[Max Batres]

As I started to watch the first video posted, I started to think of how we were talking about something similar in my classroom. I was talking to my students about how symbols are used all over for marketing purposes and it turned into a discussion about how some symbols have different meanings to people. From there it was interesting to see how when one symbol was brought up, there were multiple reactions to the symbol we were all thinking about. It was interesting to see how our reactions brought up a specific memory of seeing that symbol. I remember thinking it was interesting to see that if we had a postitve reaction to the symbol then we attached a positive memory to the symbol. However, if we had a negative reaction to the symbol then we attached a negative memory to that symbol. I would be interested in bringing in the yin yang symbol into the classroom and pick up the discussion we were having with my students. 

[Max Batres]

As I watched video 1, the first thing that I thought of was to use this information and bring it into my classroom as a fun art activity. The activity would be to try to recreate these artifacts while learning the history behind each one. I think it would be fun to put each artifact up and let the students inspect the picture to see what they think it is made out of, how it was made, and what was the purpose of making it. Students can collaborate with one another and try to predict before we learn about the artifact. Once we learn what each artifact is and it's purpose students can research to find what item in the current era resembles that artifact the most. Students can also write an opinion piece to explain why the item they have chosen resembles the artifact the most. I know that right now it would be difficult to actually try to recreate the item because of the online learning, however, students can make a plan of how they would make it if they did have a chance. Students could manufacture a list of materials they would use, what method they would use to make it, and even draw up a sketch of what their artifact would look like. To close out the activity students would then write a myth about their artifact like the Dogu referenced in the video.

[Max Batres]

My apologies for the late post. While watching the first video and hearing about all the water shortages and problems my mind went straight into my school's next thematic unit which is environment and technology. For each thematic unit we ask an essential question, and for this unit we ask students to design a solution/gadget to help preserve our planet. I could definitely take this lesson and introduce it to my students at the start of the unit. We can explore the difficulties the people face when levee systems fail and then we can have students create their own. I would have students also explore each of the three rivers discussed in the video (Yellow River, Yangtze River, or Pearl River) and them sketch out one of the rivers while also designing a levee system to prevent the river from flooding. After researching the selected river, students will have to physically recreate the river using whatever is available to them. They could use dirt from home, they could use sand at the beach, or any other creative way they can think of to recreate the river of their choosing. From there they will have to recreate a levee system to prevent their "river" from flooding. After documenting what happened to the river and levee they created, students will have to write a reflection to see what worked and what would they change to their design.

[Max Batres]

Hello. My name is Max Batres. I teach 4th grade for LAUSD. This is my 5th year teaching and all 5 of my years have been in 4th grade. I was in charge of just the math and science portion for my grade level, prepandemic, but now I get to teach a little bit of everything again. I am excited to expand my knowledge and bring back what I learn into the classroom to pass it down to my students.

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