While chatting with the dental hygienist yesterday, I learned about a science project that had been assigned to her fifth-grade son: Each student was assigned a "body system"—perhaps circulatory, digestive, respiratory, etc.; I didn't get the details—and told to make up a game using questions about that system. At first glance that seems reasonable, perhaps even interesting. Games are not a particularly efficient way to learn facts, but they can be an enjoyable way of masking the repetition that is required to commit them to memory. Certainly making up the questions is a good exercise.
However, the amount of time and effort required for this project was 'way out of proportion to the science knowledge gained, most being devoted to extraneous matters: the game must have a well-made game board, with a detailed, typed instruction sheet, and a sturdy, well-decorated box. Such a project might be a joy for some students but torture for their less-crafty classmates—and to what purpose? Whatever one might think of the merits of training fifth graders in manual dexterity and design, it seems unfair to base a science grade on such work, and in any case one ought not to pretend that it is science that is being taught.
This assignment is yet one more example of how those who claim they don't have enough time to teach properly waste the students' time with busywork. Craft projects instead of science, PowerPoint presentations instead of written reports, browsing the Internet for images instead of writing paragraphs, and tweaking fonts and backgrounds instead of improving sentence structure! It's bad enough when a teacher allows a student to get away with such nonsense; to require it is ludicrous.
My theory is that the teacher in question is using her students as slave labor to create classroom materials for future years, so I encouraged the hygienist to make sure the project comes home after it has been graded.Alex has had 3 major projects this year. The first was a box float, where he had to make a "float" on top of a shoe box depicting a scene of a book that he read as part of the project. He read a Star Wars book and made a great float out of clay, paint, and toothpicks. It turned out really cool, and he was quite proud of himself. Part of the project was to stand in front of the class and give a short book report and then explain the scene on the float. This was for reading.
The second project was for science. The kids had to pick a body part (Alex picked the eye), make a model with all the parts labeled, and present it in front of the class.
The third one which he just finished was to pick an explorer, do a poster, a report and dress up as the character (thanks Aunt Nancy) for a wax museum presented for the parents. Alex picked Henry Hudson. They did the wax museum for other classrooms and two different times for the parents. When you pushed a button and made the wax staue come to life, they told you a little bit about themselves. The posters were also on display. Very cute!
So projects don't just teach one subject. The kids learn time management, there are usually 2 - 4 weeks for a project, and Alex is finally learning (with a little nagging) that if you work on things a little each day, it won't seem overwhelming. They also practice public speaking, and being good listeners when others are presenting thier projects. It also gives them a sense of accompliwshment and self confidence. Along the way, they learn some interesting facts.
So, to make a short story long, my point is that I really don't think that teachers assign projects to make kids do slave work. I believe that they do it to benefit the students. Also, Alex has done many projects over the years, and they all came home. I can't imagine that any teacher would want to keep 24 or so projects. They don't have the space. And although I don't know this teacher, I doubt tne assignment was given because he or she is lazy or are looking for free games. I think conclusions are being jumped to unfairly. If your dental hygienist has issues with the project, maybe she should speak to the teacher.
I heartily agree that some projects are of great value, and that some children enjoy crafts, costumes and acting. I like these things, too. But when you are complaining (as the teachers around here do) that there's not enough time to teach everything they're required to cover, I think some wisdom is needed in choosing your assignments.
The eye project, for example, I think is great -- strong in content, and the craft part is relevant to the subject matter, since the eye is three-dimensional and a model can show things that are otherwise hard to convey. Did he show a cross-section as well?
The wax museum idea is definitely cute, and I'm sure Alex would not disappoint Pop-Pop as so many adults did, when he told them he was going on a trip to Hudson Bay and they had not a clue where that was. As long as a written report of sufficient length and detail was also required, I'd be okay with the rest of it, which might indeed help the kids remember some of the information. I'd love to have seen the presentation!
I'm afraid I do have a problem with the book report, though that's nothing new; I've been complaining about what's (not) been required in the way of book reports since Alan started writing them. :) I'm not much of one for book reports in the first place, but if you're going to require them, at least teach the children how to write a real book review. Of course Alex has a right to be proud of an art project well done, but if reading is the subject, I'd have been happier with a project that involved a lot more writing, and a book of more literary value than Star Wars. I know I'm in the minority on the latter issue, however.
My quarrel with the teacher (my quarrel, not the hygienist's; I only mentioned her to introduce the subject) is not over the game, but because her requirements for how it was to be made meant that far more time and effort would go into the package than into the contents. Alex learned something about Henry Hudson by creating an authentic costume; these students learn nothing about body systems by making a pretty box. It's not bad to teach children how to make pretty boxes -- but don't then complain that you don't have enough time to teach science.
If the teacher was not planning to keep at least some of the projects for future years -- I've seen it happen, both in my own time and in the girls' -- why the emphasis on form over content, and on the use of high-quality materials?
I guess Alex just has better teachers than you have in Florida. Alex picked Star Wars, not the teacher.
That's good to hear, and probably true. I don't mean to imply that Florida doesn't have good teachers -- we experienced some fantastic ones. But when you live in a state of chronic and sometimes desperate teacher shortages, it's hard for them all to be good, much less great.
In answer to your question on another post somewhere about if I have found people whose experiences were more similar to mine, I think we have found one based on Pat's comments. :)
(We watched The Fellowship of the Ring recently, and the scenes of Laegolas and Gimli competitively counting popped into my head)
I think that probably is a waste of time. In the real world or in academia, you'd either be a designer or a scientist. Not both. So why would you have a student do all of it him/herself? At the very least, have them get a partner and pick the part research / design that they want.
My knowledge of the circulatory system basically consists of arteries out, veins in, capillaries extremities. Jugular is the most vital. Maybe that's even wrong. If I needed to know more, I'd look online. So how would my making a mural out of macaroni be helpful?
