"What are we made of?"
Today, we will introduce our afterschool lesson called Project Work.
Each project has a driving question and this project's question was "What are we made of?" Students were discussing, researching and learning with friends and teachers through this question. One project continues for up to four months and teachers guide lesson based on students' interests.
Here is a report from the teachers.
The journey commences with students pondering a fundamental question: "What am I made of?" They brainstorm ideas related to this query, leading to two intriguing topics for investigation: "Why and how do we poop?" and "Why are people different?" In the following weeks, the focus shifts to understanding the digestive system. Students familiarize themselves with its components' names and functions and explore how these parts work together to transform food into waste.
In week 3, the class delves into hands-on activities. After setting classroom expectations, students engage in a playful and competitive review of the digestive system. This leads to a unique experiment simulating the process of digestion and, quite literally, the creation of "poop."
During Weeks 4 and 5, students undertake a creative project to produce a life-sized mixed media representation of the digestive system. They aim to create an artful model to use in their final presentation.
In these two weeks, the students dedicate their time to perfecting their mixed media models. They also capture moments of their creative process through video recordings, adding a unique dimension to their final presentation.
Weeks 8 and 9 see the students completing their models and turning to creating presentation videos. They review the complex terminology of the digestive system, plan their scripts, and record short clips for the final video that showcases their project.
Students begin exploring DNA, relating it to computer code. They learn about the structure of DNA, its location in the body, and the vast amount of DNA in our cells. They also begin to investigate genetic traits.
Students begin exploring DNA, relating it to computer code. They learn about the structure of DNA, its location in the body, and the vast amount of DNA in our cells. They also begin to investigate genetic traits.
During a substitute lesson, students tackle genetic code through a creative task. They craft unique dogs by randomly selecting genetic traits, emphasizing how genetic code influences appearances.
The culmination of their study of genetics, Week 13 features an exciting DNA extraction experiment. Students learn about DNA's role and get to witness the extraction process firsthand.
The term concludes with a celebration as students enjoy popcorn while watching their presentation videos. They reflect on their journey, provide feedback, and share their insights during a final mini-presentation.
This 14-week journey has allowed students to explore the wonders of biology and genetics while fostering creativity, curiosity, and hands-on experiences. From the digestive system to the mysteries of DNA, the students have had an unforgettable and enriching learning experience.