So I keep looking for different things to do during this time of change... Projects that can be read by email and done without internet (or sometimes I mail the page).
This is a project for 9-12 grade, Algebra, Geometry and Algebra 2.
Here is what I email the students (allowing 2-3 weeks):
To: Students:
Hello gang!
I hope everyone is well. I want to intro the new project for this week!
I like math puzzles!!
So I want us to solve one and create one!
Step 1 - solve the following!! (Taken from Facebook) If you can get me an answer - if you struggle send me your thoughts on it.....
Step 2 -- Create your own Social Media post-able math puzzle (so I should be able to snap a picture without your name like above)
This can be on paper, on Microsoft word, on google doc.... Whatever medium you would like to use! You most likely will need to start with a rough draft, then make a final copy!!
It can be like the one above (if you do a lock like the one above please do 4 digits instead of 3, which would take more steps to solve). You could also do a lock like your gym locker, or anything you want to try.
So as this school year finishes online the challenge for all of us is huge. I have decided that the rote practice of worksheets or an online practice program are not what I want my students to remember. So we will practice here and there (short sprints to maintain skills) but instead will spend more of our work time on open ended projects. Some will be hits and others failures --
This is the email for my first: (For Algebra, Geometry, Algebra 2 & Senior Math)
Subject: Decision Matrix Sent 3-30
Gang, So we are going to alternate between videos/IXL/OMS (Other Math Stuff) and projects!
This week is a project!!!
The first project I want you to do is create a decision matrix to select the best option from a list of choices.
To do this project you will need a question that needs answering between solutions (you pick the question and tell me - we will work together on this project).
Examples (and you can use these questions if you like)
1) Select the best Overwatch Character
2) The best group of properties to have in Monopoly.
3) The best cell phone (Samsung-Android, Apple, Trace)
4) Best car brand
5) Best candy bar
6) Best soda
7) Best Superhero (see start of my list below, I like a spreadsheet for this but pick what you want)
8) ANY QUESTION!!! You can pick.
So here is the timeline of deliverables:
By April 1st - email me your question/list/idea and research what a decision matrix is!
By April 3rd - email me your factors and scoring system
By April 7th - Rough Draft of matrix (paper or excel or sand-tablet)
By April 9th - A final decision using a matrix!
I picked this because decision matrices are used all the time in the world.
It is a good skill (and continue your IXL stuff, I will email more on April 2nd or 3rd).
Thanks all
SA
Start of Mr. A's Best Superhero Decision Matrix!
Probably should add 'School Appropriate column" since it is a tie.
I am sharing this in case it helps someone. You will also see lots of time to do, students have enough happening - I also mailed this to some students....
If it helps great -- this is what I am doing... (for the moment)
Always finding the best way to teach math is an unending battle. Finding ways for the students to truly discover high level math concepts is a difficult endeavor.
This past summer I was lucky enough to be part of a grant with UW-Platteville on STEM (along with 4 kick-butt co-workers). We have done a number of things as a team to help make our school a better problem solving place. One thing from the summer course was to do a STEM assignment in one of our classes - tape it, keep student data and reflect upon it. I figured why not post it here too.
My project was to use ziggurats to help drive summation understanding. It is a project I took directly from the summer grant. And I am thankful that I was able to have the materials given to me versus me having to create the materials. Making projects during the school year itself is a tough mission; that is why getting projects during the summer is so important.
So the project had plane views of different ziggurats (pyramids) which I combined with set of blocks where I wanted the students to calculate the number of blocks in 7 layers of zigguarat, but more importantly to create a summation that would represent the total too.
There were three designs, it was a challenge for the students. Each group quickly calculated the number of blocks in the ziggurat, but to turn that into a summation proved more challenging. Especially when the summation had to have an odd number in the sequence! (It went 1 squared, 3 squared, 5 squared, and so on).
I have taught Pre-Calculus for a decade and this was the first time where I truly saw the "a-ha" moment with all my students working on summations. And unsurprisingly it is the first time I have taught summations any way besides lecture and practice. So why hadn't I done it? Plain and simple - just time.
Finding and creating projects is time consuming, and I just had not had it before this grant - that is why professional development like this and time in our district is so important. It is important for us to remember and ask for the time, without making and taking time we end up in a routine. And that routine will rarely lead to improved teaching. And small successes are the stepping stones to larger things.
