About the project
The focus of the Class 1 project was understanding the need and significance for a home. Conducted over 7 weeks, our project became an enjoyable introduction for students to the different kinds of shelters found world-wide, the kinds of construction materials used in them, and the layout of a typical house. The project theme was integrated with music and art classes, and the programme included videos, meetings, and a visit to a construction site. Above all, the children developed the ability to collaborate and find information as they worked together in groups.
The project opened by viewing an animated film, followed by a discussion on how the characters in the film needed a house to protect themselves from the weather, thieves, and animals. One mind map and worksheet later, students concluded that a shelter was essential, even for animals, because it provided comfort, safety and security.
Later, a booklet, slides, flash cards and a world map helped students identify the different types of shelter used in the world, provoking discussions on why people built houses differently and how they constructed them. Students were able to explore new concepts like geographical location and natural resources in relation to this topic.
Technology aided the children in connecting with fellow-learners in faraway Assam, when they enjoyed sharing information about where they lived and learning about stilt houses.
Children gained valuable insights into house construction while listening to an architect describe the process of designing and building a house, and later they were also able to ask him questions. They also visited an actual construction site to understand the basics of building technology from a mason.
Artistic skills and imagination came into play when children drew up floor plans for their very own dream homes and constructed three-dimensional models in collaboration with older students. Learning English and Hindi songs about houses added to the enjoyment of project sessions. Modelling huts using clay taught the students a valuable lesson — that clay houses were not completely weather-resistant or durable.
Worksheets, quizzes, Friday projects and the models of houses and huts constructed by the students — all assisted in assessing their progress, leading to a final assembly.
The project finale came with songs and games, when the children were also able to present their folders, full of theme-based artworks and experiments. The materials on their folders as well as their level of participation in class discussions and other activities had been used to assess their progress over the six project weeks. The children, fired with the zeal for conserving water in the end, promised to take shorter showers and turn off open taps.
As the project came to an end and the children made a pledge not to waste water, it was inspiring to see that they had accepted the importance of water wholeheartedly. It was especially engaging that they could use correctly all the terms that they had learned. Besides, the activities and experiments we had in class showed me that they had honed essential skills by thinking, observing, and critically evaluating facts as they worked