The children have been discussing ways to culminate our theatre project. After much deliberation in large groups, small groups, and one on one with a teacher the children decide to make posters with the list of items each classroom can prepare to create their own play in their classrooms. Children took turns sounding out words, writing the words, and creating pictures for the posters. We plan on continuing this work into tomorrow and then distributing.
Here is our work so far!
As I had shared in my previous post, the children wanted to create a book about what we had learned! Here are the children’s quotes from our book! Enjoy!
- Roots make trees grow.
- Trees have roots.
- Bugs live under bark.
- Orange trees have leaves.
- When you pick an orange the stem comes off.
- Weeping willows still have branches.
- They are many kinds of trees: apple, pine, banana, orange.
- Apples fall off of trees.
- Pink flowers are cherry blossoms.
- Yellow apples grow on trees.
- Fungus grows on some trees.
- Oranges have seeds.
- A tree starts with a seed then it gets a lof of water and grows into a tree.
- Trees have bark and branches.
Bark is brown.
The crown of the tree is the top of the tree and it is the same color as grass.
Branches on a weeping willow hang down.
Buds are on red maple trees. They are red.
Trees need sun to grow.
Trees have trunks.
Trees have buds in the spring.
Buds turn into leaves.
Trees with red leaves are red maple trees.
Bark can be different colors.
First a seed grows underground, the it start to grow and out ppos a tree.
The leaves fall off trees in the winter.
In the fall, leaves turn colors.
Coconuts have holes on top. It looks like a bowling ball but you can’t bowl with it.
Pine needles grown on pine trees.
After learning all there was to know about trees (or all we wanted to investigate), it was time to culminate our Tree Project. Kara, my assistant teacher, who had been planning and teaching each lesson asked the children how they would like to share their knowledge. They automatically responded that they wanted to bake something. Our children enjoy baking and cooking and that was no surprise to us, but we told them we also felt that just baking would not share our knowledge. A child automatically thought a book would be the best way of sharing all of the information that we had learned. The children spent two days narrowing down their ideas of what to bake and decided to bake banana bread, because “bananas come from trees.”
Over the course of two weeks, the children created a fifty page book of what they had learned through the tree project. Several children used the word wall (mentioned in an early post) to label their work, others asked for help from teachers, and some children used inventive spelling. Several children used the Power Point book we had created for families about our journey through the project to remind them of details we had learned about to add to their book. After our book was finished, we re-read it as a class to make sure that we had not forgotten any important details.
I created a PowerPoint with directions for the children to create their banana bread . Each slide had a different direction and each had a picture. The pictures included a picture of the item for the children to use and a picture of the measuring tool. The measurement was also typed on the top of the screen. For instance, one and a third-cup flour would have a picture of one cup, one-third cup, and the picture of the flour. The older children were able to read the words and my younger able to follow along. When the children are given leadership opportunities during baking session (or any activity) they are empowered! The way the PowerPoint was presented the children were able to bake with little to no assistance from the teacher. Four batches later, we had made banana bread for each classroom including assistant and lead teachers. The children decided to cut the bread into individual pieces, wrap each piece in Saran wrap, and label each piece. We then delivered after we had finished each batch. We then shared our book with two of the four classrooms.
This is just one of the ways to culminate! We have done many other ways in the past. The important part is that the children are sharing their knowledge with others and thus becoming the “experts” to another classroom.
Now it is your turn!
- How have you culminated a project?
- Did it go well?
- How could it go better next time?
- How could we help?
Until next time,