Our school's larger thing now is our commitment to have all our students get a hand-on STEM experience - we do that by using homeroom time working outside of a class and a grade. We were able to do this through a grant and community support and the results are looking great (STEM progress video). It all starts with small steps - like the STEM class at UW-Platteville.
And while time is important, activities come from being fearless also. I remind myself that sometimes I just need to make the time to try something new. I need to say if it does not work it is okay, try, revise. I just need to make finding great learning opportunities a priority.
So I spent 12 years working as an Engineer - designing packaging equipment, doing projects, managing people -- high level responsibility - pay matched. And guess what? I never did matrices - not one single one. Yet it is a requirement for high school now in most Algebra 2 courses? Does that make your typical Algebra 2 student better that they know Cramer's rule? Or are we (teachers) just making ourselves feel good by having students pump and dump (memorize and forget) one more thing.
Don't get me wrong - I think it has a place in high school - PreCalculus, a class for students who want a STEM career but if I have to really make students understand matrices in Algebra 2- that will take at least 5 class periods - nearly 3% of my year.
I can teach about stocks and its math, loans or how to use math to solve open ended problems - but that takes time. So.... how valuable are matrices? Because choices need to be made, and as a group we are picking matrices.
So are matrices more important than stocks (401k 403b anyone?) or loans (buying a house and car is a little more common than matrices)? The point is we have a limited commodity - time!
There is simply not enough time. And if I hear one more expert answer my question of how we are supposed to do it all - say "When you have a unified K-12 curriculum it will happen." - I may seriously crap myself.
I love matrices- there is really vision for programming and problem solving with Cramer'r Rule. Looking for patterns - using to simplify repetitive problems - but if you do it in 5 days in Algebra 2 do you make it to the level of discovery and struggle students need for growth as learners?
I keep thinking the experts forgot we have only 180 days when planning my curriculum - which I lose at least 15 a year to trips, etc. (and those trips need to happen). So in 165 days in 4 years I have to teach and lead student's discovery of math's interconnections and uses - a standard every few days. Ugh.
Now common core haters should not be smiling - we need a national set of standards and math does need multiple solutions not just memorization of algorithms. We just need to make sure what was published in 2010 is not written in stone. We need to allow for creativity and paradigm shifting thoughts -- they should be reviewed and revised every few years. That is real progress.
When I was in industry my simple goal was slow constant sustainable growth - I never said lets be 15% better next year. We moved for 2-3% growth year after year - and once you do that you get long term amazing results. There is too much change too quickly - half the initiatives I have seen in my limited time of 9 years never got the chance to work - not enough time or belief by anyone that they would work.
So there - projects or matrices -- it is really the question of how we make problem solvers.
So I was doing some reading on education and ran across an article on terrible learning habits (3 Terrible Learning Habits You Probably Picked Up In School) and it discussed 3 ways that are poor ways to learn new concepts. It discussed re-reading, cramming and catering to your "learning style." Instead of arguing about if they are or are not "good" I found myself really thinking about why these methods are prevalent. Why are students just rote memorizing, dotting i's and crossing t's, not really learning and understanding.
Because students do what is required. They are trying to survive and when educators allow ways for students to "get-by" without learning material but simply by regurgitating it - that is what they typically do. And it is not the student's fault, but the teachers'. And the simple fact is many educators feel that is the job of teaching - making drones able to spew facts with no idea of what they mean or how to use them. Because it is not what you say as teacher, but what your students can do.
I often talk about how when I was a student that I simply cleared the bar, as a young man I did whatever the minimum required was to make the grade. I was not interested in knowledge or being prepared for the world, I was interested in just completing the course and moving on.
When teachers raised the bar, I raised my performance. If I was allowed to memorize - I did - which I now affectionately call "Pump & Dump." And I talk often about the fact that we do not "Pump & Dump" in my room, we study, learn and use. We do not turn math into 4,000 rules to memorize but talk the language of math and its interconnections. We do not use it once and forget it, but have recursive practice on all math concepts they have learned.
We do projects, write and struggle - not as much as I want, but it is part of what we do where I teach.
I often joke there needs to be changes on how we teach and our expectations, that I work for the student; the 27 year old student not the 15 year old student in my room now. And that I just talked to the student's future self and they want me to be tougher, to make them into tenacious problem solvers.
I also joke that we are learning how to learn and problem solve, not memorize math. Actually there are only a couple of rules in math -- all expressions must remain equivalent and that all equations need balance. That's it. So when I hear of students memorizing rules and formulas I wonder what bar they are hopping over, and how high is it? Are they better problem solvers because of it?
