Truly, the start of this project has had the give-and-take quality of a dance or conversation. Initially, I plan, they respond, and we move forward together. Currently, we're laying the foundation for the project with background information and experiences including the following:
- A class lesson on "reading to find out" and research as we study biomes.
- Introductory film and crossword puzzle practice related to the unit vocabulary.
- A field study experience at the zoo with an expert presentation, exploration, and note/image taking
- Exploration and investigation of the Endangered Species Website created to support student research.
- Using an online presentation to find/learn specific facts/standards related to biology.
- Crowdshare (studentshare) creation of a project time line.
- Project topic/question choice and targets.
- Project team and team space decisions. Who will work together and where will their classroom project/presentation space be?
- Library resources investigation and exploration. We reserved the school library space for this event.
- Creation of a classroom project resource space with books, computers, and other resources.
- Introduction to project "have-to's" and project choices. Grade level standards in reading, writing, and science are embedded into this project and those standards make up the project "have-to" expectations.
Once the introductory activities have been completed, then students will begin their individual and team research. After that students will create online presentations, short films, and other displays as we prepare for our class share presentation and open house.
Project base learning is a conversation and dance between teacher and students--we work together to develop skill, concept and knowledge in relevant and meaningful ways.
