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Wu, X. (2010). Economic transition, school expansion and educational inequality in China, 1990-2000. Research in Social Stratification and Mobility, [online] 28(1), p.91. Available at: https://www.academia.edu/2834157/Economic_transition_school_expansion_and_educational_inequality_in_China_1990_2000 [Accessed 7 May 2024].

www.globalgovernmentforum.com. (n.d.). Better data needed 'to address gender inequality in education'. [online] Available at: https://www.globalgovernmentforum.com/better-data-needed-to-address-gender-inequality-in-education-global-experts-say/ [Accessed 7 May 2024].

Zhang, H. (2017). Opportunity or new poverty trap: Rural-urban education disparity and internal migration in China. China Economic Review, 44, pp.112-124. doi:https://doi.org/10.1016/j.chieco.2017.03.011.

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"I'm a girl." Whenever I say this, my mother scolds me, "So what? You're a girl. You should be ashamed!" But why? Why should a "girl" bend her head all her life? I won't! I'm going to show everyone that a “girl” can change the world.

10 years later...

Today, I was very happy because my father has become a famous banker, and my mother was a pianist. They always said to me, "If we had a son, it wouldn't be your turn now!" Even though I'm not happy about it, I'm used to her saying it. I won’t give up on my dream!

I was good at math from a young age. I could even say I was a genius. Even though all my classmates thought I was very good, my teacher didn't think so. For example, he would say, “Hedy Lamarr, you'd better not make your math so good. Girls can't do anything. Even if you work very hard, don't blame me for not warning you!” It's a bad memory to think about now, but it's not a reason to give up on my dream. These things only make me more and more determined!

In 1940, World War II came around. I found that many countries were using unencrypted signals to guide torpedoes to their targets, which was too slow. But then I discovered that we could radio-control the torpedoes and could use the principle of a piano, using eight steps, to launch eight torpedoes each! When I happily told the American government about my invention, all I got was a dismissive response, "You'd better use your pretty face..."

“I want to be an actor, but I was asked to shoot without clothes. People have never acknowledged that I am an inventor; they just think I am an ignorant girl who accidentally invented a common technology,” Hedy Lamarr said when she was already 84 (she died at 85). She's an inventor. She's the one who invented the “frequency hopping technology” that underpins everything from Wi-Fi to Bluetooth to GPS and military communications. Without her, there would be no now. But in that era, no one recognized her. She’s very beautiful, so she was regarded as a "vase". But if she wasn't good-looking, would her invention get credit? In 1963, her invention finally began to be recognized, but there were still so many people to question her. Every time she walked on the road, passers-by would only throw eggs at her and throw dirty water. For four decades, she subsisted on $300 a month in aid. Finally, on January 19, 2000, Hedy Lamarr was found dead in her bed at home…

There were so many examples like Hedy Lamarr. But no one helped them or spoke up for them. Although there are no such examples today, has this kind of gender inequality really disappeared?

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Source:
https://www.guarcholga.es/sustainable-art/
https://artincontext.org/sustainability-in-art/
https://sustainability.jhu.edu/news/ask-the-green-guide-art-and-sustainability/
https://artterra.ca/blogs/news/what-is-sustainable-art
https://greenliving.guru/environmental-art-and-creativity/
https://artincontext.org/sustainability-in-art/
https://www.art-is-fun.com/nature-in-art#
https://www.foopak.com/the-important-role-of-artists-in-the-environmental-movement/
https://artindexafrica.substack.com/p/10-ways-art-promotes-sustainability
https://typeset.io/questions/what-is-the-impact-of-art-in-the-realm-of-nature-51oiu45u24
https://www.linkedin.com/advice/0/how-can-art-used-inspire-environmental-action-skills-social-impact-8y4we
These are all the source of the research note, @emily
This need to put on the information board
-Chenchen

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We can put all of them on the presentation board.also need to edit.https://www.invaluable.com/blog/sustainability-and-art/#:~:text=The%20idea%20of%20sustainability%20in%20art%20has%20led,to%20inspire%20social%20and%20cultural%20change%20as%20well.

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Research note.i change some of those word.
https://www.invaluable.com/blog/sustainability-and-art/#:~:text=The%20idea%20of%20sustainability%20in%20art%20has%20led,to%20inspire%20social%20and%20cultural%20change%20as%20well.

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This is another page
- Chenchen

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This is the survey qs I sort out, tomorrow in school I will use pie chart/ bar graph to have a better understanding.
- Chen Chen

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https://www.wjx.cn/vm/PBmJ77W.aspx

⬆️ Survey Link

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-Chenchen
This is some land art example and some information about land art, we can choose one of it and make it in school.

