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==Project 1: The Herbarium at school ==
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==Chapter 3 ==
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===Introduction===
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This chapter suggests, by way of example, four projects that could be achieved by
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combining certain activities (or affordances) of the XO. These are projects on
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deforestation, disease, cultural heritage and national languages. As you
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see, these projects cover various fields of study. Each project is presented
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according to a style, because it seemed more important to reflect a certain
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variety of possible actions to unify the presentation of projects. However, each
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proposed project follows the methodology suggested by Gregory and Laferrière
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(1998):
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===Project 1: The Herbarium at school ===
 
School project: "The herbarium at school. "  
 
School project: "The herbarium at school. "  
===PROJECT DESCRIPTION ===
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====PROJECT DESCRIPTION ====
 
This project was designed to be completed in the fourth and / or fifth grade  
 
This project was designed to be completed in the fourth and / or fifth grade  
 
primary education system in Gabon.  
 
primary education system in Gabon.  
===FIRST PHASE: PREPARATION OF A DRAFT ===
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====FIRST PHASE: PREPARATION OF A DRAFT ====
 
Discussion of the feasibility of this project with two teachers, and Valentine Béranger, of  
 
Discussion of the feasibility of this project with two teachers, and Valentine Béranger, of  
 
Elementary School Application of the École Normale Supérieure. Both teachers  
 
Elementary School Application of the École Normale Supérieure. Both teachers  
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agriculture project with a third class of primary school. The "to the herbarium
 
agriculture project with a third class of primary school. The "to the herbarium
 
school "seemed feasible.  
 
school "seemed feasible.  
===1 / CHOOSE THE THEME: ===
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====1 / CHOOSE THE THEME: ====
 
The choice of the theme is left to the discretion of the teacher or the teacher, through  
 
The choice of the theme is left to the discretion of the teacher or the teacher, through  
 
a discussion with the target class, the great movement of logging in the city of
 
a discussion with the target class, the great movement of logging in the city of
 
Libreville.  
 
Libreville.  
====Learning Objectives: ====
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=====Learning Objectives: =====
 
* Identify, photograph, name and recognition of certain plants in the environment  
 
* Identify, photograph, name and recognition of certain plants in the environment  
 
closest to the student, here it is the courtyard of the school.  
 
closest to the student, here it is the courtyard of the school.  
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Skills and attitudes developed by students through the project:  
 
Skills and attitudes developed by students through the project:  
 
* Recognize, name awareness, planting trees, using the XO.  
 
* Recognize, name awareness, planting trees, using the XO.  
===2 / TRACKING RESOURCE REQUIREMENTS:===  
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====2 / TRACKING RESOURCE REQUIREMENTS:====  
 
Students will have access to resources in the library of the XO. They consult  
 
Students will have access to resources in the library of the XO. They consult  
 
appropriate documents on the Internet, as well as software using the XO.  
 
appropriate documents on the Internet, as well as software using the XO.  
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able to go to the National Herbarium in Libreville, and the herbarium of the University of  
 
able to go to the National Herbarium in Libreville, and the herbarium of the University of  
 
Libreville.  
 
Libreville.  
===3 / ORGANIZATION OF WORK:===  
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====3 / ORGANIZATION OF WORK:====  
 
The student must take ownership of the project, and the teacher play a role  
 
The student must take ownership of the project, and the teacher play a role  
 
facilitator or resource person in the organization and execution of the project.  
 
facilitator or resource person in the organization and execution of the project.  
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Triads interchangent regularly each triad results and this in turn  
 
Triads interchangent regularly each triad results and this in turn  
 
role its results to the class.  
 
role its results to the class.  
===SECOND PHASE: IMPLEMENTATION OF THE PROJECT ===
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====SECOND PHASE: IMPLEMENTATION OF THE PROJECT ====
 
The project may take the entire school year, one hour per week  
 
The project may take the entire school year, one hour per week  
 
during the course of awakening. (It may take less time, about 6 months, if the teacher or  
 
during the course of awakening. (It may take less time, about 6 months, if the teacher or  
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encourages, stimulates, corrects shooting, helping students to make regular updates on  
 
encourages, stimulates, corrects shooting, helping students to make regular updates on  
 
the development of their work.  
 
the development of their work.  
===4 / PROGRESSIVE DEVELOPMENT OF THOUGHT AND DOCUMENTS: ===
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====4 / PROGRESSIVE DEVELOPMENT OF THOUGHT AND DOCUMENTS: ====
 
Progressive development within each triad, a thought of a living environment
 
Progressive development within each triad, a thought of a living environment
 
for humans, the presence of plants, and its responsibility for its balance.  
 
