Projects for the elementary schools; sample materials for the kindergarten, first, second, and third grades

Front matter

LB 1027 J.E43 I Copy 1

PROJECTS

FOR THE

Preface

The sample projects included in this bulletin have been developed in our University Extension Courses in the Project Method of Instruction. These classes have been organized in various centers throughout the State during the past two school years.

Each teacher pursuing the course has been required to plan a project and with the permission of her supervisors, work it out in her class room. A full report of the undertaking of such scope as to be helpful to other teachers of the subject or grade has been rendered in each case. We are convinced that one method for bringing about intelligent progress in education consists in making available for teachers generally samples of the best work being done in the schools in the form of carefully prepared outlines and bibliographies, suggested sources of materials, standards of achievement, sample projects, and the like. We feel that the projects which follow do represent some of the best work now being attempted in the New Jersey schools.

The projects in this bulletin have been selected from a much larger list. It has been impossible to include all that have been submitted for these grades. Bulletins which include materials of instruction for Grades IV-VI and for the Junior and Senior High School will follow.

We desire to express our thanks to the county superintendents, city superintendents, principals, and presidents of teachers' organizations who have cooperated in the organization of our Extension Courses and who by their untiring efforts have contributed so much to making them a success.

The Editors.

KINDERGARTEN PROJECTS

Applegates Farm

(Columbus Kindergarten) Bessie Pozvner, Trenton, N. J.

Introduction This project was worked out by the kindergarten children of the Columbus School during the school years — 1918-1919, 1919-1920 — and 1920-1921. The same project was used each year but naturally different children were interested in different phases of it. The project was such a far reaching one that it continued throughout the entire year, almost all our other smaller projects working out under the general topic "Applegate's Farm."

In order to carry out profitably a large farm project, it was first necessary to know a great deal about a farm ; so our first problem was to see a farm. We planned to live on a farm for an entire day, so due to the kindness of Commissioner Page, Mr. Plant and Mr. DeBlois in putting automobiles at our service for the day, we packed about one hundred four and five year old children into the machines at 9 A. M. and traveled to Mr. J. C. Applegate's farm near Princeton, N. J.

There we saw everything to be found on a large up-to-date farm : The house and the family ; stables and horses ; barns, cows, calves; pig stye and pigs (all ages) ; sheep barn and sheep; chicken coops and chickens ; pigeon houses and pigeons ; duck houses and •ducks ; dog kennel and dog ; rabbit houses and rabbits ; ice house ; machinery house, machinery and tractors; (a few of which we saw at work); carriage house and wagons; corn cribs; garage; milk house ; potato, pumpkin and apple storage bins.

One of the interesting activities was following the brook, which led us to a few bridges and a quarry with a house near by which had been built with stone from the quarry. We also saw the hay loader at work in the fields and the hay wagon unloaded at the barn with the hay fork. The play on the straw stacks was very pleasant ; and it is hard to tell who enjoyed all these things most, the pupils or the teachers.

After a wonderful sight-seeing pleasure seeking day we returned to the school at five in the afternoon.

Needless to say we were all full of farm and had plenty of ideas to express and work out during the entire year. I cannot tell in detail all of the projects but will list a few of them with some of the details.

A F.\RM OF Our Own.

The project we tried first was a miniature farm principally made up of buildings and toy animals.

Later we had a project called "The Barns."' These barns were built with the large Hill blocks and separated into horse stalls and cow barns — the second floor was divided into hay loft — feed rooms and pigeon house. We also had the calf stalls and the potato cellar. Then toy horses, cows, pigeons, etc., were put into their stalls, feed bags were made and filled with different kinds of grain, some of which the teacher supplied, some the children supplied, and some were bought of the J. E. Stevenson Company.

We had an interesting time making feed bags. Our bags were sewed by our four year old children with cheese cloth, because it happened to be the only available goods we had. We, the teachers, were j^rfectly satisfied with the result but the children were not.

They insisted on different bags, just like those we saw on the farm, so burlap was bought and new bags were made and piled in the feed rooms.

Construction Work with the Hill Blocks

(I may add that the Hill blocks, to which I refer, are large so that the houses may be made big enough for a child to get into. They are adequate for all kinds of building work).

Later we played carting the grain into town and selling it— just as we had seen it done at the J. E. Stevenson's Company. This selling of our things led on to our "Red Cross Fair" project.

