Before we begin finding issues we want to research, breaking into groups, then choosing an action....we have done all of this preparation for Exhibition:
It began with a discussion of What is Exhibition?
Then we talked about the theme of who we are and began to dissect it or take it apart. We do this as a means to make sure that the topics/issues we choose to do independently, in pairs, in groups, or as a class fit the theme of who we are.
Here is a list of all the learning experiences for dissecting the theme, which are also all posted on the blog in more detail :)
An inquiry into:
the nature of the self:
We held a class discussion that had children bringing in music that expressed being true to yourself. We then listened to music and reflected on if it actually fit the theme or not and why!
beliefs and values
Using the resource, of This I Believe, a NPR program and the title of subsequent books, the children defined beliefs and values in groups, wrote an essay about their top values, the class voted on top values, then reflected about them in videos.
personal, physical, mental, social and spiritual health
The children created concept maps about each of them in groups, then we discussed as class, and brainstormed issues related to the topic of health.
human relations including families, friends, communities
The children created products about friends, famlies, communities: blogs, glogs, powerpoint slideshows, videos (skits, games, talk-shows), scrapbooks, picture slideshows
cultures
We reflected on our artifact bags we created that dealt with cultures and traditions. We did this for our Where We Are in Time and Place Unit of Inquiry.
rights and responsibilities
The chidren created a T-Chart; we then created a class T-Chart
What it means to be human
we brainstormed a list, then found articles on TweenTribune (online articles for kids), Time for Kids, Time Magazine, and the newspaper that showed evidence of what it means to be human.
It began with a discussion of What is Exhibition?
Then we talked about the theme of who we are and began to dissect it or take it apart. We do this as a means to make sure that the topics/issues we choose to do independently, in pairs, in groups, or as a class fit the theme of who we are.
Here is a list of all the learning experiences for dissecting the theme, which are also all posted on the blog in more detail :)
An inquiry into:
the nature of the self:
We held a class discussion that had children bringing in music that expressed being true to yourself. We then listened to music and reflected on if it actually fit the theme or not and why!
beliefs and values
Using the resource, of This I Believe, a NPR program and the title of subsequent books, the children defined beliefs and values in groups, wrote an essay about their top values, the class voted on top values, then reflected about them in videos.
personal, physical, mental, social and spiritual health
The children created concept maps about each of them in groups, then we discussed as class, and brainstormed issues related to the topic of health.
human relations including families, friends, communities
The children created products about friends, famlies, communities: blogs, glogs, powerpoint slideshows, videos (skits, games, talk-shows), scrapbooks, picture slideshows
cultures
We reflected on our artifact bags we created that dealt with cultures and traditions. We did this for our Where We Are in Time and Place Unit of Inquiry.
rights and responsibilities
The chidren created a T-Chart; we then created a class T-Chart
What it means to be human
we brainstormed a list, then found articles on TweenTribune (online articles for kids), Time for Kids, Time Magazine, and the newspaper that showed evidence of what it means to be human.
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