- Essential Question: How can project based learning with a focus on STEM/STEAM allow me to engage every student in my classroom and drive learning forward?
- Why PBL...
Project-based learning is filled with active and engaged learning. It inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work. - A focus on STEAM is my professional effort to inspire students to a deeper understanding of the interconnectedness of creativity within all of the subjects that used to be taught in isolation. It is the desire to build a child's confidence in their own ideas- their ability to explore and create- inspired by their interactions with the world around them.
My essential question aligns with the Program of Studies because it focuses on covering various outcomes from different subject areas, highlighting their complex connections through collaborative learning, with an authentic purpose and enriched opportunities.
Aristotle: “The aim of art is to represent not the outward appearance of things, but their inward significance. - The Plan...
The plan was inspired by animal life cycles. My children last year raised caterpillars and explored their transformation into butterflies. There was such an amazing degree of engagement and it supported my ongoing goal of building connections with nature for children. Teaching grade one this year, many of my Kindergarteners would be returning to my classroom and I wanted to provide them with another hands on experience (but something new). With another years growth, their skills are that much more advanced and I was excited to see how much further we could take our investigations.
I found some amazing projects online where students raised salmon from eggs, and decided to dig for any opportunities to raise fish here in Alberta. This brought me to the 'Fins: Fish in Schools" project, provided by Bow Habitat Station, Alberta Environment and Parks.
Once the opportunity was secured, it was time to look at how to build the project, and design indepth cross curricular opportunities. My emphasis was on how art immersion can inspire creative thinking and exploration in science, social studies, technology, and math, to bring to life the interconnectedness of these subjects within the real world opportunity of raising fish for local rivers.
(to see the other student led inquiries/STEAM projects we explored prior to out trout's arrival see "Student led Inquiries" tab)
Planning...
Our driving question: "How can we help trout/local fish grow?"
A web to help guide where our learning could go...
As we work through the web ideas, I have been marking the learner outcomes that connect to our investigation in the various subject areas, highlighting verbs within those outcomes and tying these to competencies. This process lets me decide which areas are ideal for assessment, the pace at which we are covering outcomes, and directions to steer the learning to cover new or needed outcomes.
Big Ideas:
History and Culture--- from different perspectives. Our roots and global cultures. Student's roles: Archaeologists & Explorers (let them drive the learning forward by honouring their natural curiosity). We have emphasized both native perspectives and history, as well as settlers.
The Land--- Biophilia: develop their love for the earth before asking for stewardship. Keys to this are creating a loving relationship through interactions with nature (outdoor play, exploration, caring for animals especially babies).
Nature--- the connections and interdependence, balance and beauty of the world we are a part of. Water is a sacred gift, a basic human right, and a common good.
Water--- a basic human right and necessity. What is it's global identity? What is it's local identity?
Philosophy--- fostering natural born inquisitiveness and creativity by creating a classroom/school culture that honors, directs, guides, and challenges children's thinking. In this idea is the necessity to ignite student curiosity and love of learning; to push them beyond just finding answers, towards exploring the questions that have more ambiguous answers.
Impact on student learning...
Students were highly engaged in this project. They took ownership of their learning and were curious and proud to share all of their knowledge. I was truly amazed at the depth of exploration that they were able to achieve!
Favourite activities included:
Favourite activities included:
"Looking like a Scientist"- describing the changes we see through drawing and writing. Creating scientific drawing through close observation and drafting.
"The Question Tank"- Getting to be the experts, and answering questions posed by other students the school.
"Watersheds"- building our community building with photos and duplo. Creating a city in the snow, and adding water to watch how lakes ponds and streams form from the contours of the land.
"Water Bodies"- building different bodies of water with clay and beads using reference cards. Building a landscape in a kiddie pool and predicting the direction and formation of water.
"Nature Walks"- looking for signs of spring, observing tracks and scat, and exploring plants and seeds (connecting to invasive species). Identifying features of the landscape that are important to healthy water bodies, and positive stewardship with an emphasis on exploring and connecting with the land around us.