This was a very interesting little project lasting only a few days. Our class was supposed to raise about live dollars for the Red Cross. At first this seemed a puzzling problem ; but one child, remembering our trip to Stevenson's, thought of selling something. What could we sell? Of course, we had some very wild suggestions, but it was finally decided to sell apples, candied apples, apple-sauce, sandwiches, lemonade, and peanut brittle. Then we cooked for two or three days, most of the things being supplied by the children, and some of the apples being bought at the farm. Next came the problems of decorating the room, of naming our performance, of appointing clerks to sell, and of advertising. More wild suggestions ! Finally it was decided to write an invitation to different classes in our school to come to our "Red Cross Fair" on different days. Our booths were built and decorated and signs were made such as "Red Cross Fair" ic. Candied Apple, 5c, Lemonade 2c. The signs were printed with the printing press. Needless to say we easily made our five dollars, for we had many children who visited our fair because of their curiosity to see what we could do. Our own children (five year olds by the way) took entire care of the booths, selling and making change.

"Sammie and Susie Littletail"

"Sammie and Susie Littletail" was a most enjoyable rabbit project. We had been reading the book called "Sammie and Susie Littletail" by Garis, the first of a series of books for children. (I might mention here that this is a very excellent series for the five year old children). We read one or two chapters each day before the children went home, each chapter being a complete story and yet tellingjust enough of the succeeding chapter to encourage interest in the next story. The children learn much of the life history of the animals from these story books, whether it be Sammie and Susie Littletail, Johnny and Hilly Bushytail, Curly and Floppy Twistytail, Jackie and Kittie Kat, or any other of the books in this series.

At the time we were reading the first book in this series, we had two real rabbits in school, so of course they were named Sammie and Susie. A house and yard were made for them and they were fed. A sign was made over the house with letter blocks, RABBITS. The children found the blocks by comparing the letters with the printed word they had asked us to make. A short time later we had two rabbit dolls and they were at once christened Sammie and Susie. The children wanted their names on them, so a belt was suggested for Sammie and a sash for Susie. These were made and the names printed on them. Then Alex, said "I don't know my name" so Marie said "I guess you better have a belt* too." Eventually belts were made for all the children and their names were printed on them. Each morning as the children came to school they would hunt out their own belts, tie them on, and wear them all day. In three days the children, with only two exceptions, could recognize their names from the belt or from the name cards w4iich were made the second day.

The children were made very happy one day when they were wearing their belts. Our newly appointed Dr. Farley, came to examine teeth and of course didn't know our children and they didn't know him, but O My ! weren't they joyful when he looked at their belts and then at them and said "Well Lucy, how are you today?"

This project was the beginning of our reading, and every project afterward had its reading charts as suggested by the children, whether the project was "The House," "The Bridge" or a story such as "The Three Bears" or "Billy Boy."

Another very pretty and interesting project was "The Brook" project. On the farm w-e saw an ice pond and the apparatus for lifting pieces of ice into the ice house. This was intensely interesting to Clifford especially because "Isn't my Pop an ice man?" We simply had to have a pond. The first problem was to find a suitable place to put it ; and it had to be something that would hold water. After many suggestions, we decided to try the sand table. Wonderful ! for about fine minutes, then we had a regular flood for the table leaked. We had almost given up the idea of the pond when Clifford had another bright idea : "Get the plumber and let him mend the table." Money was scarce, so w-e decided to use plasticine, which worked beautifully when pushed into the cracks. Then more water was added. Stones were gathered and put along the sides of the pond. Later it was suggested that we have flowers growing along the edges of the pond and as we had some narcissus bulbs growing in stones and water in baskets, bulbs were suggested , so we took a trip to see Mr. Fink, the florist, and bought some and planted them. These looked very pretty when blooming.

Later a bridge and wharf were built by the boys from old boxes which they brought from home, also a little house for the bridge tender. These were all painted red. Then boats were built with spools for smoke stacks and the little girls dressed little penny dolls to ride in the boats. I must also mention that we simply had to have fish and after several attempts to get minnows and tadpoles, we were obliged to be satisfied with gold fish. They, however, looked very pretty swimming in the water and hiding under the bridge. One day to my "teacherish" horror I turned to see a little boy with the watering can held high in the air sprinkling all over the pond and of course some on the floor and when I asked him what he was doing that for; he said "O nothing! It's just starting to rain." Well I never saw such excitement for a few minutes for weren't the penny dolls out in the rain with their best clothes on? These were hurriedly snatched out of the rain and bathing suits and umbrellas were very quickly made and the dolls were allowed to go out riding again even though it was raining.