for humans, the presence of plants, and its responsibility for its balance.  
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Progressive development of a botanical garden, students will plant trees or  
 
Progressive development of a botanical garden, students will plant trees or  
 
few plants in the schoolyard.  
 
few plants in the schoolyard.  
===5 / COORDINATION AND SUMMARY OF CONTRIBUTIONS: ===
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====5 / COORDINATION AND SUMMARY OF CONTRIBUTIONS: ====
 
Presentation to the whole class of tasks of each triad, questions and  
 
Presentation to the whole class of tasks of each triad, questions and  
 
comments to enrich and enhance the collective production of the class.  
 
comments to enrich and enhance the collective production of the class.  
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The teacher spoke in front of the class to say what is positive  
 
The teacher spoke in front of the class to say what is positive  
 
compared to the project and improve deficiencies while encouraging and challenging.  
 
compared to the project and improve deficiencies while encouraging and challenging.  
===THIRD PHASE: THE EXPLOITATION OF EDUCATIONAL PROJECT===  
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====THIRD PHASE: THE EXPLOITATION OF EDUCATIONAL PROJECT====  
===6 / BACK ON THE PROJECT:===  
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====6 / BACK ON THE PROJECT:====  
 
Once completed, the project should be allowed to teach the class group that  
 
Once completed, the project should be allowed to teach the class group that  
 
Plants are essential to the human environment, as they provide oxygen,  
 
Plants are essential to the human environment, as they provide oxygen,  
 
of food, shade etc ... Man must protect the plant from its environment  
 
of food, shade etc ... Man must protect the plant from its environment  
 
and maintain such replanting.  
 
and maintain such replanting.  
===7 / THE AFTERMATH OF THE PROJECT:===  
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====7 / THE AFTERMATH OF THE PROJECT:====  
 
Development of a botanical garden, the primary school level. Students will plant  
 
Development of a botanical garden, the primary school level. Students will plant  
 
some trees in the courtyard.  
 
some trees in the courtyard.  
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Sharing the results of the project with other schools in the city, rural or other  
 
Sharing the results of the project with other schools in the city, rural or other  
 
countries through the Internet XO.  
 
countries through the Internet XO.  
==Project 2: Fight against unhealthy ==
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===Project 2: Fight against unhealthy ===
 
The project will be implemented in three phases: design-implementation-evaluation.  
 
The project will be implemented in three phases: design-implementation-evaluation.  
===Design ===
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====Design ====
 
Note that to start the project includes all primary students, regardless of  
 
Note that to start the project includes all primary students, regardless of  
 
level. The difference will be simply at the level of involvement that can be  
 
level. The difference will be simply at the level of involvement that can be  
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is also to foster a spirit of civic involvement, foster cooperation,  
 
is also to foster a spirit of civic involvement, foster cooperation,  
 
complementarity and solidarity.  
 
complementarity and solidarity.  
====Outturn====  
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=====Outturn=====
    
The executive phase of the project will be crucial to the extent it contains actions  
 
The executive phase of the project will be crucial to the extent it contains actions  
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Parents can contribute to repair toilets in schools that most  
 
Parents can contribute to repair toilets in schools that most  
 
Gabon institutions do not work or are to be built.  
 
Gabon institutions do not work or are to be built.  
====Assessment ====
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=====Assessment =====
 
From the knowledge gained from the project ask students to  
 
From the knowledge gained from the project ask students to  
 
make proposals to remedy as far as possible the situation.  
 
make proposals to remedy as far as possible the situation.  
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occurring in their environment, and attention that will give them the authority  
 
occurring in their environment, and attention that will give them the authority  
 
Municipal and especially parents about the need to clean up their environment.  
 
Municipal and especially parents about the need to clean up their environment.  
==Project 3: The bars and I ==
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===Project 3: The bars and I ===
===Introduction ===
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====Introduction ====
 
The education system is marked by the last few years of reforms aimed  
 
The education system is marked by the last few years of reforms aimed  
 
to make it more effective. The most significant realization of what we may agree  
 
to make it more effective. The most significant realization of what we may agree  
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steps for the realization of such a project: preparation, execution and  
 
steps for the realization of such a project: preparation, execution and  
 
exploitation pédagogique.  
 
exploitation pédagogique.  
====I - Project Preparation====  
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=====I - Project Preparation=====  
====Why this theme? ====
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=====Why this theme? =====
    
Pierre Monsard, academic gabonais died a few years ago, said not without  
 
Pierre Monsard, academic gabonais died a few years ago, said not without  
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project to succeed it must be close to his theme of life or centers of interest
 
project to succeed it must be close to his theme of life or centers of interest
 
students "(Munro).  
 