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Land art was part of the wider conceptual art movement in the 1960s and 1970s. The most famous land art work is Robert Smithson's Spiral Jetty of 1970, an earthwork built out into the Great Salt Lake in the USA. Though some artists such as Smithson used mechanical earth-moving equipment to make their artworks, other artists made minimal and temporary interventions in the landscape such as Richard Long who simply walked up and down until he had made a mark in the earth.

Land art, which is also known as earth art, was usually documented in artworks using photographs and maps which the artist could exhibit in a gallery. Land artists also made land art in the gallery by bringing in material from the landscape and using it to create installations.

As well as Richard Long and Robert Smithson, key land artists include Nancy Holt, Walter de Maria, Michael Heizer and Dennis Oppenheim.

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Tate glossary definition for land art: Land art is made directly in the landscape, sculpting it into earthworks or making structures using natural materials found in the landscape such as rocks or twigs

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There are the paper albatross🦅.we all know albatross’s habitat is been destroy by human,our topics is directly connect to this.

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This is a roller leave I made at home.it only cause small limit of time to made it,easy to cut(a little hard)the left can be fold as paper albatross.the paper albatross can decorate our poster.isn’t that it is complete in both respect?but cost a short time.

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https://www.surveymonkey.com/r/LCRRVWM

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What is education inequality? Why is there education inequality? Education inequality happens everywhere, though you might not notice. In the park, on the mountain, beside your apartment, sailing on the sea…

1. What is your gender?

Male

Female

2. How old are you?

Under 10

10 - 20

20 - 40

40 - 60

60 - 80

80 - 100

Rather not say

3. Are you aware of what education inequality is?

Yes

No

Other ______

4. Who do you think is responsible for education inequality?

Children

Parents and Teachers

Government

Everyone

No one

Other ______

No Idea

5. Which of these reasons do you think causes education inequality?

Pollution

Family Income

Location

Natural Disasters

Hunger

Racism

Gender

No Idea

Other ______

6. Where do you think education inequality happens?

At school

Playground

Apartment

Online / On the internet

Bathroom

Everywhere

Other ______

I’m not sure

7. What do you think you can do to reduce educational inequality?

________________________________________________________________________________________________________________________________________________________________________

8. If you met a child experiencing education inequality, what would you like to say to him/her?

________________________________________________________________________________________________________________________________________________________________________

9. What would a school with no education equality be like? Please write a description.

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Presentation Station Must Haves:

Bilingual Title

Teacher checked grammar/spelling

Central Idea

Lines of Inquiry + Summarized research about each line in bulleted points

Action

Survey data (presented in graphs) + analyzing the data (conclusions about the info from survey)

English persuasive writing

1 form of expression from the following (Art, ICT, Drama, Music)

Presentation Station Could Have:

Interactive activity (games, live survey, models, etc)

Students dress-up accordingly

NOT ALLOWED TO HAVE at Presentation Station:

Gifts

Prizes

Take-aways

Paper brochures

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1. How old are you? (Please select your age group):

A) 7-8 years old

B) 9-10 years old

C) 11-12 years old

2. What grade are you in?

A) Grade 2

B) Grade 3

C) Grade 4

3. Have you ever created art using recyclable materials like paper, cardboard, or plastic bottles?

A) Yes

B) No

4. Do you think it's important to protect the environment by using materials that can be recycled or reused?

A) Yes

B) No

5. Which type of art materials do you enjoy using the most?

A) Recyclable materials

B) Store-bought art supplies

C) Both

6. Would you like to learn more about how to create art while helping the environment?

A) Yes, I'm interested

B) No, not interested

7. How often do you recycle items at home or school?

A) Always

B) Sometimes

C) Rarely or never

8. What kind of art projects do you find most enjoyable?

A) Drawing and painting

B) Sculpting with clay or playdough

C) Creating crafts with recycled materials

D) Other (please specify)

9. If given the choice, would you prefer to use materials that are better for the environment even if they take longer to work with?

A) Yes, I want to help the Earth

B) No, I prefer materials that are easier to use

10. What do you think is the coolest thing about making art with recyclable materials?

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We decide together.the final picture of our poster may look like that.

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Revised Content on Education Inequality:

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https://sites.google.com/view/no-education-inequality/home

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Potential Audience Questions for a Grade 5 Presentation on Sustainable Art:

1. How is sustainable art created differently from other types of art, and what materials or techniques are commonly used to make art in an eco-friendly way?

2. Why do some people believe that sustainable art is important, and what benefits does it bring to artists, viewers, and the environment?

3. Can you explain how making art that is sustainable helps us better understand and appreciate the natural world around us, and why this is significant?

4. What are some simple ways we can incorporate sustainable practices into our own art projects at school or home?

5. Why should we care about using recycled or biodegradable materials in art-making, and how can this small change make a big difference for our planet?

6. Have you seen any examples of sustainable art installations or projects that have inspired you to think differently about art and its relationship to the environment?

7. How can learning about sustainable art encourage us to be more mindful of our impact on the Earth and motivate us to create art that reflects our commitment to sustainability?

