"We're asking Crayola to make sure these markers don't end up in our landfills, incinerators and oceans."
|Scooped by Tahmina Mohammad|
This engaging video by “Kids Who Care” a ‘green team’ from Sun Valley School (California) campaigns for Crayola to develop a “take back” recycling program for their plastic textas. The video features children who use informal and informative language which meet the literacy and learning needs of all stage one students. Crayola makes approximately one billion un-recyclable markers each year which is enough to wrap around the earth more than three times. The video uses engaging music to capture the attention of students to the serious issue of Crayola makers ending up in; landfill, oceans and incinerators because there is no current “take back” recycling program. The video features the opinions of children on how they love using Crayola textas and would like to create change by encouraging Crayola to be a leader for the environment. The website also includes a template letter (petition) to the Chief Financial Officer and Executive Vice President of Crayola explaining about the need for Crayola to take back empty plastic containers and tubes.
Children can identify with Crayola as a popular stationary brand and this helps students develop a better understanding that buying and using particular goods can have local, national and global implications for the environment. The multiple videos uploaded on the website by children from around America who have joined the “Kids Who Care” petition captures; songs, group performances, children's comments, and suggestions to possible alternatives for Crayola. Furthermore, listening to the link from the Story of Stuff Project (Episode 9) helps to promote the following values and attitudes; ecological sustainability, democratic processes, beliefs and moral codes and life long learning. The persuasive videos and high modality texts (comments by children, petition letter, background information) featured on the website, encourages students to take responsibility for the products they consciously buy.
Teachers can use Crayola as an example to help students recognise that their is an interconnection between workers, users of goods and the environment on a global level because we are all responsible for “Earth and its future." Videos of students from Concord Elementary (on the website) convinces students that children can become agents of change by working together to campaign for changes in production and recycling processes.
An effective literacy teaching strategy is to create learning experiences where students can join the campaign and write letters (WS1.9) to Crayola. Students in small groups or as a whole class can create short movies/videos and upload them on the “Kids Who Care” website. For their short movies students can identify the products they use on a daily basis to meet their needs and wants (canteen food, milk, bread, lollies, juice etc. Using one of these products students can investigate how it is made and determine whether they are recyclable or not. Students can use the other websites suggested (Farm to Table or Discover Dairy) to gather information for their movies.
This stimulus encourages quality learning because students can relate to Crayola and their products, therefore they have the necessary prior knowledge to construct new knowledge. This idea has theoretical foundations because Constructivists such as Von Glasersfield (1995) ‘assert that new knowledge arises out of an individual’s active construction drawing on prior experiences and knowledge’ (Schuh, 2003. p.426).
Schuh, K. L. (2003). Knowledge Construction in the Learner-Centered Classroom. Journal of Educational Psychology, 95 92), p.426-442.