Happy April and Welcome from K3!

We are excited to be collaberating with Grade 3 in this novel project. For years the talk has been of reusing and recycling. However, what if we can take this further and allow students to actually repurpose materials in a creation of their choice. This offers the oppurtunity to develop a full range of skills, while aquiring knowledge and nurturing our creativity.

As a homeroom teaching team, we support our students in all round development. Notably, Chinese language, English language, social development, physical development, appreciation of artistic techniques and beauty, and math, alongside full STEM.

Through the project, we will develop grade level scientific knowledge of the types of materials that make-up everyday waste at school and home, how they can cause pollution and of some of their properties in a similar way to how Grade 3 will be. We will then collaberate with them on identifying waste collection within school. Finally, we will make our own creations and discuss alongside Grade 3.

We will begin the project by showing pictures and videos of different waste sorting processes as an open-ended discussion starter. Students will start by being in groups and discussing what they saw in the video and how they can relate to it. Following from this, we will do a similar activity for discussing the why waste might be damaging. In both cases, students will be given the opportunity to think and discuss, rather than simply being given an answer. This will help practice deeper thinking about the concepts, as well as the 21st century skills of communication as they work in groups, and creative thinking. Social skills would also be practiced as students would be devloping the ability to be respectful in listening to each other. This could also practice STEAM based learning if they did begin to consider scientific reasoning at this point. At this stage, the project could be done in class and during circle times. 

Discussions could then be guided into information obtained about the impact of too much waste. A video during circle time could be sufficient for this. Follow-up discussions on thoughts and comprehension, could then help develop language skills in Chinese and/or English.

Next there could be a similar discussion on ways in which waste could be reduced, with a discussion on recycling. If it could be arranged, there could even be a trip to a local recycling plant for students to find out more information from professionals and see processes in action. Demonstrations and practical activities could also be done in class, for example, of paper recycling. This would develop practices in science and engineering, which is also related to the STEAM part of our ongoing class activities.

So far, these activities may have taken up to one week. 

Next can be an activity in which students log processes they are following to reduce waste, both at home or at school. To promote choice and the 21st century skill of self-direction, the way students do this could be flexible. Some may choose to draw, which will develop art, some may choose to make videos, which will develop STEM. Some may even choose to write, which will develop pre-literacy skills in Chinese and/or English.

This process could also take one week.

Next would be finding out about the waste that could be used in school. Students will have the opportunity to ask different teachers in the school about possible reusable materials that they will have available. Also, the canteen staff and other logistics staff. Note that this stage will be simplified from the Grade 3 student's goal of identifying the exact quantity of waste and designing an overall process for sorting, due to the age of the students. In doing this they will be practicing the 21st century skill of communication. If possible, they can however, collect waste products to be repurposed.

This interviewing process will likely take up to one week also.

Now that materials would be beginning to get collected, the next process, can be learning more about the properties of materials. Another discussion could be had where students, in the same groups as before, discuss what they know about different properties of materials and what materials might be useful for different purposes. This could again be done in circle time.

Now to learn more about the properties of different materials. Strength/durability, flexibility and elasticity could be focused on, with basic activities carried out to experiement with each for different reusable or everyday materials. One of the STEAM objectives for our grade is knowing about how the structure of an object relates to its function. This will support in that, also nurturing science development. This can be done over 2 -3 days.

We have now reached the time for the core construction part of the project. In groups, students will discuss possible structures they want to make. Due to the age of the students, there can be less focus on making something that solves a problem, than for the third graders, and more flexibility to simply build something that the students like. They can be encouraged to prototype and plan first. This falls under a scientific planning goal within the STEAM objectives for our grade and is something students still have limited experience in. After a short time for this, they can begin.

They will be carrying out a full engineering process, deciding what they want or need to build, planning and prototyping, adjusting and reflecting. The teacher can guide them to research more about the type of product they would like to build if necessary.

If things are going wrong, they will need to apply the 21st century skill or problem solving, and may need to apply higher level thinking here. Throughout the process, they will be practicing the 21st century skills of collaberation and communication. Working with one another, they will have the opportunity to learn adaptability and flexibility. They may need to learn to take responsibility for their decisions, and even practice leadership.

Time for this process will be flexible. Most likely however, it will be done over, starting with 1 - 2 days for the planning and then up to a week or more for the practical process. There is space available in our classroom. However, we could also move to one of the school's STEAM labs, or a larger empty classroom if necessary.

One the construction is made, students can measure the dimenensions using a tape measure and record it in a final sketch drawing, which will practice maths within STEAM.

Throughout the process, there will be the opportunity to take photos and videos to log there own progress. This will practice technology. At the end, they can collaberate with Grade 3 students to discuss ways to market their products. Possibilities will be using Canva to make a poster, making a photo collage, or even making an exhibit and marketing the product through talking or even a song. The choice will be theirs, with guidance where necessary. Here, their further opportunity to practice technology, along with language skills or artistic skills.

The final activity will be the overall reflection process. Students will be able to reflect back on the project as they wish. For example, through a drawing, through writing if they have developed those skills, or even through a video log. Again, various artistic or language skills can be practiced.