Torch - Spring 2016

| SPRING 2016 •

TORCH

Before the girls started building, they discussed the key aspects

of each type of structure (size, shape, function, design features,

etc.) with their teachers, which helped them to create blueprints

of their designs. In art class with Mastri, the 1M girls applied their

observation of Frank Gehry’s unique architectural style to the design

of their feeders.

Once production was underway, the Grade 1 students applied all

of their learning and research to create their toys and bird feeders.

In 1G, they followed their plans, but quickly realized that designing

toys wasn’t going to be as easy as they thought. “Hard work and

perseverance were required, along with lots of creative problem-

solving and collaboration,” says Gulyas. In 1M, McIntyre integrated

the class’ geometry and spatial sense unit to the design and

construction of the bird feeders. The students collected natural

and recycled materials and—after several attempts, tests and

redesigns—made feeders that were durable, functional and had

interesting design elements.

When 1M students had completed their projects, they asked

for permission from the Head of Junior School to find permanent

homes for the bird feeders on the school’s property. “I was greatly

impressed with the public speaking opportunities that this

multidisciplinary project offered the Grade 1 students,” says Dexter.

“When the girls presented their work to me, their prepared speeches

were presented with conviction and they believed in their research

and architectural designs. They received a go-ahead from me to hang

their buildings on the school grounds. Bravo! Well done, Grade 1.”

As a wrap-up to their project, 1M spent some time reflecting on the

planning, designing and execution processes. In 1G, the students

each wrote a book all about the process they used to build their

structures as part of their informational writing unit. The books

can be found in their classroom.

These fun and amazing projects demonstrate the power of student-

directed learning and the positive impact of integrating a project

through many different subject areas. From start to finish, the

students took ownership of the process by thinking of project ideas

and asking the questions they needed answered in order to

successfully complete their projects. The evidence of this learning

is abundant at the Junior School, not only in their classrooms, but

also adorned throughout the the hallways and high up in the

branches of the trees around campus.

Ontario Ministry of Education, (2013). “Inquiry-Based Learning”. Toronto: Secretariat Special Edition #32,

Students in 1M discuss their bird feeder designs with Head of Junior School Leslie Anne Dexter on Pajama Day (left) before installing them around

campus (right).