The Academy-- Des Moines, IA

by Jody Konrad, 4th & 5th grade Language Arts Teacher, The Academy -- Des Moines, IA


Please tell us about how your school first got involved

As kids of character, our goal was to participate in a project that would teach us about and promote the trait of citizenship.

1. We contacted RandomKid, for citizenship project ideas.

2. RandomKid provided a list of possible projects. From the list, we were most interested in one involved with bringing safe drinking water to developing countries (click here for details). This topic tied in nicely with our science units covering water and human anatomy. It also provided us with an opportunity to be responsible citizens and really make a difference to other kids.

3. A RandomKid representative visited our classroom and gave us background information about water problems and solutions. She used the Internet and a projector to share ideas with us. She referred to the web sites listed below.

THE STATE OF THE WORLD'S WATER:
http://www.unicef.org/progressforchildren/2006n5/photoessay/index.html

FRONTLINE STORY: http://www.pbs.org/frontlineworld/rough/2005/10/south_africa_th.html

PlayPumps International:
http://www.playpumps.org/site/c.hqLNIXOEKrF/b.2559311/k.7BCB/Playpumps_International_and_the_PlayPump_water_system_Kids_play_Water_Pumps.htm
http://www.tapproject.org/

4. We became particularly interested in PlayPumps International.

5. We decided to try to bottle, name, and market water whose proceeds would be used toward the purchase of Play Pumps and toward bringing safe drinking water to developing countries.

6. To motivate and organize students, each child was given a binder, referred to as a "water workbook." This was a 1 ½ inch white binder with a clear plastic cover. Inside the cover, each child put a title page with his/her name on it. Each child was also given two dividers to place inside of the binder. One divider labeled a section as "Ideas," and the other divider designate a section as "Information." Writing and drawing paper were added to each section. Labels were used to divide the "Ideas" section into places to brainstorm "Names," "Places to Market" and "Resources." Finally, monthly calendars for April, May, and June, created on Print Shop, were added to the back of the binder, and each child was given a pen with which to write special water project notes.

7. As we proceeded with the project, an informational note was sent home to parents.

8. Children were also provided with a few basic water facts.

9. Water names and tag lines were brainstormed by the students, as well as by associated adults, and a survey was created. This survey was given to students at The Academy, as well as to approximately 50 adults. Students analyzed the data and used it in making decisions.

10. The children made the decision to call the water "AQUASHARE: Ease Thirst around the Earth."

11. The children submitted drawings to be considered for the water bottle label. The class then voted, and Henry Gunderson’s drawing was selected.

12. 8,000 bottles of AQUASHARE, bottled by Humboldt Springs in Humboldt, Iowa, arrived at Mrs. Konrad’s home in Clive, Iowa, on June 13, 2007. Mrs. Ricker, who is our principal, along with several students and their families were present to unload the boxes of water. The kids worked very hard and received media coverage from 3 local news stations, as well as a local newspaper. They also enjoyed cookies and AQUASHARE following the event!

13. We are now in the process of marketing our water! We have sold individually and well at some group occasions. My 12 students sold almost $5000 dollars worth of water in just 2-3 months!

Anecdotes:

The children were absolutely thrilled when they received their "professional" binders and pens with which to conduct AQUASHARE business!

For the delivery/unloading event, I made homemade cookies for the children. Our principal, Kathy Ricker, also brought cookies. Upon completion of the unloading, we all enjoyed a cookie and a bottle of AQUASHARE together. In the process, I stepped inside of my house. When I returned to the garage, I noticed that most people were eating Mrs. Ricker's cookies - not mine. I however, enjoyed several of my homemade cookies. I learned later that Will, age 8, who had been so nice to serve the cookies, had accidentally dropped them onto the garage floor and didn't want to hurt my feelings! I also learned that our local NBC affiliate caught the cookie dropping on tape and has it as a blooper!

While most kids like to have the summer off, kids from The Academy have been meeting throughout the summer break to sell water. On Saturday, after a long day of selling in the hot sun, Christopher, age 9, asked when we were going to sell again. This is representative of the heartfelt commitment that these kids have to this project.

Did the atmosphere at school or the students attitudes change as they engaged in this, please explain?

Robert Louis Stevenson said, "It is better to travel hopefully than to arrive." While we are touched by the destination of the PlayPump installation, the journey itself has affected us beyond description.

The project, first of all, reinforced so many of our academic skills. As readers of non-fiction print, we applied our comprehension skills to learn all that we could about water concerns, about Africa, and about the PlayPump® water system. As we developed our product, we applied so many math skills. The children actually created a survey of potential names and conducted the survey with approximately 80 students and 30 adults. They made tally charts of the results and analyzed the data to make a name decision. Furthermore, the boys and girls put their persuasive skills into action when marketing the water. Social studies was enhanced, as were our third grade studies of water and of the human body.

On a grander scale, however, the AQUASHARE project has changed us as people. We have all learned that we can set a goal, create a plan, and achieve it. We are able people, and we have a responsibility to share our gifts with others. The children have become much more cohesive than ever. We meet, talk, and email one another on a regular basis - even when school is not in session - and refer to ourselves on occasion as "Team AQUASHARE." We have learned that we are better together and can learn and grow into something much bigger than ourselves.

Note: At the end of the school year, Ramya, age 9, went to our school principal with a plan. She proposed that Academy students get pledges of money for books that they read during the summer, and the money raised would be used to help send a child in India to school. Ramya has actually effectively put that program into action. I believe that her AQUASHARE experience contributed to her motivation, confidence, and ability to carry out such a plan.

Please tell us what it meant to you and the children to be joining other schools in a common goal to help others. Did any of the kids think it was cool to be emailing other schools, etc? Please describe.

Though our project really gained momentum at the end of the academic year, we were able to connect with Julie Calleja's 4th grade class in California. They had written a book, and they shared their book, along with a bottle of "Water for Life" with us. We emailed with them and learned each other's names. This was a very special ingredient in this process for us. That human connection was of great significance to us, and we plan to continue to stay in touch.

What do you hope to accomplish by sharing your story?
One of my favorite words is "effervescent." I love the idea of something starting very small and that, when added with someone or something else, grows, spreads, and bubbles with excitement. It is my hope that sharing our story will produce an effervescent effect so that others will realize their responsibilty and ability and make the decision that "if it is to be, it is up to me." Like the AQUASHARE label says, "Did you know that a child dies every 8 seconds from a water-borne illness? Did you know that you can help?"