Unfortunately hopping over the bar sometimes makes them better students -- but rarely better problem solvers.
Note: This draft was submitted to Community Works Journal --- See edited story here!
The job of educators is to
prepare students for the world, so they can have a real impact. Yet we
rarely practice those skills in high school. The true passion, problem
solving and perseverance are often vacant from the assignments we do with our
young adults in high school.
But it does not have to be that
way! Project based learning offers a variety of ways for students to have a
true impact in their community and their world. That impact is often not
constrained by the students but by educators and administration. What
happens when student are posed the assignment - complete a project that helps
the school and community AND that project needs to have a true global impact?
Amazing things happen.
The assignment started in the
fall of 2011 with my thought that my Physics students needed more exposure to
real world problem solving. Problems where you must persevere, where there is
no correct right answer, but the thought of what it should be and how to assess
what was accomplished seems daunting – until you tell them “Select a project
that will help the school/community and the world and make it happen. I
don't want a report or essays or papers, I want steel and concrete – I want
tangible results.”
And then I sat back and watched
the students struggle, some sat around waiting for orders. But I kept repeating
to come up with a plan – it quickly led to true brainstorming and the idea that
we could reduce Juda's carbon footprint thus reducing our energy cost! Daunting
project, you bet; time consuming in class, sure; but the learning was amazing. There are many avenues, many
ideas, and many methods to making that goal. So the students made teams and
defined deliverables (I had some input there – if you work you deliver). They
did research. They contact vendors, suppliers, talked with staff, thought,
reflected, thought of ideas, checked their ideas – failed – and tried again.
But they were learning that a dead-end was simply a step to the solution, they
were not guided by a predetermined lesson plan. They were working only with the
constraints of a real world project – payback, ROI and need.
And all of that is more important
than the results, but results are what were assigned – or should we say demand;
demanded by the students – because it becomes their goal and project. All of
sudden you don't need to make assignments – you simply need weekly update
meetings. You don't have to hold students accountable their peers do – because
it is their project. Results happen because students
are given the latitude to accomplish their goal!
At Juda, students chose green
energy as the method to meet the goal and divided into solar and wind research
teams. Researching ways to install either a turbine or panels, doing the bids,
the Return-On-Investment (ROI), the financing – calculating how, why, what and
where.
So where did my first team of
students get to in 9 months, September 2011 to May 2012 – from inception of
their idea to the end of the school year is not very long. The students had
done all the research, competitively bid solar and wind, selected a preferred
solar supplier, obtained permits, discuss the project with administration and
our school board, worked on achieving ROI – and that is where the first group
left the project. Now often it would end there with a bid, but the key to PBL
is to continue the previous before starting the new! So this became a
legacy project -- because that is what the world does! It reassigns
projects - moves around team members. This was just a pause in the
project versus its end.
One problem initially with my
rural school is that Physics is offered every other year. So a team of
students who had taken Physics the previous school year watched on grants and
financing outside of an 'assigned class' during the 2012-2013 school
year.
Then Wisconsin
Focus-On-Energy money became available in the summer of 2013, and this was the
last piece of the puzzle for the first project. We had worked on
financing, discussed finding business partners and this Focus on Energy grant
with other local business support allowed the project to proceed. It then
became the Physics class of 2013 job to do the install, and starting in September
2013 Juda was generating over 5 kW of electricity for our school . Meeting
the original goal of positive community impact along with a global impact – but
that was not enough. Because as that assignment was completed, it was now
2013's Physics class turn - you complete the prior project, now start yours!
That is how project based
learning comes to be a cultural change, the learning becomes perpetual.
The students not only want to be part of the team on the previous project but literally
demand their own project.
The 2013-2014 Physics
class's project is to make 10% of the school's total power be generated greenly
on school property, really ambitious when the 5 kW solar system is only 4% of
the schools power. They have already
installed another 12 panels increasing the systems capacity by 50% to 7.5
kW.They have started conservation
projects, such as lighting
and heating, ventilation and air conditioning (HVAC).
And now this project is being
moved onto to the next team in the next school year. Plenty has been
accomplished – nearly 7% of the school’s power is green now.And I feel confident that the next class will
get to 10%.But that was not enough for the previous class
they also want to roll out the PBL Green Initiative model to other schools –
every school should have students working on a 5 kW green energy system – even
if you already have a solar array or a wind turbine! This story is my
part of their project.