During the year we had many other farm projects such as "The Farm House," "The Store," "The Corn Cribs," and "The Family."

"The Family"

I must tell a little about this family project. After having built Applegate's house and furnished it, it was decided that we must make our family. This at first seemed quite a problem, but some one suggested that we could make our dolls like the rabbit dolls. This was a splendid idea so material (turkish toweling) was bought and pieces were cut for the head and body; separate pieces were cut for arms and legs. These were over-casted along the edges, turned inside out and stufifed with small snips of goods snipped by the smaller children. Later, the arms and legs were sewed to the body. Hair was also added to two of the dolls. The rest are totally bald. Later these were dressed in wonderful clothes. You will please notice that the father of this family is lavishly garbed in bright blue velvet. His trousers were made one leg at a time the seams on each side of the leg, and a space was left unsewed on one side for a pocket — a handkerchief is pushed into the pocket. Taken all together this is a most wonderful family.

Our manual training teacher is now working with us on a "Swing" project. The sixth grade boys are building us a garden swing and our little children are making cretonne cushions for it. As soon as this project is finished I will try to get a few photographs of it. The cretonne cushions will match the other cushions that our children made for the window seat.

We have been trying to work out a dove project but have not been entirely successful with it. Of course we have buih many cages for our birds and our children have learned to care for them. The doves are very pleasant company for us and look very pretty too, flying about the room, and eating frt)m the children's hands.

In each project we allow the children to suggest the "what to make" and "how to make it," as far ^s possible, only stepping in when necessary, showing pictures and picture books to help solve their problems.

Results

This project provided interest throughout the year, gave the children a greater knowledge of how we live, and of the productive values of the farm. They gained many facts concerning the life habits of the farm animals. The manual skill which was gained through the manipulation of building blocks, modelling, cooking, sewing, planting, and working with wood was worth while in quality and amount.

This project provided for reading which is most valuable. It also developed a good sense of judgment for poor work was not accepted by the children. It was purposeful, whole-hearted activity with quantities of happiness and joy.

The Wind's Work (Kindergarten)

Emilie Eickc, School Xo. 5, West Hohokcn, N. J.

One very windy morning in March, the children of the Kindergarten came with the remark, that the wind was very cold, and blowing so hard that they could hardly keep on their hats. This was taken as a starting point, and led to a discussion of what the wind does and how busy it is. The children mentioned what they had seen on the way to school ; clothes blowing on the line, trees swaying, dust and paper blowing about the streets, hats blowing and rolling around and flags waving. A little boy said, "It helps to make the boats go."

When asked what they would like to do, the children said, "JVIay we make a picture with paper and crayons?" The results were very crude, some drawing trees, hats, ships and a flag. Two children asked to go to the board and they drew a tree bending in the wind, and clothes blowing on the line.

We were then ready to see how the wind plays with the children, helping them to fly kites, sail balloons, and boats, and turn pinwheels. All were anxious to make one of these toys, so we distributed colored papers and made pinwheels, which we fastened to the window sill. They had nothing to take home with which to play, so we made kites, with tails and strings, and the children had a fine time playing with them in the room. The children listened to Stevenson's poem, "The Wind." One child remarked, "I wish we could make other things." He was told it was dismissal time, but the following day, we would continue our work. Many asked, "May we make sail boats ?"

The next day all were eager to go to work. The children were given practice paper and scissors, but the majority found the problem a difficult one. Then we decided that the teacher should show them how to make a boat. Each child was given a square of 5"x5' colored paper, which was cut on a diagonal. One half was cut for the bottom of the boat, and the other half was used for the sail. The children were allowed to follow their own plan for cutting the sails and arranging them. These were mounted on bogus paper and crayon was used to color the water.

This project also offered an opportunity for picture study. A picture entitled "The Busy Wind," was shown and a song illustrating it, sung. The song is found in "Songs of a Little Child's Day." by Poulson and Smith :

"The wind blows low, .

The wind blows high, and sings, A worker strong am I, I sway the tree-tops to and fro, I dry the clothes as I blow, blow, blow."

A prominent feature of the picture was the clothes on the line. Peg boards, pegs, string and paper were distributed. The children placed pegs around the board for a fence and erected poles in the yard to which they tied the line. They tore the garments from paper and hung them on the line.