8. What are some ways in which sustainable art can raise awareness about environmental issues and inspire positive actions within our communities?

9. How does the concept of sustainability carry over from art to our everyday lives, and what parallels can we draw between creating eco-friendly art and living more sustainably?

10. In what ways does creating and appreciating sustainable art foster a deeper connection to nature and promote a sense of responsibility towards preserving our planet for future generations?

These questions are designed to engage grade 5 students in exploring the world of sustainable art, encouraging them to consider its form, significance, and connection to environmental stewardship in a clear and accessible manner.

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To refine the focus of your survey on connecting solar energy's importance to natural disasters like earthquakes, I've revised and added questions to make your aim more clear

Solar Cells Survey

Focused on School, Community, and Families

Demographics and Background

1. How old are you?

8-12

13-19

20-30

31-40

41-50

51-60

61-80

2. What type of area do you live in?

Urban/City compound

School dormitories

Rural or less-developed area

Other (Please specify): ____

3. What is your occupation?

White collar (e.g., office worker)

Blue collar (e.g., manual labor, tradesperson)

Student

Unemployed/Retired

Other (Please specify): ____

Energy Usage and Awareness

1. Which of the following energy sources do you primarily use?

Fossil fuels (e.g., coal, oil)

Wind power

Hydroelectric power

Solar energy

Not sure

Multiple sources

2. Are you aware of the environmental impacts of using unsustainable energy sources like fossil fuels?

No

Yes (Please explain): ____

Perspectives on Solar Energy and Environmental Responsibility

1. Would you be willing to invest more of your own resources to use cleaner, more sustainable energy sources to help protect the environment?

No

Yes (Please explain how): ____

2. Would you consider solar energy as your primary energy source?

No

Yes (Please explain why): ____

Maybe (Please share your thoughts): ____

Connecting Natural Disasters and Solar Energy

1. How concerned are you about the impact of natural disasters on your community's energy supply?

Not concerned

Somewhat concerned

Very concerned

2. In your opinion, how can solar energy contribute to a more resilient and reliable energy supply during and after natural disasters?

(Open-ended response)

3. Have you or someone you know been affected by a natural disaster where access to energy was disrupted?

No

Yes (Please describe the situation and any solutions you envision): ____

4. Do you think promoting solar energy usage could play a role in disaster preparedness and recovery? Why or why not?

(Open-ended response)

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There is the poster I design.

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Potential Audience Questions for a Grade 5 Presentation on Education Access for Girls:

1. Why are some girls and women facing barriers to accessing education, and what are the main reasons behind this inequality in learning opportunities?

2. Why do you think it's important for girls to have the same chances as boys to go to school and learn, and how can equal education benefit not just individuals but entire communities?

3. Can you describe the daily life experiences of girls who are denied education and how this impacts their future prospects and well-being?

4. How can we all take responsibility to ensure that girls around the world have equal access to education, and what small actions can we each take to support this cause?

5. Have you seen or heard of stories where providing education to girls has led to positive changes in their lives and communities, showcasing the transformative power of learning?

6. What are some examples of initiatives or programs that have successfully promoted education for girls, and how can we advocate for similar efforts in our own schools and neighborhoods?

7. How does denying education to girls limit their opportunities and perpetuate cycles of poverty and inequality, and what can we do to break these barriers and promote gender equality in education?

8. In what ways can understanding the lifestyle challenges faced by girls without access to education inspire us to champion for inclusive and equitable learning environments for all?

9. How can learning about the importance of education for girls empower us to speak up against discrimination, promote diversity, and create a more inclusive society for everyone?

10. What role can each of us play in fostering a culture that values education for girls, supports their academic pursuits, and champions their right to learn, grow, and thrive alongside their male peers?

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Potential Audience Questions for a Grade 5 Presentation on Solar Energy and Sustainability:

1. Can you explain how solar cells work and what role they play in generating electricity from sunlight, making it a renewable energy source?

2. How does using solar energy impact our daily lives, from powering our homes to reducing our carbon footprint, and why is this important for the future of our planet?

3. Why do you think it's our responsibility to shift from using fossil fuels to embracing clean and affordable energy sources like solar power, and how can we contribute to this transition?

4. Have you seen any examples of solar panels or solar-powered devices in your community that have made a positive difference in saving energy and protecting the environment?

5. What are some ways we can all support the adoption of solar energy at home or in school, and how can we raise awareness about its benefits among our friends and family?

6. How can learning about solar cells and their environmental advantages inspire us to take action towards a more sustainable and eco-friendly lifestyle?

7. What are the potential long-term effects of widespread solar energy usage on our communities and the planet, and how can we ensure a brighter future by embracing renewable resources?

8. In what ways can we advocate for policies and practices that promote the use of solar power as a clean and efficient energy alternative, both locally and globally?