We want you to take on a green
initiative with you and your students. We are offering ourselves as
guides, myself and my students - take the plunge. We want contact with
you, email, call, snail-mail, even by carrier pigeon.Let the chaos ensue – let the real learning
occur! Tap the resources in your school that is
before you, make your students your workers - and watch them practice and
acquire the skills the world wants from schools – passion persistent problem
solvers!
It takes a certain level of courage as
educator – you must be willing to pick great projects over good material.You need the belief that covering an allotted
number of chapters does not create problem solvers. Problem solvers are created
through real problems and practice (and textbooks & e-books rarely have
problems, they're filled with exercises).
And as the students reflect on their accomplishments,
this project is truly one of the most memorable, permanent things which they have
done.It shows them what persistence,
research and resilience can do.
So when you think about how and what you
teach, know this is one of the things that I consider untouchable.
HOW TO SUBMIT AN ARTICLE OR ESSAY
Submissions should be sent by email, as an attachment.
Most word processing formats are acceptable. Minimal formatting is
suggested. Word count maximum is generally 1,600 words. Please contact
us if this is a problem. In some cases we will edit for length with the
author's request. An exception to word maximum may be the inclusion of
information on a resource of significance to the article.
The author's name and email must be included.
Community Works Journal
PO Box 6968 l Los Angeles, CA 90602 l 909-480-3966
- See more at: http://www.communityworksinstitute.org/cwjonline/submitguide.html#sthash.k5jAZuub.dpuf
HOW TO SUBMIT AN ARTICLE OR ESSAY
Submissions should be sent by email, as an attachment.
Most word processing formats are acceptable. Minimal formatting is
suggested. Word count maximum is generally 1,600 words. Please contact
us if this is a problem. In some cases we will edit for length with the
author's request. An exception to word maximum may be the inclusion of
information on a resource of significance to the article.
The author's name and email must be included.
Community Works Journal
PO Box 6968 l Los Angeles, CA 90602 l 909-480-3966
- See more at: http://www.communityworksinstitute.org/cwjonline/submitguide.html#sthash.k5jAZuub.dpuf
Dr.
Cathleen Becnel Richard is an Assistant Professor at Nicholls State
University in Thibodaux, Louisiana. She earned her doctorate in 2010
from Northcentral University in E-Learning and Teaching Online. Her
research interests include academic advising, distance learning,
reflective learning, and service learning. - See more at:
http://www.communityworksinstitute.org/cwjonline/articles/aarticles-text/bayou_tchgsustain.html#sthash.uZ3CFLf1.dpuf
Big day on the 10% green project. Had students working on new lighting fixtures - test fixtures. Changing from less efficient T12 florescent lights to new LED lamps. Installed a handful today and now can "see" how they work! It was a great learning day.
Last week I wrote here about an editorial in the Wisconsin State Journal which I support and expanded on. I also wrote a letter to the Journal about it. The optimist in me hopes this can be the start of something bigger for our schools and our students.
I would ask if you feel this is something Wisconsin should push for please contact your representatives, involving ourselves in the process is the only way to get action.
Letter:
Wisconsin must be proactive
about green energy. It's a way to reduce dependence on fossil fuels and a
wise investment in our future. Wisconsin's goal should be to include
our schools and students.
My school has used green energy to help
students learn the skills the world requires. They have researched and
completed multiple solar projects. Using solar energy means a long-term
reduction in cost to operate our school. Once the panels are paid for,
the energy keeps coming. It is proactive and creates a powerful learning
experience for students.
The Wisconsin Legislature should help
schools meet ambitious goals for producing their own power. Students can
lead projects, find ways for their schools to do the work and reduce
their costs. Students are an untapped resource -- their drive makes
amazing things happen.
Our Legislature should help fund schools so
all districts can generate 10 percent of their power. While green
energy is great, students leading and creating it is too positive an
outcome not to invest in.
-- Scott Anderson, math and physics instructor, Juda Public School
Here is a clip (made by one of my students) of me addressing a question on how I started our large Green Initiative STEM project.
Just in the past week a group of students worked on mapping our school for energy saving opportunities beyond lighting. Now they are working on gantt charts to define their deliverables. It really is exciting to watch them take charge.
So just received some publicity in the Wisconsin State Journal for our work in the Samsung Solve for Tomorrow contest - we are using our green project to reduce Juda school's carbon footprint as the basis for the contest.