students "(Munro).  
====Featured Resources====  
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=====Featured Resources=====  
 
* Science courses (as of alcohol and tobacco on health is on the agenda  
 
* Science courses (as of alcohol and tobacco on health is on the agenda  
 
5th grade);  
 
5th grade);  
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school)  
 
school)  
 
* Measurement of sound intensity in the bars with the XO;  
 
* Measurement of sound intensity in the bars with the XO;  
====Organization ====
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=====Organization =====
====→ Action Plan:====  
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=====→ Action Plan:=====  
 
* Duration: 10 weeks, a half - day per week which does not seem  
 
* Duration: 10 weeks, a half - day per week which does not seem  
 
excessive because of the high level of core activities;  
 
excessive because of the high level of core activities;  
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family), a doctor to explain the impact of alcohol, tobacco and pollution  
 
family), a doctor to explain the impact of alcohol, tobacco and pollution  
 
sound man.  
 
sound man.  
===II - The project===  
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====II - The project====  
====Progressive development of thought and documents====  
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=====Progressive development of thought and documents=====  
 
As that project activities are carried out, students must take  
 
As that project activities are carried out, students must take  
 
aware of the adverse effects on them - and on their environment  
 
aware of the adverse effects on them - and on their environment  
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Libreville, for example, to meet a person lying on the floor or on the sidewalk  
 
Libreville, for example, to meet a person lying on the floor or on the sidewalk  
 
on the road, intoxicated causing death as passers hilarity.  
 
on the road, intoxicated causing death as passers hilarity.  
====→ One or more production====  
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=====→ One or more production=====  
 
This awareness must lead to the realization of actions aimed at reducing
 
This awareness must lead to the realization of actions aimed at reducing
 
adverse consequences in the life of students. This can be achieved by  
 
adverse consequences in the life of students. This can be achieved by  
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very well lead students to send a letter to the mayor of the commune in which  
 
very well lead students to send a letter to the mayor of the commune in which  
 
located their neighborhood, to seek enforcement.  
 
located their neighborhood, to seek enforcement.  
===III - Educational Farms===  
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====III - Educational Farms====  
 
Under this project, students were encouraged to make the contribution  
 
Under this project, students were encouraged to make the contribution  
 
knowledge to solve a social problem that affects their lives.  
 
knowledge to solve a social problem that affects their lives.  
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solve. The solution of the problem is simply an object of contemplation, but  
 
solve. The solution of the problem is simply an object of contemplation, but  
 
one more for the file and which will serve to convince.  
 
one more for the file and which will serve to convince.  
==Project 4: The national languages ==
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===Project 4: The national languages ===
===Project Goal: Develop a glossary===  
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====Project Goal: Develop a glossary====  
====Choose project:====  
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=====Choose project:=====  
 
The idea for a fact: the loss of national languages. Children speak up  
 
The idea for a fact: the loss of national languages. Children speak up  
 
least in their languages. Hence the development of a glossary in order to practice  
 
least in their languages. Hence the development of a glossary in order to practice  
 
local languages.  
 
local languages.  
====Resources: ====
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=====Resources: =====
 
* Using the XO to save;  
 
* Using the XO to save;  
 
* Adult speakers of each language listed;  
 
* Adult speakers of each language listed;  
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resources and pronunciation of words and phrases will be maintained through the activity  
 
resources and pronunciation of words and phrases will be maintained through the activity  
 
Save XO.  
 
Save XO.  
====Coordination and synthesis of contributions:====  
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=====Coordination and synthesis of contributions:=====  
 
* Processing of data by class group. During this examination, the  
 
* Processing of data by class group. During this examination, the  
 
learners could share the different emotions that occurred during the harvest  
 
learners could share the different emotions that occurred during the harvest  
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thank you, etc..), know the names of animals, trees, pets and will be encouraged to  
 
thank you, etc..), know the names of animals, trees, pets and will be encouraged to  
 
converse in local languages.  
 
converse in local languages.  
====Continuation of the project:====  
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=====Continuation of the project:=====  
 
* Awareness campaign with games: For example, present an object (even  
 
* Awareness campaign with games: For example, present an object (even  
 
photo) and ask other students to comment on the institution named in a  
 
photo) and ask other students to comment on the institution named in a  
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is to encourage children to communicate in other langueslocales by exchanging  
 
is to encourage children to communicate in other langueslocales by exchanging  
 
other linguistic groups;  
 
other linguistic groups;  
====Development of another glossary.====  
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=====Development of another glossary.=====  
 
* Sharing a project in interaction with other institutions.  
 
* Sharing a project in interaction with other institutions.  
 
==General Conclusion==  
 
==General Conclusion==