9. How can understanding the connection between solar energy and sustainability empower us to make informed choices that support a greener and more environmentally conscious way of living?

10. What simple steps can we take today to embrace solar energy, reduce our reliance on non-renewable resources, and contribute to a cleaner, healthier planet for generations to come?

11. How can solar energy help provide electricity and power essential devices like lights and communication systems during natural disasters such as earthquakes, when traditional power sources may be disrupted?

12. What are the advantages of using solar panels as a reliable and independent energy source in emergency situations, and how can this technology support rescue and relief efforts in affected areas?

13. Can you share examples of how solar-powered chargers or generators have been used effectively in disaster response scenarios to ensure access to electricity for medical facilities and shelters?

14. Why is it important to have sustainable energy solutions like solar power in place before natural disasters occur, and how can proactive planning with renewable resources enhance resilience in vulnerable communities?

15. How can educating others about the benefits of solar energy in disaster preparedness empower individuals and organizations to be better equipped to handle emergencies and minimize the impact of unforeseen events?

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Potential Audience Questions for a Grade 5 Presentation on Sustainable Art:

：art and its relationship to the environment?

1. ：What are some ways in which sustainable art can raise awareness about environmental issues and inspire positive actions within our communities?

2. How does the concept of sustainability carry over from art to our everyday lives, and what parallels can we draw between creating eco-friendly art and living more sustainably?

3. In what ways does creating and appreciating sustainable art foster a deeper connection to nature and promote a sense of responsibility towards preserving our planet for future generations?

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Potential Audience Questions for a Grade 5 Presentation on Education Inequality in China:

1. Why do some children in China have better access to education than others, and what are the main reasons behind this difference?

2. How has the way education is provided to kids in China changed over time, and what factors have led to inequalities in educational opportunities?

3. Can you explain how people in other countries see education inequality differently from how it is understood in China, and what lessons can we learn from these diverse perspectives?

4. What are some ways we can work together to make sure that all children in China have an equal chance to go to school and learn?

5. Have you heard of any historical events or stories that show how education has been unequal for kids in China in the past, and how has this situation evolved over the years?

6. Why is it important for everyone to have a fair chance at getting a good education, and how can we help make this happen in our communities and beyond?

7. How do cultural beliefs and traditions influence the way education is provided to children in China, and what changes can be made to promote more equality in learning opportunities?

8. What are some innovative solutions or programs that have been successful in reducing education inequality in different parts of China, and how can these ideas be implemented more widely?

9. How can knowing about the challenges faced by students who lack access to quality education in China inspire us to advocate for change and support initiatives that promote educational equity?

10. In what ways can understanding the history and complexity of education inequality in China help us develop a more informed and empathetic view of this issue, both locally and globally?

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Potential Audience Questions for a Grade 5 Presentation on Habitat Destruction and Its Impact on Ocean Ecosystems:

1. Why is it bad when habitats in the ocean get destroyed, and how does this affect the animals and plants that live there?

2. What are some reasons why habitats in the ocean are being damaged, and what can we do to prevent this from happening?

3. How does what happens to habitats in the ocean relate to our daily lives, and why should we care about protecting these environments?

4. Can you explain how destroying habitats like coral reefs or mangrove forests harms the balance of life in the ocean, and what we can do to help restore these areas?

5. Have you seen or heard of any ways that people are working to save habitats in the ocean, and how can we get involved in these efforts?

6. What role does pollution play in damaging habitats in the ocean, and how can reducing our waste help protect these vital ecosystems?

7. Why is it important for everyone, including kids like us, to learn about habitat destruction in the ocean and what we can do to make a positive difference?

8. How can learning more about marine habitats and the creatures that depend on them inspire us to take action to preserve these environments for future generations?

9. What are some simple actions we can take in our daily lives to help protect habitats in the ocean and support the diverse life forms that rely on them?

10. How can understanding the delicate balance of ocean ecosystems and the impact of habitat destruction empower us to become better stewards of the environment and advocates for conservation efforts?

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Potential Audience Questions for a Grade 5 Presentation on Poverty in China:

1. How does poverty keep coming back in China, and why is it hard for some families to get out of it?

2. What are the main reasons people don't have enough money in China, and how does this affect their lives?

3. What can we do to help make sure everyone in China has enough money to live well?

4. How can our choices and actions make a difference in helping families in China who don't have much money?

5. Can you share stories of things that have helped poor families in China become better off?

6. Why is it important for all of us to work together to help people who don't have a lot of money in China?

7. How can schools and learning new skills help kids and grown-ups break free from being poor in China?

8. What are some important rules we should think about when we try to help poor families so that it helps them for a long time?

9. Do boys and girls, young people, and older people who don't have much money in China face different challenges? How can we help them all?

10. How can different groups like the government, charities, and businesses team up to make sure that nobody in China has to live in poverty?

