Collaborate with municipalities, academic scholars, locals and tourists in Bali, Indonesia, to research the country's inability to overcome its water shortage crisis and teach students about water sustainability efforts around the world.
My knowledge, skills and capabilities have grown because I am more well-rounded of worldly issues and can better impact the lives of my students with real-life examples. My experiences during my fellowship have excited me and I'm planning to bring this excitement into the students' activities. I will encourage my students to take their passion and knowledge gained to be positive contributors to society.
I plan to make my science classroom a more collaborative learning environment. Projects will now entail groups of students learning by solving problems. During these group activities, students will collaborate with each other as well as work independently while they address real-life issues and work to design and implement their solutions. Students will create models as a visual representation of their proposed solutions.
I have a better understanding of Bali's water crisis. The primary reason for Bali's water shortage crisis is tourism. However, the government and local municipalities have no sustainability practices in place to reduce consumption of water. There is lack of government oversight of water use for agricultural purposes. Agricultural runoff has polluted bodies of water, and now they are non-potable. Furthermore, there is a lack of awareness and lack of desire to educate the people of Bali.
Students will first be introduced to my experiences by viewing a photo and video slideshow of my time in Bali regarding the water shortage. Students will be engaged in a classroom discussion about the four main reasons of Bali’s water shortage. They will work in groups to research then propose solutions to overcome Bali's water shortage. The activity will culminate by groups creating visual representations of their solutions by creating a classroom model of Bali with conservation components.
As science department chair of the school, I lead weekly science department meetings and will share my field study experiences with other teachers through a photo and video slideshow. Afterwards, I will propose that each grade focus on a different environmental issue. This would encourage students within their grades to discuss environmental conservation issues.
Our school’s theme for this upcoming science fair is to reduce waste and conserve environmental resources. The theme will be reinforced by having student’s build models from waste and recycled materials. Also, student-created models from the Bali conservation project will be on display at the science fair to showcase their work and celebrate their new learning.
Some schoolwide and local issues in which my students will become advocates for change include the elimination of single-use plastics, school recycling programs, and our city's waste management. This will enable students to become empowered and learn how they can make a positive impact around the world. This will also allow the students to develop a passion for environmental conservation.
Before the fellowship, my professional obligation as a science teacher was to inspire students to develop a love for learning while aiding their growth and development. After the trip, my job continues to be what it was plus to inspire students to become positive contributors to society, the community, and the world within areas of science such as environment conservation. I have an obligation to share my experiences with others. I am grateful that I was able to have this opportunity to learn.
FUND FOR TEACHERS ©