Abstract
In this project, Grade 3 students participated in an integrative cross-curricular exploration on the theme of "Building." Explorations brought together students from Kindergarten through Grade 4 who participated in activities related to the Building theme and STEM (Science, Technology, Engineering, and Mathematics) principles. They were randomly placed into groups of about 8 students in weekly or bi-weekly activities.
More specific to my inquiry project and my Grade 3 class, students were given a specific site in Victoria, BC, and asked to design a building for a specific purpose. After brainstorming individually and collaboratively, coming up with preliminary sketches, and learning how to build some simple 3D objects and models in SketchUp, we created physical models of our designs and presented and shared at a year-end Architecture Showcase. We discussed the feasibility of their designs throughout the process and students had many chances to reflect on their work, re-evaluate designs, and improve their problem solving skills while learning various topics including forces, different materials, and measurements.
This project has the potential to integrate outcomes from all subject areas (Language Arts, Math, Science, Social Studies, Art, and Technology.) As my inquiry project for my last teaching internship before graduating with my Bachelor of Education, I investigated how students' interaction with peers and the larger community through cross-curricular integrated project-based learning impact, affect, and/or enhance their learning experience.
Parents, relatives, and guest building engineers interested in our project were invited to attend our year-end exhibition to hear about the projects from our students. The feedback and comments from other teachers and guests were overwhelmingly positive in favour for project-based learning that allows students to experience the development of a project from start to finish.
To view more information on the various components of this project, hover over the "About" tab and click on any of the headings.
More specific to my inquiry project and my Grade 3 class, students were given a specific site in Victoria, BC, and asked to design a building for a specific purpose. After brainstorming individually and collaboratively, coming up with preliminary sketches, and learning how to build some simple 3D objects and models in SketchUp, we created physical models of our designs and presented and shared at a year-end Architecture Showcase. We discussed the feasibility of their designs throughout the process and students had many chances to reflect on their work, re-evaluate designs, and improve their problem solving skills while learning various topics including forces, different materials, and measurements.
This project has the potential to integrate outcomes from all subject areas (Language Arts, Math, Science, Social Studies, Art, and Technology.) As my inquiry project for my last teaching internship before graduating with my Bachelor of Education, I investigated how students' interaction with peers and the larger community through cross-curricular integrated project-based learning impact, affect, and/or enhance their learning experience.
Parents, relatives, and guest building engineers interested in our project were invited to attend our year-end exhibition to hear about the projects from our students. The feedback and comments from other teachers and guests were overwhelmingly positive in favour for project-based learning that allows students to experience the development of a project from start to finish.
To view more information on the various components of this project, hover over the "About" tab and click on any of the headings.