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Where is our nine research questions,can you give me,thankyou.

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Where is our nine research questions,can you give me,thankyou.

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For assembly

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10 charts( Jessica)
PYPX journal
Research  Qs
Central Idea
Mentor meeting minutes
Timeline 5+6
Research
1 How people are taking actions for poverty?Jessica
2 Why are some countries in poverty?Jessica
3 What is the poorest country in China?Shinai
4 Why is the country the most poorest?Shinai
5 How can people change the place better? Joleen
6 Is economy the only reason for poverty?Joleen
7 How can the community change poverty ?Nancy
8 How can people be more attracted to donating? Nancy
Write English:
Jessica: Persuasive writing
Joleen: Diary writing
Nancy: Comic strip
Shinai: Informational text

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Research Q’s and answers to form CI (All ✅)

Central Idea (All ✅)

Sorting Out Worksheet (Jonathan, Eric, Ray, Margaret)

Timeline Week 5 + 6 (Jonathan, Eric, Ray, Margaret)

Mentor Meeting Minutes (Jonathan, Eric, Ray, Margaret)

Cheeseburger Reflection (Jonathan, Eric, Ray, Margaret)

Think, Puzzle, Explore (Jonathan, Eric, Ray, Margaret)

Feedback Page (Jonathan, Eric, Ray, Margaret)

Final Reflection (Jonathan, Eric, Ray, Margaret)

Interview / Survey (All)

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Art made from materials we discard | Aurora Robson | TEDxAtlanta

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-Chenchen
Hi, this is a video about the artists, she use thrown away materials to make art.

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Art made from materials we discard | Aurora Robson | TEDxAtlanta

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1. Identifying the causes of education inequality and how it is changing through time can help reduce educational inequality.

2. Identifying the causes of educational inequality and working together can reduce it.

3. Educational inequality can be reduced by providing resources.

4. Identifying the causes of education inequality and how it is changing through time.

5. Uncovering the roots of educational inequality and its evolution over time

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-Chenchen

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Discovering solar energy showcases the effects on human life and people’s responsibilities of using it.

3rd draft: Exploring solar energy reveals its impacts on human life and highlights the duty to utilize it responsibly

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Identifying the causes of habitat destruction showcases the connection to people’s lives. 栖息地遭到破坏和人们的生活息息相关。

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-Chenchen

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Discovering solar energy indicates the effects that it brings to people’s life and people’s responsibilities of using it.

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New central idea!!!Please chOOse one of this and tell me which is better!!!thank

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This is pic we can use in x

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When examining poverty in [Country], understanding [Reasons] why it happens, [Effects] its impacts, and [Solutions] how to address it leads to a comprehensive approach in tackling economic hardships within [Specific Communities].

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Exploring habitat destruction effects uncovers...

Identifying reasons for habitat destruction showcases...

Connecting habitat loss to daily lives stresses...

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Discovering solar energy benefits indicates...

Understanding solar power impacts highlights...

Recognizing clean energy importance emphasizes...

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Exploring sustainable art reveals...

Learning about eco-friendly art shows...

Studying artists' sustainability efforts demonstrates...

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(Only teacher and group members know the password ^U^)

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national oceanic and atmospheric administration

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Here are 10 simple things you can do at home, around town, on the water, or anywhere!

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Who needs to make sure that girls have the same chances to learn?

Countries and all stakeholders.

How can society change to help all girls go to school?

Gender stereotypes and negative gender portrayals must be removed from learning materials.

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What Are The Environmental Benefits of Solar Energy?

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Hey guys, I’ve found a great video source on YouTube. I’ve already taken some notes throughout this video and it good for taking notes. It’s related to  question ‘How does solar energy affect people and the environment?’

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Hey guys, I’ve found a great video source on YouTube. I’ve already taken some notes throughout this video and it good for taking notes. It’s related to  question ‘How does solar energy affect people and the environment?’

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What Are The Environmental Benefits of Solar Energy?

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Today, electricity from solar cells has become cost competitive in many regions and photovoltaic systems are being deployed at large scales to help power the electric grid.今天，太阳能电池的电力在许多地区已经具有成本竞争力，光伏系统正在大规模部署，以帮助为电网供电。https://www.nrel.gov/research/re-photovoltaics.html

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Today, electricity from solar cells has become cost competitive in many regions and photovoltaic systems are being deployed at large scales to help power the electric grid.今天，太阳能电池的电力在许多地区已经具有成本竞争力，光伏系统正在大规模部署，以帮助为电网供电。https://www.nrel.gov/research/re-photovoltaics.html

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zayne

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Solar cells were soon being used to power space satellites and smaller items such as calculators and watches太阳能电池很快就被用于为太空卫星以及计算器和手表等较小的物品提供动力https://www.nrel.gov/research/re-photovoltaics.html

