The Åga Pen Pal Project
The finest example of breaking down barriers between the classroom and the community is frequently casting students as neighborhood problem solvers. Students' problem-solving capacity is strengthened by learning to think globally and act locally. They might not be able to resolve the world's most pressing problems, but they can work on appropriately sized projects connected to global issues.
The loss of species due to rapid global change is one of the most urgent issues in the field of biodiversity. Saving biodiversity has always been one of my passions since Rota is a stunning and tranquil place to live. With my students, I wanted to share the same interests. As a result, I decided to enroll my class in a project-based learning activity related to rescuing a critically endangered species of crow known locally as "Åga" (scientific name: Corvus Kubaryi), which is unique to Micronesia. The four-week Åga Pen Pal program is one of the Marianas Crow Recovery Project initiatives.
The curriculum's central idea is that people and animals rely on their surroundings to meet their fundamental needs. The key goal is for the students to recognize these necessities, what satisfies them, and how these needs differ from one another. Each week has its particular topic: shelter, food, social interaction, and a trip to the åga facility, respectively.
The first letter that my class received was an introduction to an åga named “Raol” and how its species live in the wild, and some of its kind live in an aviary. Raol was named after the initial letters of her old leg bands (red, aluminum, orange, and light blue). She is a unique bird who was saved to live in an aviary after having a leg amputated due to an accident. My students were divided into groups to compare the crows living in different types of shelters. Each group completed a drawing of their nests and then built an actual nest with materials available in our classroom and on campus. One of their considerations is keeping the crows safe to avoid the same situation Raol had experienced. They later prepared a response to the letter by sharing their thoughts about how their home looks, what aspects make them feel safe and comfortable, and questions they have in mind.
Meanwhile, the second letter covered responses to their previous questions and targeted foraging behaviors in the wild and zoo. My class had mixed reactions when they discovered what an åga eats in the wild and what åga keepers feed crows in an aviary. Afterward, I facilitated student-led conversations responding to the prompts: “What are your favorite foods?” and “How do you find them?” They also completed the “What’s on your plate?” activity and prepared their return letter.
The third letter provided answers to questions from the previous week and how crows interact with one another through different calls, preening, fighting, and sharing food. Another round of student-led conversations was facilitated by answering the prompts: “What kind of emotions do you have?”, “How do you act when you feel happy, angry, or confused?” and “How do you let others know your emotions?” They were able to manage their charades and role plays.
As we prepare for the final week of having a field trip to the åga facility, my class was given the opportunity to give Raol a new and better name. With the help of our Chamorro instructor, my students came up with significant Chamorro names and their meanings:
- Lina’la (Life) – Raol was rescued and given another chance to live.
- Bonita (Beautiful) – Raol is a female bird and has its rare beauty.
- Neni (Baby) – Raol was rescued when she was young.
My students cast their votes, and most preferred “Lina’la.”
On our final week, my class took a trip to the facility to meet Lina’la, the åga keepers, and a flock of rescued crows. They were given shirts and had a fun tour around the vicinity. The keepers also demonstrated the supplies and tools they employ to rear the rescued crows until they are ready to return to the wild. The students discussed their intriguing ideas on how to support ongoing efforts to save more species from extinction.
Overall, the initiative concluded with great success! I considered my role as a facilitator in this whole process. I address the position with inquiries to ensure that the tasks stay in the control of the students. Witnessing what they can do for the community with their practical experiences and how this helps them develop a feeling of civic responsibility was rewarding.
Before returning to school, we enjoyed lunch at a restaurant to celebrate our accomplishments for this program and all other relevant project-based learning activities my class completed throughout the year. The program moved other classrooms and grade levels, and the next cohort eventually took part.
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