The children created their newest production on Friday. This time, we had both a pre-show and a show. The children began by having a dance routine that then followed the production of the Three Little Pigs. The children began preparation for the pre-show by looking up dance moves and videos with dancing on YouTube. (Have you had a chance to see my blog about technology in the room! Click here to find out more!) The Kidz Bop dance video to a popular song pr was just what we needed for a pre-show. The children practiced watching the video several times and mimicking the moves. As interest continued, more and more children wanted to join. We decided collectively that we needed more room and turned our back half of the classroom into the theatre. We brought in a projector that we hooked up to a lap top and began to watch and learn the moves.
As the dancers learned the moves, others began to prepare for the show. Seating was set out in different locations to test the best place to sit for the show. The children requested to watch a video of a play where the actors and actress reenacted the Three Little Pigs. The children began to call out things we needed in order for the show to go on. “Pink noses! Pigs! A Wolf! Houses!” were words shouted to the friends in block center who were preparing the items. When the video was finished, the children broke into groups of three to five children. Each group of children were in charge of a house. Each of the three houses were made from blocks but the children represented each differently pretending there was the stick, straw, and brick houses on the stage of the theatre. A child reminded his group that in the Three Little Pigs story the wolf came in through the chimney. They then set off to build a chimney. When his group was done building, he checked on all of the groups. “Are we ready? Okay, friends. This is what we need to do.” He then tells each group of friends how the play needs to look. He retells the entire story and tells the characters where they should be going during main parts of the story.
Look below to view their play in pictures!
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,