Read:
- Alfonso (2016) Implementing the Project Approach in an Inclusive Classroom
- Jones (2007) Project-Based Learning and Early Learning Standards
Watch this video:
Use examples from the video to answer the following questions:
- What learning activities did the children engage in to pursue their long-term investigation?
- What was the teacher’s role?
- How did the teacher assess the children’s understanding and achievement of the learning goals?
The children engaged in various activities while designing a habitat as a zookeeper for their chosen animal. The activities were specific to skill sets such as; dramatic play to act out the role as zookeeper. The students used math and writing skills; that involved counting,measuring and scripts. The young students were able to understand how the animals eat and where they live; utilizing science skills. They came to understand the importance of the environment; that the animals depend on water, food, air and shelter.
The teacher guided the children every step of the way. The teacher, alongside with the teacher’s aide, implemented project-based activities. This approach geared the young students to investigate and generate conclusions. The students did their research,and were able to present their project with a sense of pride and accomplishment.
The students did various activities, from choosing the animal they wanted to learn and designing a habitat for them and using the different centers to learn more about the animal they chose. They start with the dramatic play where they used to act as a zookeeper. Next, they use math to create patterns and measure the grass for their habitats; in writing, they prepare their presentation scrips, and in science, they create an ideal habitat for their animals.
The teacher’s role was to host everything, help the student and guide them.
Teachers give students materials and what they will need. Using the different centers and they can learn in different ways.
Holly Squashic
ECE 211
Project-Based Curriculum and Long-Term Investigations
The students have first posed a question, in which they had to do research to solve any problems that may arise in their learning. This was project-based, with means it would take place over a course of time, not just a one-time discussion. The students chose one specific animal to learn about. Firstly, with the help of their pre k teacher, they were able to create and act out in dramatic play the role of zookeeper and animal, leading to an understanding of empathy. They also were able to utilize math, as they lined up the animals and counted them, compared numbers, and created patterns. They were able to practice their writing in creating a script for their class presentation, with info about the animal’s behavior and diet. For science exploration, the students actually made mini habitats that mimicked that of the animal’s real living environment. These contained soil and water. This also was a great opportunity for the students to understand the difference between living and nonliving things, and how plants and vegetation in the environment need to be cared for also. As well as understanding the relationship between animals and plants. Animal features were studied, and the children were able to use their observations in creating model animals with clay. In the final presentation, the students were able to present to their peers, teachers, and parents, the habitats they created, all the knowledge they gathered about the animals and their offspring, and how these animals thrive in their environments.
The teachers seemed to let the children take the lead in these discussions, observations, and creations while offering support. Helping the students have a good understanding of the framework for this project (asking the right questions, giving materials for information, creating, and observing) was the teacher’s role. Even having a guest specialist in this field was a great resource and opportunity provided by the teacher.
The assessment of students throughout this project may have happened during the counting process (math), the scriptwriting process (literacy), and the habitat building process (cognition).
The children were proposed a question, “How will you as zookeepers design a habitat for an animal?” Their teachers planned out many activities to go with this question. First each child chose an animal they wanted to make a habitat for. Then with thematic play, the children played out the role as zookeepers. Their teacher also had a math center where they counted the animals they were playing with, compare different numbers of animals, create patterns and measure the grass they created in the habitat. In writing, the children wrote similar to a journal entry about where the animals lived, what they ate, and how they look. In science and design, children created a model habitat that had soil, water, and alfalfa sprouts. Then in a group, children learned to distinguish the difference between living and non living things, how the environment helps plants and animals meet their needs( water, food, air, shelter, and light) and how animals and plants depend on each other for those same needs. Then, to add to their habitat, children used “colored clay” to create a family of an animal that would then live in their habitat. Then, the children learned how young plants and animals are like but not exactly alike to their parents. Finally, after all of this was completed, children explained all they have done and learned to their classmates and parents.
The teacher’s role was to provide guidance but not to instruct the children on step by step what to do. The educators provided the children with space they needed to be creative and really make this project their own. I aspire to be like the teacher in the video. As she had many creative outlets and activities lined up about a topic that kept children engaged, happy, and learning.
The teacher could assess the children’s understanding and and achievement of the learning goals by watching how they interpret the activity. The children were given the freedom to explain what they know and from this, their teacher can help them come to an understanding. For example in math, if they struggle with counting their teacher can help them count one by one and maybe take some time during the day to help the children that need that help.
1- The learning activities that the children engaged in to pursue their long-term investigation were in dramatic play where they acted out being zookeepers and the animals they were going to create a habitat for. In math, making patterns with the animals, measuring the grass they grew then writing, they present a script of information about their animal.
2- The teacher’s role was to guide and support the children through their long-term investigation. They provided different stations and learning materials for the children. Hands on learning and reflection on what they learned.
3- The teacher assessed the children’s understanding and achievement of their learning goals through the work the students completed. They proposed a question for the students and given them the needed learning materials to achieve the understanding to have the answer to the question.