Learning Engagement 1.
GRASPS-Based Learning Engagement with NMoQ Exhibit for “Qatar’s Desert Environment: Sustainable Solutions and Actions”.

The GRASPS model was developed by Grant Wiggins and Jay McTighe as part of their “Understanding by Design” (UbD) framework. It is used to design authentic assessments that align with desired learning outcomes and standards. This model helps educators create real-world scenarios where students apply their knowledge and skills to achieve specific outcomes, demonstrating understanding and proficiency in a meaningful context.

Goal
Create a sustainable action plan to address a specific environmental challenge identified in Qatar’s desert ecosystem, as explored through the NMoQ exhibit.

Role
Students act as environmental consultants, using insights from the NMoQ exhibit to inform their sustainable action plans.

Audience
The action plans will be presented to a mock environmental council, consisting of teachers, fellow students, and, if possible, invited local environmental experts.

Situation
The exhibit at NMoQ showcases the diverse flora and fauna of Qatar’s desert, highlighting the ecological challenges they face. Students are tasked with identifying a specific challenge and developing a sustainable solution.

Product/Performance
Develop a comprehensive action plan or prototype that demonstrates a sustainable approach to the chosen environmental challenge. This could include conservation strategies, awareness campaigns, or innovative technologies.

i. Visit the NMoQ exhibit
Visit the flora and fauna exhibit at the National Museum of Qatar.
Observe and take notes on various species and their adaptations to the desert environment.

ii. Identify an environmental challenge
Choose one specific environmental challenge highlighted in the exhibit (e.g., water scarcity affecting a particular species).
Write a brief description of the challenge.

iii. Conduct research
Utilize museum resources, scientific literature, and online databases to gather more information about the chosen challenge.
Document key findings and possible solutions from existing research.

iv. Develop a sustainable solution
Brainstorm ideas for a sustainable solution to the chosen challenge.
Consider factors like feasibility, impact, and alignment with environmental sustainability principles.

v. Create an action plan
Outline a detailed plan for implementing your solution. Include steps, resources needed, timeline, and expected outcomes.
Ensure the plan is clear, realistic, and addresses the challenge effectively.

vi. Collaborate and refine
Work with peers to discuss and refine your action plan.
Incorporate feedback and additional ideas to enhance the plan.

vii. Prepare a presentation
Create a presentation to showcase your action plan to the class and any invited audience (teachers, environmental experts).
Include visual aids, key findings, and the rationale for your solution.

viii. Present your action plan
Present your sustainable solution to the audience.
Explain the environmental challenge, your proposed solution, and the expected impact.

ix. Reflect and evaluate
After the presentation, reflect on the process and the feedback received.
Write a reflection considering what you learned, challenges faced, and how the project could be improved or expanded.

Standards and success criteria 

• Clear identification and understanding of a specific environmental issue from the NMoQ exhibit.
• Demonstrated use of scientific knowledge and research in developing the action plan.
• Innovation and sustainability in the proposed solution.
• Effective communication of the plan to the audience, including its feasibility and potential impact.
• Alignment with learning outcomes: awareness of strengths and growth areas, development of new skills, collaborative work, demonstration of international-mindedness, and ethical consideration of actions.

Learning Engagement 2: Reflection Piece Using the Visible Thinking Routine for “Qatar’s Desert Environment: Sustainable Solutions and Actions”

Introduction

After completing the project on sustainable solutions for Qatar’s desert environment, students are encouraged to reflect on their learning experiences. This reflection employs the “See-Think-Wonder” visible thinking routine to facilitate a deeper understanding of their engagement with the project.

i. See (Observations): Prompt for Students:

• What did you observe during the project, particularly regarding the environmental challenges and solutions?
• Reflect on the NMoQ exhibit and its influence on your understanding of Qatar’s desert environment.
• Consider the research and collaborative aspects of the project. What did you see in terms of team dynamics, problem-solving, and innovation?

ii. Think (Interpretations): Prompt for Students:

• What do you think about the solutions you and your peers developed? How do they contribute to sustainability?
• Reflect on the process of turning your research and observations into a tangible action plan. What thoughts do you have about this process?
• Think about your role as an environmental consultant. How has this project shaped your understanding of environmental responsibility and sustainability?

iii. Wonder (Curiosities): Prompt for Students:

• What new questions or wonders do you have about the desert environment and its conservation?
• Are there aspects of the project that sparked curiosity for further exploration or study?
• Wonder about the long-term impact of your proposed solutions. What are the potential future implications and areas for growth?