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Solar cells were soon being used to power space satellites and smaller items such as calculators and watches太阳能电池很快就被用于为太空卫星以及计算器和手表等较小的物品提供动力https://www.nrel.gov/research/re-photovoltaics.html

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zayne

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· First exploited in 1954 by scientists at Bell Laboratories who created a working solar cell made from silicon that generated an electric current when exposed to sunlight.1954年，贝尔实验室(Bell Laboratories)的科学家首次利用硅制造出一种可工作的太阳能电池，这种电池在阳光照射下会产生电流 https://www.nrel.gov/research/re-photovoltaics.html

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· First exploited in 1954 by scientists at Bell Laboratories who created a working solar cell made from silicon that generated an electric current when exposed to sunlight.1954年，贝尔实验室(Bell Laboratories)的科学家首次利用硅制造出一种可工作的太阳能电池，这种电池在阳光照射下会产生电流 https://www.nrel.gov/research/re-photovoltaics.html

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zayne

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Photovoltaics (often shortened as PV) gets its name from the process of converting light (photons) to electricity (voltage), which is called the photovoltaic effect.光伏(通常简称为PV)得名于光(光子)转化为电(电压)的过程，这被称为光伏效应https://www.nrel.gov/research/re-photovoltaics.html

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Photovoltaics (often shortened as PV) gets its name from the process of converting light (photons) to electricity (voltage), which is called the photovoltaic effect.光伏(通常简称为PV)得名于光(光子)转化为电(电压)的过程，这被称为光伏效应https://www.nrel.gov/research/re-photovoltaics.html

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zayne

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What makes it tough for girls to get an education?

Poverty, child marriage and gender based violence

www.unicef.org. (n.d.). Girls’ education. [online] Available at: https://www.unicef.org/education/girls-education#:~:text=Girls [Accessed 26 Apr. 2024].

Why is it important to help girls get an education?

It can help strengthen economics and reduce inequality between men and women

www.unicef.org. (n.d.). Girls’ education. [online] Available at: https://www.unicef.org/education/girls-education#:~:text=Girls [Accessed 26 Apr. 2024].

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1. Finish the time line

2. Research Q’s

Nancy - what is the poverty cycle? ( save to tomorrow)

Shinai - how does the poverty cycle works?

Jessica - what are the choices we can make to achieve no poverty?

Joleen - ( you know what you need to research)

3. Review the interview questions

Ps see the mentor’s suggestions and work on it

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The suggestions that the mentor gave us

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Let's Create Your Central Idea!

1. Understanding Poverty:

What makes people poor in China?

How do money problems keep going for some families?

What things in society make it hard to get out of poverty?

2. Reasons for Poverty:

Why are many people poor in China?

How did things in the past affect how poor people are now?

Do rules and ways of thinking in society make poverty stay?

3. Making Choices to Help:

What can people do to stop the cycle of poverty?

How can leaders make rules to help poor families?

Who needs to do what to make things better for everyone?

Your Central Idea Prompt:

After learning about poverty cycles, reasons for poverty, and ways to make things better, write a sentence that tells the main idea of your research on poverty in China.

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Group 2: Education Inequality in China

 

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Group 2: Education Inequality in China

 

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Let's Create Your Central Idea!

1. Why Some Kids Get Less Education:

What stops some children from going to school in China?

How did things in the past make education unfair for kids now?

Do any special rules or customs make it hard for all kids to learn?

2. Changes in Education Fairness:
How has school fairness changed over time in China?

1. What important events made school opportunities different?

2. What can we do to make sure all kids have a fair chance to learn?

3. Different Views on School Fairness:

How do people in other countries see fair education?

Do beliefs or traditions affect how kids can study?

Answer:家长对教育的期望，信念和态度塑造了孩子的学习经历来自不同文化社区的许多家长的教育视为通往未成功的途径。

1. Can we learn from others to help all kids have the same chances to learn?           ANSWER: educators give greater insights, get inspiration. This peer learning can take many forms, including team-based project work

Your Central Idea Prompt:
After exploring why education is not equal, how it has changed, and different views on fairness, write a sentence that shows what your project about education inequality in China is all about.

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Let's Create Your Central Idea!

1. Living Without Education:

What is life like for girls who can't go to school?

Why do some girls have a hard time getting an education?

Whose job is it to make sure all girls can learn?

2. Reasons for Limited School Access:

Why can't some girls go to school?

What makes it tough for girls to get an education?

What should everyone do to help girls study?

3. Responsibility for Equal Education:

Who needs to make sure girls have the same chances to learn?

How can society change to help girls go to school?

Why is it important for everyone to help girls get an education?

Your Central Idea Prompt:

After looking into girls' education challenges, reasons for limited access, and responsibilities for equal opportunities, write a sentence that sums up what your project on girls' education access is all about.

JOYCE:

What is life like for girls who can't go to school?

