INITIAL PLANNING

Once the teacher has decided on the topic of the project it is important to do some planning before the work begins in the classroom. This planning consists of the following:

• making a topic web
• making an outline of key events
• investigating possibilities for fieldwork
• collecting basic resources

In each of the three phases there are key events which help to shape the project. They form the basic framework around which the rest of the project can be developed. These events can be recorded on the original planning web by the teacher or on a class web posted for children to refer to.

Initial starting point. In Phase I there is the opening event which stimulates interest initially for the whole class. This may consist of a story, a video, the presentation of an unusual object for the children to pass around, examine and wonder about.

Topic web plan. For older elementary school children it can be interesting to collect ideas from the whole class and map out what they already know about the topic from their own experience.

Listing questions. It can be helpful for the children to collect questions they would like to investigate in the course of the project. This can be done on a posted list which can be added to each day or questions can be posted into a box which is opened at the end of phase one for the review and discussion of the questions collected there.

Phase 2

Preparation for the field work. One or more field trips can be arranged for which there needs to be some preparation. In preparation for field work, the children can think about, discuss, and record what they are likely to see, which questions they may be able to investigate, whom they may talk to and what they might bring back to the classroom. Field work may not necessitate leaving the school premises but usually involves leaving the classroom to investigate some aspect of the environment more closely.

Field trip. The class can go to a site which affords opportunities to see relevant objects, plants, animals, vehicles, events, equipment, people, and processes. They take field notes and make sketches of what they are most interested in and what they would most like to learn more about when they return to school. The visit may not require special transportation if it is within walking distance. There is usually much to study on the way to the site of particular interest.

Field work follow-up. The children discuss the field trip, recreate accounts of what happened, whom they spoke to, what they saw, what they learned. Sketches made in the field become the basis for detailed drawings or paintings and for the construction of models. Information books are consulted, new questions raised, and letters written. Sometimes a follow-up field trip is planned.

Visiting experts. These are people who have first hand experience of the topic being studied, through their work, travel, or leisure pursuits. Visiting experts can be invited to the classroom to talk to the children, answer questions, engage in discussion, or be interviewed.

Phase 3

A culminating event. An event can be arranged which involves communicating, sharing and presenting the work of the project to others who may be interested. This provides an excellent opportunity and real purpose to review and evaluate all that has been going on during the past days or weeks. Usually there is too much to share everything so the class has to be selective in deciding what would best tell the story of their study.

Personalizing new knowledge. Some children need time to reflect on new knowledge in order to understand it fully in their own terms. Children vary very much in this regard. Imaginative activity is helpful for many children. They make up their own imaginary stories and dramatic sequences to play out some of the new ideas. Fantasy and imaginative children's literature can be especially helpful for this process of making the information personally memorable.