Hosted by OSOS , contributed by Gaurina on 28 January 2020
Sentir
Students will investigate a predetermined area of their local traffic and collect all informations that they can find within the area. After this, students will separate the different types of accidents and disasters, identify them and analyse what is the predominant type of accidents. After deciding what is the main agent of traffic, students will investigate its origin and try to come up with sollutions to reduce its incidence in comunity
1: Brainstorning about source, types and causes of marine litter
Students will investigate about traffic accidents, causes and consequences and should answer to questions like:
How does traffic affect community and the quality of living?
Which is the origin of traffic accidents?
2. Investigation proposal to address such questions
For this activity, students will use a tool for collecting data on traffic accidents. This tool is designed to generate data on traffic accidents according to a standardized methodology.
Students will organize and participate in an awareness campaign about traffic accidents. They have to collect, register and monitor traffic, identify the most frequent mistakes drivers makeh, as well as their origins, impacts and reflect about ways to reduce them.
Material needed: worksheets, pens, mobilephones
Methodology:
1-streets of town
a) Identification of permanent reference points to ensure that the same area will be monitored.
b) The sampling unit is a fixed section of street
c) Streets can be monitored four times a year:
• Winter (mid-December- mid-January)
• Spring (April)
• Summer (mid-June-mid-July)
• Autumn (mid-September-mid-October)
Ideally, the chosen street should be monitored on the same day of each year.
2. Gathering, counting and categorizing
After the monitoring the streets, students will gather, count and divide the collected informations into categories. The results of the collecting data should be represented using graphics and histographies.
The graphics will be used to deepen the knowledge about the most frequent mistakes drivers have done in traffic and its origin. The traffic mistakes and accidents should be evaluated considering the following variables: amount and type
The activity should provide objective conclusions about the causes of accidents identified in the research.
3. Collaborating with students from other locations: investigating globaly
Students can introduce data they have collected, by answering to a form, and then compare it with the same data collected by students all over the region. A specific form was created for this activity.
In order to introduce their data, students first need to register on the viritual platform. When doing this, please consider the following:
- Students should use a code name
- Students shouldn't add any picture of themselves in the platform
- If necessary, students can print the protocol and keep it at all times.
- Students should go to the “discussion” area to communicate with the other students about their results
Keeping record
During the process, students should record all the details of their research and make the photographic record and short videos of the activity.
What kind of accidents appears in the community?
How much of accidents does end up with death consenquences?
Imaginar
Thinking about solutions
After the sampling of results of research in traffic, students are now aware of the main sources of disasters and accidents in traffic. Knowing this, students should start to brainstorm and think about how they can target the main source of disasters and accidents and what they can do to improve the problem.
Contacting with the community
Students should contact with their families, neighboors, general community members to inquire them about their habits and lifestyle and to learn about what they would be whiling to change in order to protect themsfes and others in traffic. The Captaincy, and City Hall should be contacted. Students should articulate their knowledge of traffic with the City Council.
Thinking with Desing Thinking
Design thinking is all about looking into a specific problem in a specific community and coming up with solutions specficaly designed for such problem in such community. This means that students shouldn't just think about possible ways to solve a general problem. Students need to communicate and contact with their community, learn its features and particularities and come up with solutions that will be effective and that target their communitie's needs and willingness to change. There is no use for a solution that no one will want to practice. So, students not only will need to create a considerate olution (or a set of solutions) but they also have to think about a full holistic strategy to raise awareness and convince people that their solution is practical and important.
Crear
After coming up with their most creative solutions for their community, students should propose a set of activities (such as debates and exhibitions, etc.), with the objective of consolidating the knowledge acquired and sharing it with their community, training skills like communication, collaboration, problem solving and leadership, among others.
Here, students will decide how they will make a change and leave a legacy to their community.
Students should think about how they can share their work and new knowledge with their community. Here, they can spread their imagination and come up with their own ideas.
Some suggestions are:
An exhibition with the car that represents model of traffic accident:
Compartir
After having created all the outcomes to share with the community, students should decide how to share.
The sharing can be done in the form of a fair, an exhibition, a leaflet distribution, etc. One particular way is through a science trail. In a science trail, students prepare different stations, with different activities, and place them in a physical trail where the community members walk and visit their work.
In a science trail, each group of students can decide to present their work in a different way, combining all the proposed activities.
A specific methodology to create science trails can be found in another accelerator, by clicking here. Otherwise, the science trail can be created using the students imagination, following their own ideas.
Leaving a positive impact
Make sure that your students feel like they are actually making a change and fighting for a good cause. Let them know that what they are doing is important. Support them in following their own ideas and allowing them to explore their goals.