Girls without the education are more likely to doing the tedious work or more likely to become child brides or more vulnerable to die young.

Link:https://www.unicef.org › education

Why do some girls have a hard time getting an education?

The reasons are many. Barriers to girls' education – like poverty, child marriage and gender-based violence. Most of the people are stopping the girls learning is because they don’t have many money to let them, although they want.

Link: https://www.unicef.org › education

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Let's Create Your Central Idea!

1. What is Sustainable Art?:

What does it mean for art to be sustainable?

How can art help the environment?

Why is sustainable art important?

2. Different Perspectives on Sustainable Art:

What do different people think about sustainable art?

How can art be viewed in ways that help nature?

Do artists have a role in protecting the environment?

3. Art's Connection to the Environment:

How does sustainable art relate to the world around us?

Why is it important for art to care for nature?

Can art inspire us to take care of the environment?

Your Central Idea Prompt:

After exploring sustainable art definitions, perspectives, and its connection to the environment, write a sentence that captures the main idea of your sustainable art project.

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Group 5: Solar Energy and Responsibility

 

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Group 5: Solar Energy and Responsibility

 

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Let's Create Your Central Idea!

1. Using Solar Cells:

How do we use solar cells to generate energy?

What makes solar energy different from other sources?

Why is using solar power important for the environment?

2. Effects of Solar Energy:

How does solar energy affect people and the environment?

What changes happen when we use solar power?

Why do we need to think about the impact of solar energy on our world?

3. Clean and Affordable Energy Needs:

Why is it important to have clean and affordable energy?

Who is responsible for making sure everyone has access to clean energy?

How can we all contribute to using energy responsibly?

Your Central Idea Prompt:

After learning about solar cell use, effects of solar energy, and the need for clean energy, write a sentence that summarizes the main focus of your solar energy and responsibility project.

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Let's Create Your Central Idea!

1. Habitat Destruction Effects:

How does destroying habitats harm ocean ecosystems?  Sissi

What happens to sea life when habitats are disrupted?   Sissi

Why should we care about protecting ocean environments?     Sissi

2. Reasons for Habitat Destruction:

What causes habitats to be destroyed in oceans?    Baron

How do human actions lead to habitat destruction?    Baron https://www.sciencedirect.com/science/article/pii/B9780128052471000265

What can we do to prevent further damage to marine habitats?   Michelle

3. Connecting Habitat Destruction to Our Lives:

How does habitat destruction affect our daily lives?    Michelle

Why should we be concerned about the connection between habitat loss and our well-being?    Andyhttps://wwf.panda.org/discover/our_focus/biodiversity/biodiversity_and_you/

What actions can individuals take to help preserve ocean ecosystems?      Andy

Your Central Idea Prompt:

After exploring the effects of habitat destruction, its causes, and the link to our lives, write a sentence that encapsulates the main idea of your habitat destruction impact project.

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How paint is made

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South African land artist, Strijdom van der Merwe

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designboom | architecture & design magazine

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sculpting this earth: capturing land art in south hemisphere

Sculpting This Earth follows internationally acclaimed artist Strijdom van der Merwe over four consecutive seasons as he travels to remote locations in South Africa to create in a striking range of spectacular natural settings. Featuring 25 fleeting artworks, the shows van der Merwe in tune with the landscape and sharing his thoughts as he finds his canvases in verdant valleys and forests, on the shore of a lagoon, in the arid semi-desert. With stunning cinematography and an extraordinary soundtrack, including eleven pieces of music composed for the film, Sculpting This Earth is meditative, powerful, and moving. Shot over more than a year, from December 2020 to April 2022 by award-winning director Victor van Aswegen, it the world's first feature documentary about land art from the Southern Hemisphere. The film was premiered on 26 August 2022 and released internationally in 2023.

all images: stills from Sculpting this earth film, courtesy Strijdom van der Merwe

Land art has been around since the 1960s and is practiced worldwide today. It was pioneered mainly in North America with the seminal works of Robert Smithson, Nancy Holt, and Michael Heizer, and two of its best-known current exponents are the British artists Richard Long and Andy Goldsworthy. Worldwide, only a handful of documentary feature films tackle land art, all dealing with artists' work in the Northern Hemisphere. Sculpting This Earth is the latest contribution to this sparsely populated genre and the first feature-length film about land art from the southern hemisphere, led by van der Merwe.

the film features 25 fleeting artworks

the fragile, fleeting artworks of Strijdom van der Merwe

Strijdom van der Merwe's land art alludes to sensitivity and humility in the face of the scales and cycles of nature - the fragile, fleeting artworks reflecting the impermanence of human markings on the land and presenting the viewer with an opportunity to contemplate human existence on the planet. Sculpting This Earth offers a sense of reconnection to the natural world in an age when many people globally feel cut off from it. There is a widespread and growing realization that the natural world is under threat and, in many places, in rapid and terminal decline.