"Building Cups" (water exploration)- Investigating the importance of water to communities, and the history of water vessels and pottery after reading "Water Princess" by Georgie Badiel and Susan Verde.
Quotes from students and family...
"Lilly hasn't stopped talking about building her city in the snow! She really loved that!" -Lilly's Mom
"Paisley has taught me things about 'her' fish that I didn't even know!"- Paisley's Gramma
"Noah says that he still doesn't like the google eyes, but he is really excited about his fish".- Noah's Dad.
"Brody went home and spent all evening building a city in our yard."- Brody's Mom
"Can you please just tell me what a watershed is?! Linked won't stop talking about it." -Linken's brother Karson
"Lilly hasn't stopped talking about building her city in the snow! She really loved that!" -Lilly's Mom
"Paisley has taught me things about 'her' fish that I didn't even know!"- Paisley's Gramma
"Noah says that he still doesn't like the google eyes, but he is really excited about his fish".- Noah's Dad.
"Brody went home and spent all evening building a city in our yard."- Brody's Mom
"Can you please just tell me what a watershed is?! Linked won't stop talking about it." -Linken's brother Karson
Releasing Rainbow Trout at Lake Kakut with Mother Theresa...
Reflection:
I am very excited to try this project again next year. We were cut a bit short by the accidental death of our fish. Next year I will have a better understanding of the technical set up and maintenance needed. This will make it easier to predict areas that we can push and investigate further, and the pace needed for various elements in care and development.
I was impressed with how much of the curriculum we were able to cover through our student driven inquiries. It was phenomenal to see all the topics that were interconnected, and a challenge to keep up with the variety of directions that the children were eager to pursue. I really enjoyed the school wide engagement and how that influenced grade one's confidence in their own learning and knowledge.
Next year, I would like to challenge myself to take even more of our learning outdoors. Our new school is more familiar, and I am excited to build more opportunities to create learning environments that allow the children to be hands on, outside, connecting with nature and local resources.
I am very proud to watch the children confidently express their desire to direct their own learning. They know that their thoughts and ideas are valued, and that our classroom activities are driven by their own curiosity. The power in that for depth of learning and each child's individual growth is astounding.
I am very excited to try this project again next year. We were cut a bit short by the accidental death of our fish. Next year I will have a better understanding of the technical set up and maintenance needed. This will make it easier to predict areas that we can push and investigate further, and the pace needed for various elements in care and development.
I was impressed with how much of the curriculum we were able to cover through our student driven inquiries. It was phenomenal to see all the topics that were interconnected, and a challenge to keep up with the variety of directions that the children were eager to pursue. I really enjoyed the school wide engagement and how that influenced grade one's confidence in their own learning and knowledge.
Next year, I would like to challenge myself to take even more of our learning outdoors. Our new school is more familiar, and I am excited to build more opportunities to create learning environments that allow the children to be hands on, outside, connecting with nature and local resources.
I am very proud to watch the children confidently express their desire to direct their own learning. They know that their thoughts and ideas are valued, and that our classroom activities are driven by their own curiosity. The power in that for depth of learning and each child's individual growth is astounding.
References
-Professional Development Workshop: "An Intro to Pbl", with Corrie Ziegler
-Pinterest board: http://pin.it/ukb7H5w
-"Bull Trouts Gift" Educational package produced by the Kootenai and Salish tribes for environmental stewardship in schools and first nation perspectives.
-Learn Alberta-Program of Studies
-Bow Habitat Station- Calgary Alberta (Zoom conferences with experts).
-PD conference with Mighty Peace Watershed Alliance on local watershed health.
-Grade level colleagues
-GPCSD Education Foundation
-Professional Development Workshop: "An Intro to Pbl", with Corrie Ziegler
-Pinterest board: http://pin.it/ukb7H5w
-"Bull Trouts Gift" Educational package produced by the Kootenai and Salish tribes for environmental stewardship in schools and first nation perspectives.
-Learn Alberta-Program of Studies
-Bow Habitat Station- Calgary Alberta (Zoom conferences with experts).
-PD conference with Mighty Peace Watershed Alliance on local watershed health.
-Grade level colleagues
-GPCSD Education Foundation