostered a sense of connection and empathy towards nature. The paragraph also discusses the calming and creative effects of being in nature, as evidenced by the students' artwork and photography. The project aimed to develop a deeper attachment to the bushland and a broader commitment to environmental care, aligning with sustainability development goals.

Keywords

💡Organizing Data

Organizing Data refers to the process of arranging and structuring information in a way that is easy to understand and analyze. In the video's context, students are sorting out their notes from bushland observations to create a clear and coherent picture of their findings. This process is crucial for making sense of collected information and preparing it for presentation or further analysis.

💡Graph

A Graph is a diagrammatic representation used to display data or information in a visual format. In the transcript, the creation of a graph is considered as a potential method for presenting the organized data collected from the bushland. Graphs help in making complex data easier to understand by showing relationships and trends at a glance.

💡Experts

Experts are individuals with advanced knowledge or professional experience in a particular field. In the script, students interview experts such as those from Millennium Kids to gain insights into the bushland. Engaging with experts enriches the students' understanding and adds credibility to their project by incorporating professional perspectives.

💡Findings

Findings are the results or discoveries obtained from research or investigation. The script mentions that students organized their findings from interviews with experts to get a clear picture of the bushland. These findings are integral to the project as they form the basis of the students' conclusions and the information they share.

💡Pamphlets

Pamphlets are small booklets or leaflets that provide information on a particular subject. In the video's narrative, students create pamphlets as an end product of their project, summarizing their research on the bushland. These pamphlets are distributed during the official opening of the bush trail, serving as a tangible outcome of the students' work.

💡Bush Trail

A Bush Trail refers to a path or route through a natural, bushland area. The script discusses the official opening of a bush trail where students' pamphlets were distributed. The bush trail is significant as it is the physical space being studied and the focus of the students' research and conservation efforts.

💡Digital Books

Digital Books are electronic versions of books that can be read on devices like computers or tablets. The transcript mentions digital books created by the students, which include information on the bush trail and butterflies. These books represent a modern method of presenting research findings and are accessible to a wider audience online.

💡Editorial Committee

An Editorial Committee is a group responsible for preparing and reviewing content for publication. In the context of the video, year six students serve as an editorial committee, pulling together different components of the digital book. This role is crucial as it ensures the quality and coherence of the final product.

💡Assessment Rubrics

Assessment Rubrics are tools used to evaluate student work by providing a set of criteria or standards. The script suggests that students should be self-critical of their learning, considering assessment rubrics to gauge the depth of their research. This process helps students reflect on their efforts and understand the standards they should meet.

💡Community Engagement

Community Engagement involves actively involving community members in a project or initiative. The transcript highlights community engagement through the sale of pamphlets to students, parents, and community members interested in the bushland. This engagement not only supports the project but also helps spread awareness about the bushland among the local community.

💡Sustainable Development Goals

Sustainable Development Goals (SDGs) are a collection of 17 global goals set by the United Nations to address various可持续发展问题. The script connects the students' work to SDGs, emphasizing that their learning and projects aim to make a positive impact on the environment, such as enhancing the bushland ecosystem. This connection underscores the broader significance of their educational activities.

Highlights

Students are sorting and organizing data from bushland research.

Consideration of presenting data through graphs or interviews.

Involvement of experts like Millennium Kids to enrich the project.

Creation of pamphlets as an end product for the official opening of the bush trail.

Students choose specific animals or plants to focus on for their research.

The purpose of the project is to create informative materials for the community.

Students' work is presented in digital books and pamphlets.

Year six students form an editorial committee to compile the digital book.

Students reflect on their research depth and learning outcomes.

Wider community engagement through inviting professionals to discuss the bushland.

CSIRO professionals have worked with students on aspects of the bush.

Students create fauna and flora from recycled materials.

Students take action by enhancing the bushland with projects like microbat nest boxes.

Students' attitudes towards the bushland improve through their involvement.

Students develop a deeper connection and commitment to the environment.

Students enjoy the calmness and serenity of being in nature.

Students' artwork reflects a deep engagement with their natural surroundings.

Students will create an iMovie about weeding and invasive weeds' impact.

The project aligns with sustainable development goals.