This is the work that makes students see and do what the real world wants from students. Big goals, no set plan, students trying and revising -- it is problem solving. All you have to do is pick a problem and set them free. If it is a genuine thing and they own it. Too often we try and control how a project ends, for a project to have a real impact there has to be challenges and chances to fail.
And as the teacher your job is to motivate and keep up the student's level of tenacity. When that happens good things happen.
So today I received an email for Samsung telling me Juda had won the State competition for their Solve for Tomorrow contest. I was very excited - winning is good, being the state winner is awesome, round 2 is making a video which is exciting (there are 50 state winners and 5 go to the "finals"), and $20,000 of Samsung products will be great. And though I did do some work on the grant, it was a combined effort with my Physics class. They brainstormed, wrote, and are the bigger part of the "win" and more importantly are the major cog in making the next step in our solar, green energy project happen.
Our project is to push hard and make Juda get 10% of its energy from green supplies (increasing another 6% beyond what the current solar array does). And more importantly showing other schools how they can do this project. Rolling out our documents, our lessons, and using our video to get people excited. Students can make change. It will help by showing how they can get green, reduce their school's operating costs and show how students, whether in a class or an organization, can take ownership in making their school, their community, their world a better place. Our video will support this vision!
So today I am simply over-joyed, so were my students. Tomorrow we start this year's project - with funding already there. Ahhh.
So one of the things the Physics class did with the solar installation was to get publicity for our school and green energy. And we were really pleased to be put into the Wisconsin State Journal (1 of the 2 really major papers in the southern part of the state).
Enjoyed receiving the grant money from Focus on Energy, so we (me and the Physics class) decided to video the check opening! Yup - I am that guy.
We also have completed the Power Plant page so anyone can what is happening with the panels! So that is it - project = DONE!
So just like the video said - we are done with the 24 panel install. But we have already started saving for Phase 2 - 12 more panels! So to be part contact Juda Schools and tell them you want to help! $$
A big part of teaching is letting the community know what is happening - it is something I take very seriously. Whether I am writing up an article about curriculum, the math team or anything - but especially positive things. So below is the article for the Samsung Contest:
Juda selected as State Finalist in Samsung Solve for Tomorrow contest
JUDA – Juda School is pleased to announce that Scott
Anderson and his Physics class have been selected as one of the five state finalists
in Wisconsin in the Samsung Solve for
Tomorrow contest.
Juda used their Physics STEM (Science, Technology,
Engineering, Math) solar project as a basis for their contest entry, stating: At
Juda we incorporate real world projects within the curriculum; we research projects and create a variety of
solutions. This contest would allow us to chase our next big project
which is always decided through student brainstorming about our school and our
community. Our last large project is just finishing, where we are
researching ways to reduce Juda school's carbon footprint. The students
investigated many projects and now 2 years after the initial assignment we are
installing a 24-panel array. These
are STEM projects with real-world results.
Since 2004, Samsung’s education programs have contributed more
than $13 million in technology to more than 500 public schools in the U.S. In
2010, Samsung unveiled a new contest initiative called Solve for Tomorrow to
foster more enthusiasm in STEM education. Together with industry and other
partners, the Solve for Tomorrow contest uses technology as a motivator to
raise awareness and interest in STEM learning among teachers and students.
Samsung stated that “We were amazed by the quality of
entries that we received this year and applaud your dedication to inspiring
your students, improving your local communities and fostering STEM education in
your school.” Juda was selected out
of the more than 2,300 applications to be one of the five best in Wisconsin. Just
for being a finalist Juda is receiving two Samsung Galaxy Tablets to aid in their
classroom instruction!
Juda is now competing against four other schools to
be the state winner. Should Juda win, they would receive a video
technology kit and a technology package valued at $20,000.
Mr Anderson and his Physics class are now completing
the next phase of the contest – creating a “lesson plan” that will serve as the outline
for their project and accompanying video.
Projects take work. But hard work leads to good days! Today was a good day - we had our solar dedication today. We spoke about the project, about student lead projects and how when given time students produce!
We had a small crowd but was visited by the Wisconsin State Journal - watch for an Article about the Juda Physics Class on some Tuesday (soon)!
