Changing the World, One Project at a Time
10/23/2017
The zookeeper asked our sweet little ones to help the zoo by making a project that would teach others why certain animals can live in Alaska and others cannot. The project will be displayed and used in their classroom to help teach students why The Alaska Zoo doesn't have more traditional zoo animals, like zebras, giraffes, or elephants. He was met by silence, blank stares, and even a few nos. It was not the reaction I was expecting from my animal loving class. If I'm being honest, I was a little disappointed. I had been anxiously awaiting our zoo field trip because I thought our sweet little ones would be over the moon about helping the zoo. (And I was pretty over the moon about my class partnering with the zoo!) When we got back, we started unpacking their reaction. I asked them if they understood what had happened. "The Alaska Zoo just asked YOU to help them," I reiterated. Their response? "We can't help The Zoo! We're only in kindergarten!" And with those two exclamations, I understood their reaction at the zoo. And I also understood the power and importance of PBL in a deeper way than I had before. What better way to raise the next generation of world changers and difference makers than to show them that what they do, even right now as 5- and 6-year-olds, matters, makes an impact? That they can help an organization like the zoo, even if they are "only in kindergarten?" Sometimes that impact might happen through a partnership with the zoo or another spot in our local community. Other times, it might go no further than their family or our school. But with every project that extends beyond the walls of our classroom, they see that they can (and do!) make a difference out in the world. They see that what they do affects someone other than themselves. It is so empowering for students to see that they don't have to wait for "someday." They can make an impact right now, today, as a kindergartener. That's the beauty of PBL. Students are able to learn in an authentic context and in a way that matters, that makes a difference, that accomplishes something. Not only do they learn the content, but they see firsthand that they are part of something bigger than themselves or their classroom. They get to be part of something fun and amazing and meaningful. They make an impact. By the time they are adults, that mindset will be second nature. In this way, we are truly equipping even our youngest learners to go out into the world and make a positive difference. And not one of our students will question whether or not they can because they've been doing it all along.
Talking Trash (and Recycling)
10/21/2017
For the past few weeks, we've been working to answer the question, "How can we take care of and share the resources we have at home, at school, and in our community?" The entire investigation started when a mysterious pile of trash and recyclables appeared on our carpet at the end of the day! We discussed possible solutions and decided we should throw some away and keep some to make creations with. We also talked about how we can save certain things, like plastic and paper, and other people can recycle them and use them again to make plastic, paper, and other items. (Throughout our inquiry, we also discussed natural, manmade, renewable, and nonrenewable resources.) But we had a few problems. We didn't know what to throw away and what to recycle, and we didn't have anywhere to put the items we wanted to recycle! Luckily for us, we happened to have first grade for the afternoon. They got busy researching the kinds of things we could recycle. While first grade did some research, we brainstormed about how we could make some recycling containers. We wanted something that would make recycling fun, so we settled on recycling monsters. (And, let me tell you, they have made recycling fun!) We would work in groups to make multiple containers, but the first step was to individually design a recycling monster. Each student drew just how they thought a recycling monster should look. After the individual plans were finished, students paired up to collaborate. As with all projects, students began by telling their partner what part of their plan they liked. They combined each other's favorite parts from their original plans and then deleted and added other parts as well to come up with a recycling monster that they both loved. Students then met with me to decide what kinds of materials they would need to make their monster. (I love how creative they all were!) With the final plans in hand, it was time to get creating. We worked across multiple days and students used their plans to create the monster they had drawn out. I love how each group created and executed their own vision for their recycling monster. (The last monster will be finished when one of its creators returns from vacation!) Finally, we made signs to show what each monster eats: paper, plastic, or project materials. After the finishing touches were added, we celebrated by feeding our monsters! Please feel free to send recyclables because our monsters seem like they have pretty big appetites! The middle schoolers will collect the plastics and paper, and we will use some of the project materials during our Creative Time and donate the rest to the school's Makerspace. I think we've come up with a great plan to take care of and share some of the resources we use at school (and home)!
Location, Location, Location
10/13/2017
We've been exploring new reading spots these past few weeks. Of course, there's just something so appealing about being permitted to sit under or even ON the tables or behind our big, cozy chairs. But, the ultimate goal isn't just to make reading more fun and inviting or to make our classroom more like home, although it happily does both of those things as well. We're testing these spots to find the ones that are successful for us. We're looking for spots in which we can cozy up, get started right away, and read the whole time. Some kiddos have found that, even though it's really fun to crawl under the table, it's not a great spot for them to read. Or, even though their favorite spot is behind the chair, it's hard for them to get started right away when they choose to read there. This little bit of choice makes a big difference in motivation and it also teaches our readers how to make choices that help them learn. It helps them understand that different factors affect their ability to learn and encourages them to take responsibility for their choices and their learning in a small way. Choosing a reading spot might seem like a trivial thing, but it is a beginning step to taking ownership and responsibility for learning and also becoming a self-aware and lifelong learner. Ask your little one about some of the spots they've tried out!
We Are... Engineers!
10/6/2017
We had so much fun this week doing fairy tale stem projects. I have been teaching a Fairy Tale Stem class for ACE for the past four weeks and some of our kindergarteners are in it. Well, they told their classmates all about it and the rest of our precious little ones wanted in on the fun. Since it covers one of our standards (and really is just so much fun), we decided to have our own fairy tale stem during our project time. We rescued Rapunzel from her tower, built new chairs for The Three Bears, designed and built a sturdy house for The Three Little Pigs, and constructed a bridge for The Three Billy Goats Gruff, a story we've throughly enjoyed rereading and retelling during reading time. Throughout the stem challenges, students developed perseverance and a growth mindset through trial and error, testing designs and reworking those that weren't successful. One of our most important take-aways was that your first (or second or third or even hundredth!) design might not work, but you can learn from your mistakes and try again to make your design better. They also had opportunities to collaborate - and celebrate - with peers. It really was so much fun! Ask your little one about their favorite project. :)
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Saania AliMs. Ali graduated from the University of Houston with a Bachelors of Science in Interdisciplinary Studies. She specializes in Early Childhood Education, ESL, and Special Education. Her hobbies include traveling, reading, and painting! Archives
April 2021
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