Transcripts

they're sorting out now they're making

sure that their data is correct

they're organizing it it might be when

they've gone up into the bushland it

might be

pretty scribbly notes so they've got to

organize it make it

so that they can make sense of it

do they want to create a graph will that

be a good way of putting the information

across

do they want to

talk to some experts like we had um

people come in from millennium kids and

they interviewed

those people and they had to organize

their

findings from that and sorted out so

that

as a whole they got a really clear

picture about what was going on

in the bushland from a variety of

sources

and some of their sorting out could be

into a graph it could be

written out as an interview that they

then use as a role

play at an assembly okay you know so

there's a

variety of ways that they can sort their

information

but this all led to their end product

which they made were those pamphlets

right

that's exactly right yeah these these

are the end products

so these are some that i kept as copies

so they were made you can see all the

different

and the students once once they created

these they were also for a pet they were

at the beginning they knew that this was

going to be for a purpose as well

absolutely

so the purpose was that it was the

official

opening of the bush trail and they

needed to

um have a leaflet that would be handed

out

to the guests that came along

and the students chose which animal that

that all plant that they wanted to

target this one's do guides this is

tawny frog mouth microbats the

incredible xania

so you know you can see you've got a big

variety of

bencia so each child

is is going to focus on something that

they're

really interested in because you

remember when we started when we're

tuning in we were asking questions

what were they interested in what did

they want to know about the bushland

we had our general ladybird

theme that was really enthusiastically

embraced

that it all there was also that

opportunity to zoom in

on something that they wanted answers to

so that's our

purpose so in making conclusions

sharing your data

who's your audience our audience was all

the guests that were coming

from across the local area

to attend the official opening the

audience was also

whoever accesses our website at school

a lot of this material is on our website

yes which is an

ongoing resource that

is still there and available for people

to learn about about

that perfect for the students to know

about um and we're

here we're thinking about how we're

presenting our knowledge

we're presenting our knowledge um

in in a leaflet form the other way that

we're presenting our knowledge is in

these digital books amazing and this one

was

about uh our bush trail and this one's

about

butterflies in the school grounds and

the bushland

wow so um you can have a bit of a look

you're going to look there and look so

many again

students from kindy to year six

have been involved in these projects

and each teacher has

three pages about the work they did

on the bush land this was a few years

back this one was

2016 and that was our butterfly focus

and you're getting a sense of

how we're addressing

concerns that have been raised about our

bushland

the butterfly one arose because the kids

would say to us

we only see the cabbage white here why

don't we see other butterflies

amazing so it's going from their

curiosity and their interest and at the

same time it's all purposeful and rich

learning

because they are at the end of the day

they're putting towards something that

is going to be

helpful for the community for the school

and we've sold this at cost

to students parents

community members uh people interested

in the bushland have purchased it

because

it's got lots of information research

information

and other schools have purchased it so

it's

outstanding achievement and you can see

it's got artworks it's got photography

um research uh

many different learning areas are

represented here

so it gives you an idea the current book

that we're working on

we'll show you in a minute that's still

in its digital form

and the year six students are the ones

that pull it all together

they're the editorial committee that

pulls all the different components

together okay

i'll just go on with this finish up this

so we're making conclusions

yes and you're thinking about

how how have i done this have i shown

enough depth in

in my research you want them to be

self-critical of their their own

learning

so you're encouraging them to think

about

assessment rubrics and you know how much

effort i'm going to put in

how much do i want to learn do i want to

convey this information with a great

depth

you know those sort of issues in terms

of

assessing the work going further

how can i then spread this message

more bright more broadly how can i

um link it to the wider community

can i invite people in as we have done

to talk about the bushland from wider

community members we've had csiro

professionals in schools come and talk

with us and work with us

on different aspects of the bush

reminder did you have that

yeah they came in um and the children

the children

made um this year four class they made

um fauna and flora

out of uh recycled industrial offcuts

nice and um really brilliant work

i've been most impressed um

so you bring in other people to to

enrich that project

yeah as as you're pulling it all

together yeah near

as you're nearing the end of the term

they've got all the background knowledge

they've looked at their questions how

are they going to then

pull it all together and present it more

widely

and then the last one is taking action

you're thinking about what i've learned

um how i'll use what i've learned

these are really important questions we

don't just

do learning for the sake of learning we

do learning

to make a difference in the world

getting back to those sustainable

development goals

what am i doing about life on land am i

changing it am i making it better in our

bushland

over the time different stem

projects have put in

microbat nest boxes partial oat nest

boxes their little bird

native bee hotels so each year

we will do a different focus that will

enhance our bush land

and enhance the ecosystem that

is in our bush land so it's it's a

vision of how we can use the not

something to use but be

part of that bushland in a creative way

making the world a better place and at

the same time the students are learning

such

valuable skills which are just

developing

more and more becoming richer which they

carry on into the their future careers

absolutely absolutely all that

creativity critical thinking

problem solving they're very rich

yeah and and it's a real life issue real

life

um making a difference um and they're

contributing to that all the way through

yeah and these

uh leaflets that these um

year four students made were really

very impressive they worked really hard

they look beautiful they do so they've

embedded their um knowledge

and they've um got information there to

share with others

and adults are going to be making you

will have

made use of these absolutely which is

just outstanding

oh and on the opening day when we had

the official opening

the students themselves handed out the

leaflets

as the guests entered the path and

imagine how proud they must have felt

absolutely absolutely oh that's just

that's awesome so they're seeing

their real audience yeah take it and

look at it

as they walk along so you know that was

um

very successful very special

okay well is that um

all of that little project would you say

the other thing is how how

um have the children's attitudes to the

bushland

chains as a result of being involved and

doing that

um investigation over that term and what

did you find

um they had a deeper understanding

they were more committed to caring for

the bush land

every year the students would do

planting in the bushland

they would do weeding they collect

litter

so their that commitment becomes

at a deeper level so it's connection

it's empathy

yeah and it's peaceful they comment on

um they love to get out in the fresh air

and

it's peaceful up there you can hear the

birds you can see where all the insects

have been

you see little lizards you can see bob

tales you know it is exciting

so they're the things that we want to

develop and

the kids will say that by the end of the

term

that they've enjoyed those experiences

and

um we're developing a deeper attachment

to the bushland

and more generally to caring for the

environment

and caring for our planet that's what we

want to

that's right that all goes back to those

sustainability development goals and the

other

the other point that you made that seem

to come across there too

is the students really loving

being with nature and the effects it has

on them the calmness

the serenity the peace being able to

just

stop i think that exactly you know

maybe this assists with the superb

creativity that these students you know

end up

showing so where you see artwork like

this

students have sat up there quietly

doing their drawings you know this is

this is beautiful work um where they're

deeply engaged

in i'm just trying to find um there was

a love

there's the banks here beautiful

drawings

out there in nature they've done that

awesome

and they're calm and quiet other times

they're not quite so quiet

i must admit but depending on the lesson

the photography lessons you know all

these

and we're going up in the bushland

next week doing a making an imovie

on um weeding and

and invasive weeds and how that impacts

on abortion

and here is a little weeding script here

with that all right anyway elaine i

think you have given us

so much information i really have

enjoyed being with you today and taking

up

so much of a valuable time but um anyway

thank you elaine big club for lane

everybody okay

that's great we're signing off yeah