I am happy to annouce, brag, that Juda has become a finalist in the Samsung Solve for Tomorrow Grant. We are one of five finalists in the state of Wisconsin! I wrote the initial grant requesting money for what we do in our Physics course. Every Physics class picks and does a community or school STEM project -- the goal is to pick and complete a project that helps the Juda community. We installed the solar panels with the last class and our currently in the process of selecting a project for this year's class now.
It is Project Based Learning at its best - students selecting and completing projects - how can't it be real world? They are doing it.
Not sure of our chances going forward but I am having the class complete the second phase of this grant with me, we need to put what we are going to do into a lesson plan. And no matter what happens the students are doing. (Also won 2 Samsung tablets for being a finalist so that is cool too!)
Check it out! We turned on the solar today! Just over 2 years to do the project - and today we started generating about 4 kW right away on a partly sunny day! (at about 1:00 pm)
It is a pretty sweet feeling -- a student lead project that has real world positive effects. The only reason I get the glory is that all the students who started the project are at college!
So I am reflecting on why I talk so much during my typical math course! Probably cause I know so much math! Ha! Really it is based on a combination of teaching how I was taught and believing I have something really important to say! Too often I tried to talk a student to
understanding. Over the years I have lectured less and less. Now my flipped videos are about 5-7 minutes, I had lectured about 15-20 minutes last year. But the real question, what was I doing
the other 12 minutes?
I really cannot answer
that question yet. Flipping makes me think about the concept harder and simplify. And hopefully flipping will make the learning process deeper.
Because if flipping works like I hope it does, students in
my classroom will have better notes taken outside of class in less of
their time and the class hour will be filled with problem solving and
critical thinking things. I have to take it slow, I am only moving my
Algebra 1 course and Physics course - and those were picked for specific
reasons.
My Algebra group is always new students to
me. As the only HS math teacher all other classes (Geometry, Alg 2 and
so on) have had me before and are use to my style. I did not want to have
the battle about "who moved my cheese." (Good book about change) Starting with a
class that has never been taught by me will make it easier, they won't
expect the standard lecture routine I did. (Though I was not really
typical, we never graded homework or review questions from homework -- homework
was recursive practice, all 'new' things happened in the hour. Still running the rest of my classes that way.)
My
Physics class is upper level - Juniors and Seniors, based on large projects, labs and daily
"mini-projects." Since it is a high level class I am trying to flip
them too, because they are good team to discuss how the videos work and get feedback. Typically the
group is self-motivated and driven, and this is science which is different than math, so again the students do not have a preconceived notation on what the class "should look like."
The biggest challenge will be setting up new hour once the videos replace homework. But the key will be too talk less and have the students do more. It is time to become a math coach.
Two years ago I started a project with my Physics class to research green energy for our school. It included all reports, vendor contacts, etc -- and I sat back and advised but did not teach it. I let the students find their way.
Now we are closing in on it happening! When you combine curriculum, problem solving and real world things together cool stuff happens (true PBL!)! Here is an article we did a couple of weeks ago for the local papers:
Green
Things Take Time
Two years ago the 2011-2012 Juda
Physics class embarked on the ambitious project to install a green energy
system at Juda school.It was a year-long project incorporated into
the Physics class.“Sometimes good
things take time” may be the best statement about the solar panel project at
Juda School.
The
project consisted of students’ research, reports, studies, project bids and
studies, and timelines.The students’ assessment
determined that a 24 panel roof-mounted solar array was the best fit for the
school with a price of approximately $25,000.The students gathered bids from multiple suppliers, checked and
organized permits, completed an energy audit, updated project progress to the
school board and many other tasks.But
as teacher Scott Anderson stated “I am extremely proud of the project they
created, but like many green projects the payback was just too high to
immediately proceed without some additional funds.”
So working
with the selected solar supplier, Synergy Renewable Systems located in Oregon,
a grant was applied and received from Focus on Energy.The $3,755 grant helped clear a big hurdle
towards the additional funding the project needed; that grant along with a $2,000
labor credit from Synergy and some funding from student organizations, has now brought
the project to the brink of being a reality.
The previous and current Juda Physics
classes are now asking local businesses and community members for support to help
fulfill their vision of a green school.They
see the solar array not only as a power source but as a source of school and
community pride.“This will change how
Juda’s students think about energy and power; it will also change the culture
of our students with respect to energy.” says Scott Anderson
The
goal is to get enough funding so the project is able to proceed this summer
prior to the start of school.To see
progress of the solar project, or to help fund the project please visit www.judaschool.com.