Our next problem to be solved was the construction of a windmill. Each child received two pieces of construction paper, 9"x9" and 3"x9", paper fastener, scissors and paste. The teacher gave directions for the first steps. The large sheet was folded in the center and the edges to the center. It was folded and pasted to form, a triangular prism. The children were allowed free play. They cut a door and window. The 3"x9" strip was folded lengthwise and cut, placed together in the center and fastened to the main part of the windmill. The children were delighted, for they had a windmill that could stand, with arms that would turn when placed in the wind. The little ones found the fastening a hard problem, and were given assistance.

Our last problem was to illustrate the work of the wind in the sand table. This gave an excellent chance for cooperative work. Boxes of blocks, paper, paste, scissors and fasteners were distributed. The best results were placed on the sand table, so the children were eager to do the work. They arranged a house and garden in one corner, using pussywillow twigs for trees. A clothes line was placed at the rear of the house and clothes cut from paper were fastened on the line. One child made a windmill, a copy of one we had made the day before. Another made a bridge using blocks ; another cut sailboats and pasted them on oblong blocks so they would stand ; a kite was hung on a tree. Some of the children cut houses of paper and placed them in the sand.

During the rhythm and game periods, we played with pin wheels and kites, acted as "windmills," and carried imaginary balloons. Suitable music was used for each rhythm.

Results

This project gave an opportunity for oral reproduction, creative and construction work. The children used blocks, sticks, tablets, and peg boards as a medium for expression. They built houses, bridges, made pictures of kites, boats, trees, clothes, and pictured different activities we had talked about.

The children felt they were conducting the work and that it was all their own. The work was of a very simple nature, but this gave even the very small children, a chance to take part, and enjoy the working out of the ])roject.

FIRST GRADE MATERIALS The Post Office (First Grade)

Anna R. Reynolds, Jefferson School, Trenton, N. J.

Purposing

The following project presents one unit in which the social experience of first grade children expressed itself through oral and written language, reading, spelling, number, drawing, representative play and constructive activity. The problem arose primarily out of informal talks with the children on the "The Father's Occupation" as a subtopic to the general subject "The Home." As we have been in the habit of taking an excursion before beginning to work on a project, the children immediately suggested that we visit the Post Office. On our return they decided to convert the Red Cross booth into a post office.

The shelves inside the Red Cross booth were divided into six parts by using strawboard, paper fasteners and thumb tacks. We called these our letter boxes. Each box had a number and a little door. We used automobile glass for the doors. Then there was the Parcel Post, Thrift and War Savings Stamps, Registered Letter, Money Order and Postage Stamp Departments.

How it Motivated the Subjects of the Curriculum

1. Reading.

Short stories were composed by the children illustrating experiences on our walk to the post office, the story of "Our Post Office" and the story of a letter. These stories were put on charts, then into booklets by the children. Each child had one. After being illustrated and put into booklet form the best ones were added to our library. Bulletin board notices in connection with the work were posted for silent reading purposes. Directions were printed on the board from time to time.

2. Language. >

Discussions in connection with the preparation were ;

1. How shall we make our letter boxes?

2. What shall we have on sale in our post office ?

3. How shall we make the stamps and envelopes?

4. Whom shall we need to work in our post office ?

5- How shall they be chosen? (Considered candidates). Elected a person for no other reason than his fitness for the position.

6. How shall we address a customer in reply to a question asked? (Emphasized courtesy).

7. What will the postman need ?

8. How shall we make them ?

9. Where in our room shall we place the mail box?

10. How shall we construct it?

11. How shall people know what this is?

(Walked to see a mail box and observed the word "letters" and U. S. M.)

12. How shall letters and p»stal cards be stamped and addressed in order to reach their destination?

13. What is the proper way to begin and end a letter? (Brought out the form of heading, salutation, body of letter, complimentary close, signature, etc.

14. Criticisms, both favorable and unfavorable were given by children and teacher for the performance of duties and responsibilities assigned and executed.

15. Summing up each day what has been accomplished and what needs to be done on the next day. How can it best be done?

3. Printing, writing and spelling.

When the question "How do people know what this is?" (Post Office Structure) was asked, the making of signs was started by some of the workers. Copies of the words, "Parcel Post," etc., were printed on the board. Numbers were printed on small pieces of paper to be pasted on the doors of the letter boxes (used printing press). Addressed parcel post packages were sent. Simple invitations to social functions and little notes to sick friends were composed by the children and sent. Each child wrote what he wished, but all followed the regular form for letter writing. An entry was made for the diary each day. (Simply one or two short sentences summing up the day's work). These were used for reading as well.

