Challenged with the task of creating a tool for new students and families to navigate the Pigeon River Elementary School campus, students in ESAA’s second and third grade classes engaged in an in-depth exploration of their physical learning spaces and an authentic, collaborative map design process.
The design process started with a gallery walk. Students studied a variety of maps, using the See. Think. Wonder. thinking routine to begin defining the parts and purposes of maps. With this information, students set out to carefully observe their environment, capturing the most important details of spaces, boundaries, landmarks, and populations. Students developed and used symbols to scale details on a physical map of the large outdoor spaces, and they applied similar representation skills when they took a “step inside” the classroom and turned the space into a map with a compass rose, title, and key.
Another dimension of the exploration phase involved looking into the history of maps. Students discovered that some maps used to be made of clay. They then tested this medium by following a salt dough recipe and working with this ‘clay’ to create a map. Although there were many limitations, students connected this creation experience to the gallery observations of paper and digital maps. They then made conclusions about maps as both necessary, complex tools and as works of art. "When I was little, I always thought maps were just maps. Now I think differently. I think that maps are really interesting," reflected Lucy, a second grade student.
Students worked in small design teams for the final creation phase. Motivated by their responsibility to new students and families and armed with the observations and experiences of this unit, teams worked as problem-solving and map-making professionals. Third grade student, Marisa, shared her experience: "I liked that we worked together to make our map. I don't like that we made a mistake on it, but I did like that we were able to fix it as a group."
Students made proposals, drafts, critiques, and revisions with little direction from their teachers. Second grade student, Cate, said that one of the reasons she liked building the maps was because of the hard work it required.
All of the designs used innovative designs to represent the boundaries, spaces, and populations surveyed by the class: Visit our Google+ page for more images from this unit.
We are excited to share that this past school year has been critical as we worked to prepare our students for a world that requires academic knowledge along with critical thinking skills, creative thinking skills, collaboration skills and communication skills. The development of a well-rounded curriculum requires a balance between learning and applying knowledge. We were able to take this step forward with our projects as a tool to have students synthesize the content they are learning.
Children learn in many different ways and every child learns through varied and multiple paths. ESAA engages children with innovative, team-based teaching and the seamless integration of the arts with academics. At ESAA, children learn to see the world in new ways, are encouraged to think deeply about it and wonder at its endeless possibilities.
In the days after spending a day at Higher Ground Farm, kindergarteners identified 12 things that were either problems during farm chores or chores that could be made easier/more efficient.
ESAA kindergarteners spent the morning at Henning’s Cheese Factory learning about how cheese is made and the variety of cheeses that are made while touring the...
ESAA’s kindergartners spent today learning at Higher Ground Farm in Plymouth.
This Project-Based Learning unit focused on three of Wisconsin's Industries. The unit started of with a Feel - Think - Wonder prompting students to consider the...
ESAA families gathered in the Rush to Rest gallery at the JMKAC to participate in an observation of art with the use of thinking routines.
Join us at the John Michael Kohler Arts Center to observe art through thinking routines.
The STEM Sailing project kicked off on Friday with a presentation from a man that has traveled the world pursuing his dreams.
On Thursday April 9, we held our monthly session of Evenings at ESAA. The focus of this month was on Cultures of Thinking.
On Wednesday, April 17 at 6:30 p.m., parents of ESAA students will have the opportunity to tour the Pigeon River Campus where ESAA will be located...
A common misconception is that our Project Based Learning (PBL) time is not academic time. The highest level of learning is the ability to demonstrate understanding...
In the weeks ahead The Étude Group Governing Board, ESAA Administration and the ESAA School Design Team will work to ensure the transition to the Pigeon...
At tonight's Board of Education Meeting, the Board approved the EMT's (Executive Management Team) original recommendation presented on March 19, which was to close Washington School...
Please help us gather information on the potential move of ESAA to the Pigeon River campus.
The SASD Executive Management Team (EMT) reviewed the recommendation made to the Board of Education regarding Washington School.
The Executive Management Team’s (EMT) original recommendation is still on the table, and EMT continues to support the initial recommendation as the best option.
On March 22 Elizabeth Beattie and Ted Hamm held a special meeting to speak with parents regarding concerns and ideas about the potential move of ESAA...
ESAA first grade class explored the importance of health and wellness and the affects it has I on the individual, the community and the world.