some locations include artid semi-deserts

Sculpting This Earth follows the primordial cycle of the seasons, with new materials and fresh opportunities for land artworks in each. The film starts in midsummer, when Stellenbosch's hot wind-blown days dissolve into lingering warm evenings, then modulates into autumn with its abundance of colors in the many forests on the hills and the valleys on the outskirts of the town. Winter brings the rains in this Mediterranean climate, but only cold to the cloudless skies over the arid Karoo. With the arrival of spring and the return of summer at the end of the film, the film sees the artist at work in nature during all four seasons over a year - sharing a body of art produced in the year he turned sixty.

shot across all four seasons

Starting with works made in and around his home base in the university town of Stellenbosch in the Cape Winelands, the artist travels to increasingly remote locations to work in the harsh, uninhabited landscapes and vast open spaces of the Southern African interior. In fertile valleys and verdant forests, on pristine lagoon beaches, in the semi-desert of the Karoo, the film shows Strijdom working with materials he finds on the sites to make ephemeral artworks in natural settings over four consecutive seasons, from summer to summer.

moving on to verdant forests

shooting across four seasons, over two years

Principal photography began in December 2020 in the Jonkershoek valley outside Stellenbosch. Shooting continued through the summer and autumn months of January to May 2021 in and around Stellenbosch and Churchhaven on the Langebaan lagoon in the West Coast National Park. Filming during winter, spring, and the return of summer, from June to November 2021, took place in the greater Stellenbosch area, including the beaches of nearby Gordon's Bay, and in the distant Tankwa Karoo - completing the cycle of the making of artworks throughout the four seasons. From December 2021 to April 2022, filming continued for footage of the artist talking and walking in the landscape, and additional recordings of ambient sounds and foley were completed in May.

the land art is characterized by sensitivity and humility in the face of the scales and cycles

Director Victor van Aswegen led on the cinematography for Sculpting This Earth, dbraving the weather and the elements with the artist for a journey through all seasons and various far-flung landscapes to get the images and record the sounds needed. Working with the Skyhook aerial cinematography team of Timothee Ferreira and Joshua Branquinho, he directed the drone shooting in the film, which was necessary for a sense of scale in the vast open landscape of the Tankwa Karoo. He was also responsible for post-production, colour-grading, and editing.

The soundscape was designed by director Victor van Aswegen and filled with the sounds of nature and Strijdom's voice he recorded and music tracks he selected, including an extract from Arnold Schoenberg's Verklärte Nacht and a Paganini Caprice for violin masterfully performed by the young Korean virtuoso . But the soundtrack is lifted to a different level by eleven pieces of music written by composer Kristi Boonzaaier for the film. Forged over many months of close collaboration between director and composer to match the edited sequences, these expressive and atmospheric tracks contribute powerfully to the emotional impact of the film.

Strijdom van der Merwe at work

Sculpting This Earth spotlights our relation to nature

Sculpting This Earth is meditative and moving. The artist's works, voice and thoughts, the passage of the seasons, the range of landscapes traversed, the arc traced by the sequence of artworks, and the emotional journey through unforgettable pieces of music all combine to create a space where the viewer can sit with their thoughts and emotions for 95 minutes. ' It is like most of the artworks and the way they are presented in the film that they are minimal, suggesting rather than imposing interpretation, leaving the decision as to meaning mainly to the viewer. But for those willing and able to bring their thoughts, interpretations, and feelings to the works, Sculpting This Earth can speak powerfully about our relation to the natural world, the cycles of nature and life, the transience of our lives, growth, decline, creation, destruction, beauty, death - and much more besides,' writes the team.

Sculpting This Earth is meditative and moving

the film premiered internationally in 2023

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'sculpting this earth' captures land art by strijdom van der merwe over four seasons

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'sculpting this earth' is the first full length 95-minute film about land art coming out from the southern hemisphere.

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Japanese artist, Azuma Makoto, makes artworks with flowers, which he then photographs. In time the flowers die and decompose. The beauty of the artwork is partly in the fact that it will not last forever.

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Ten thousand sunflowers, roses and other blooms in myriad hues were used to form a circle two metres in diameter on an expanse of lush grass. Exposed to sun, wind and rain, this outdoor display changed from day to day, its colours fading and the circle losing its shape. Installed on 24 May 2017, documentary photographs of the work capturing its transformation reveal that by o June, the flowers had returned to the earth, as if assimilating with the grass and soil on which they lay.

1万本のひまわり、バラ、その他色とりどりの花々によって、青々とした芝生の上に直径2mの輪が制作さてた。太陽、風、雨にさらされたこの屋外ディスプレイは、日ごとに変化し、色が褪せ、円の形が崩れた。2017年5月24日に設置され、その変化を捉えた作品の記録写真によると、6月中旬には、花は草や土と同化するかのように土に還っていた。