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Leandro and the Mysterious Case of the Disappearing and Reappearing River helps students understand hydrology, climate change and how human and physical processes interact to influence environments and the climate. Students will also reflect on how we rely on effective functioning of natural systems for our food and livelihood.
This activity focuses on learning through developmental group work, which is a constructivist approach to learning that is directed by learners themselves. Students will gain a better understanding of the tea farming industry in Africa and will get a testimonial from Leandro an actual tea farmer.
Since this resource is quite short, it would be a great introduction for climate change in Geography and Science classes.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
This resource allows students to reflect on how climate change is affecting the farming industry and how they are contributing to the problem. The resources provides tools such as videos and a powerpoint to demonstrate different points of view of the problem.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Through climate change and its effect on the tea farming industry we clearly see the connections between the environmental, economic and social dimension of the issue.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
No real action on learning is included but a teacher could add to this experience by discussing with students how they can make some changes to their everyday actions to help climate change.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
Throughout this resource, students are asked to express their opinions and beliefs through discussions, activities, and reflexions.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Throughout this resource, students are asked to make connections to Leandro, a farmer in Kenya.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
Students get to see the connection of their actions on the outside world through videos taken in Kenya.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Although this resource is made for the UK, students do have connections with people who drink tea. Also, they have witnessed floods or droughts in their own country.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
This lesson plan clearly demonstrates how our past and present actions have an effect on climate change which then has an effect on the future of tea farming.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are trying to solve the mystery of the disappearing and reappearing river. They suggest their own reasons and are not directed to one correct answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Students get to see content from geography (farming) and science (climate change) while learning about the problem of tea farming in Kenya.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students try to provide answers as to why the river disappeared and then reappeared again. Learning is made through developmental group work.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The resource offers students the opportunity to reflect, watch videos and participate in some activities. This helps learners of different learning styles and abilities be successful.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
No hands-on activities are present in this resource.
|Experiential Learning: |
Authentic learning experiences are provided
Students learn through developmental group work.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Reflection questions are provided but no assessment tools are ready to use.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
The lesson is centered on Leandro a tea farmer in Kenya. Although it is based in Kenya, students from around the world understand the problem of flooding and droughts.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
Not considered but students could choose to go deeper into the problem on their own.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|