12 Hand Knitted Blankets!

The 8th grade class knitted over 170 50-inch strips over the course of 10 classroom days. Only 1 knitted strip was required from each student and any additional strips were extra credit. Over 50% of our students knitted at least 1 extra credit strip. We even received strips from students parents that learned how to knit from their children during this unit! It took 2-45 minute class periods to weave together the strips to make 12-stadium sized blankets. The blankets will be sent out to volunteer parents that will add a crocheted edge around the border before we send them off the Project Linus. Great Effort, 8th grade students!

Students

Blankets in the making!

It's two weeks into knitting season and our students have really embraced the spirit of giving. Here are some pictures of knitted strips being woven into blankets. Our goal is to make at least 29 stadium sized blankets. Go 8th graders!

Project: SMILE (Student Made Inspirations at the Leading Edge

Recent personal experience has driven me to find a way to have our students create art for others in need to help put a smile on their face. So far, I emailed Shriners Hospital, UCD Children's Hospital and Sutter Memorial. The responses I have received all pointed out that in order to maintain  a sterile environment in the hospital means they cannot accept hand made art (since it cannot be washed). Makes sense.
So I decided to shift my focus on people outside of the hospital that still need a smile. I am thinking of foster children, the elderly, disaster relief families- these are all potential people who get displaced from their homes and may benefit from having artwork displayed in their new environment. Here is an email i sent out to all of the agencies mentioned above. I am excited to see if there is a niche out there for our kiddos!

Hello,

I am a middle school art teacher and have an idea for my students to make themed based art on canvases that would be for foster/adopted children's bedrooms.

I have no idea how fostering a child works, but if I were a foster child going into a strange, new house, it would comfort me if I had a room that was decorated with things that interested me. My students are skilled artists who would like to contribute their artwork to provide comfort for children.

My students could paint themed artwork on canvas that would be easy to hang. Some examples of themed art includes: Seasons, Celebrations, Animals, Wild West, Fantasy and Imagination, Trains, Skies, Sea, Space, Action and Adventure- the sky's the limit! These canvases would be donated to an organization that outsources goods/services to Foster Families. That is where I need help. I am not sure to whom we would send our artwork to and if this idea would even be valued.

I have tried reaching out to hospitals but they have very strict rules do to maintaining a sterile environment, which is totally understandable.

Do you think you can point me into the right direction for whom I may speak to directly about my idea?

Thanks!

~Jenell Novello

Project Linus

Today I made arrangements for a Project Linus Representative to give a presentation to our our kids in the beginning of November. Making these arrangements got me  thinking about Project Linus and why we knit. Our knitting unit results in knitting stadium sized blankets for children in need. In my opinion, The big idea for this unit is centered around is  poverty or homelessness. What else can we do with our students to get them personally connected with issues such as poverty and homelessness? Can 7th grade weave fleece blankets? Can our 14 year old 8 th grade students work at loaves and fishes? Can we host a soup kitchen where all kids take shifts serving? 

Sixth Grade Science/Tech

Students work in teams to make posters
showing their findings based on evidence.

Campus Microclimates

I'm trying a new project this week based on an activity I found in NSTA's Science Scope magazine. Basically, students are collecting weather data (temperature, wind speed, humidity, etc.) for various locations around campus over three days to find which is the best picnic spot based on the weather. Students are using special digital tools (anemometers and psychrometers). This has added to student excitement and authenticity.

Next they are analyzing the data to decide which campus microclimate will be the best for a mini picnic based on the evidence they've collected. In math, Julie Hanson will be working with them to translate their data tables into histograms.

Back in science, they're using the data and histograms to make posters that state their teams' recommendations (pictured). I'm surprised at how seriously students are taking the assignment. I think it's because it is so tied in to their everyday experiences and because the idea of a picnic is fun. I know it's fun and meaningful to them, but I think other experiences this year will focus on deeper issues.

A student uses an anemometer to measure wind speed.

Students keep data sheets daily.

Above, another team talks out what to include on the poster.

We're starting this blog as a way to document our journey as we strive to reflect and refine our curriculum through the lens of project based learning. We represent grade level classrooms from 6th grade to high school and many subject areas. Our research questions are:

1. Why use project based learning and how does it support the CCSS?
2. Does the Block schedule help students and teachers with Project Based learning?
3. How does Project Based Learning facilitate life long student engagement and participation as global citizens?
4. How does Project Based Learning provide teachers a multi-layered look at students’ acquisition of content knowledge and skills?
5. How can we refine and reflect on our current practices to better realize our Project Based Learning curriculum goals?