4. Art.

Blackboard drawing was a direct outgrowth of the subject. The post office, the postman wearing his hat and carrying his bag, parcel post windows and postal scales were drawn on the board. Suggestive pictures of the story were drawn on the reading booklets. Easter and birthday cards were made. The children drew stamps and colored them red, green and purple.

The children were shown that invitations and letters should present a neat and orderly arrangement.

5. Number.

Progress was made in number by keeping account of possible expenses incurred, and the making of toy money. The playing of post office, selling stamps, envelopes, weighing parcel post packages, and making change, all engaged their interest. Securing information about first and second class mail and the difference in price proved a profitable topic.

The nomination and election of a Post Master, a Parcel Post Clerk, a Thrift and War Savings Clerk, etc., was carried out by the children themselves.

6. Constructive activity.

The construction of letter boxes, postman's hats, bags, envelopes and mail boxes were undertaken. Clothes were made for "Ruth Jefferson" (class doll) sweaters, hats and scarfs were knitted. These were sent by parcel post. Birthday gifts were made and sent by parcel post.

Habits Acquired Through the Activities Connected with the Work

I feel that this project has been worth while in that it has developed certain habits, such as, cleanliness and orderHness. Materials were put away in a neat and orderly way. Each child did his part to clean up when through working. Habits of clear and purposeful thinking were developed. The children initiated their own projects and selected the means for carrying them forward with suggestions from the teacher, the child being free to accept or reject. Habits of thrift were developed. As children faced problems of their own making, concentration and stability of purpose developed ; and, as interest and pleasure grew keener, they could remain for much longer periods at their chosen occupations. The work was a delight, and the joy of successful effort became an incentive to further activity. Habits of honesty and truthfulness were developed; also self control and initiative. The Postmaster seemed to direct the activities of the group toward useful ends, without bossing. Habits of courtesy and consideration were practiced. The children learned to close the door quietly. They worked with materials without making unnecessary noise. People were greeted kindly. They waited quietly in turn at the parcel post window. They laughed and talked quietly. They asked to be excused when passing in front of others and picked up things dropped by another, etc. The children participated with keen interest, in group activities and seemed to enjoy working and playing with others.

Early Life in America (First Grade)

Alt a M. Prey, Garfield School, Kearny, N. J.

Aims The teacher's aims were: To give the children a lively interest in coming to school. To lead to a spirit of gratitude in keeping with Thanksgiving. To lead the child to observe and appreciate nature. To lead to an appreciation of beautiful J^hought expressed in poetry

and music.

To give ethical lessons in kindness to birds, animals and to each

other.

To give the children an appreciation of home conditions of the present time compared to those of primitive man and of early settlers in America.

The children's aims were : The making of an Indian head dress.

The planning for, and arranging of an Indian Village in the sand

table.

The representation of the coming of the Pilgrims, in the sand table. The preparation for, and celebration of, the Thanksgiving party. Situation In October the story of Columbus was told, and that was the related experience from which the project started. By means of a few questions the story was recalled. Also the fact that Indians were found living here. ^ Pictures of Indians were shown and talks relating to their life and customs, methods of obtaining food and clothing, and means of transportation and communication were given. In this way we learned that the Indians have dark skin and black hair, that they paint their faces, decorate themselves with feathers, live in wigwams, use canoes, hunt with the bow and arrow and many other things.

Activities A picture of a wigwam was drawn on the board and the children wanted to make pictures of wigwams. They were given the choice of one color to use with brown. Later, in m.aking a picture of an Indian, a free choice of color was given. The observation of

i6 pictures led the children to a desire to make Indiafi head dresses and this was our first real project.

The question of materials was talked over and it was decided to use a long strip of paper for the band and colored papers for feathers. The teacher made a head dress before the class using the colored snips cut from the feathers to decorate the band. Materials were then given to the children and they made their head dresses. These were worn during game periods and on special occasions till they were taken home by the children after the Thanksgiving party. The question of how the Indians obtained feathers was discussed. Feathers were shown and their beauty noted. The "real" feather idea appealed to the children's imagination and some of them came with feathers, asking for bands to put them in. The children who had feathers shared with those who had none till each child in the class had a head dress.

At this "stage of the game" Mr. Allison, of the Physical Training Department, was invited to give us some suggestions for an Indian dance. He took charge of the class and went through an Indian dance with the children much to their delight. We also learned Indian songs and games.