When beginning a project investigation, teachers enthusiastically brainstorm learning possibilities that may arise from studying a topic. Together they generate a concept map (Teacher Topic Web) that may include activities across disciplines, resources, big ideas, required curricular objectives, and basic skills. Sometimes, teachers take note of children's interests and begin their investigation with a child-initiated event. Other times, the teacher predetermines a broad topic that gets narrowed after the children have had an opportunity to brainstorm their ideas.

The first phase of a project is designed to uncover what the children already know about a topic and to establish a common ground. The project began when children saw a number of events at the construction site near the school and reported them at the first group meeting.

In order to capture their current level of understanding and knowledge of construction, the children brainstormed their ideas about construction from their own experiences on the second day of the project. The teacher wrote the ideas on 'post-it' notes. On the next day, each child revisited his/her ideas, explained them further and noted the similarities of their ideas to those of their classmates. Together the teachers and students grouped similar responses into categories. Children delved into analytical thinking to explain how they wanted their ideas categorized.

Children argued and debated the best name for the categories. JN remembered that structures have attics and JH knew some houses had basements. JH suggested that they should be categorized together. JN wanted the category to be called the attic group. JH insisted it couldn't be called the attic group because his idea was about basements and that title wouldn't include his idea. These discussions revealed current concepts, understandings and misunderstandings that became opportunities for growth and learning. Once they finalized their decisions, their ideas were visually represented on a topic web (Construction Topic Web I).

To encourage students to share their own stories about their previous experiences with construction, the Head teacher shared stories and pictures of her husband repairing the barn on her farm. Then in a whole group meeting she asked each of them to think of a personal story about construction. Some children shared their stories during the group meeting.

The next day, each had thought of a story. They drew and wrote (or dictated to a teacher) about their personal experiences. They chose ways to represent what they already knew. They drew and painted buildings under construction. "The roof was being built on my house." Nicholas' memory of building a house.

"The roof was being built on my house."		Nicholas' memory of building a house.

They also made 3-dimensional models of construction using clay, legos, blocks, sand, rods, boxes and junk, and paper. AH has constructed a basket and is writing how she made it.

AH has constructed a basket and is writing how she made it.

The children shared their project experience stories and representations, once again noting similarities (Calendar day 7). The stories were categorized, labeled and displayed on the wall in a graph.

The students gathered data about what other children in the class already knew. They asked classmates, "Are cranes the same as bulldozers?" Six children said "yes." Fifteen said "no." With the children, the teacher put the raw data into a graphic organizer to visually show what the class knew about these machines. Their misconceptions became opportunities for investigation.

Sign-in question: Are cranes the same as bulldozers?		Pie graph organizing the data.

Children raised many questions during the discussions. These were recorded on a chart as the children expressed them. Any additional questions were added. The categorized the questions into 5 groups that formed the study teams for Phase 2. Some questions were overarching ones that raised big ideas and suggested complexity for investigation for the whole group. The researchable questions gave direction to Phase 2 of the project.

Return to Construction Table of Contents

Continue to Phase 1 Gallery

STUDYING CONSTRUCTION		EXPLORING COMMUNICATION

© 2001. University Primary School. Department of Special Education. University of Illinois.
All rights reserved. Credits.