Make a gift for a friend! Make a gift for a parent!

Students make a gift for a friend! We followed this same exercise (in the description below) to make a gift for parents! (2c - 5)

Photo of Rowena Raber
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1. Preparation:  Students bring in 5 items that are important to them

2. Research:

a) Instead of talking about themselves, the students (put in partners) interview each other about the items they brought and then they draw the items that are important to their friend.

b) They follow their friend to choice centers  and do what their friend chose to do. Write a journal entry, write notes or draw what their friend was interested in doing.

c) Interview a friend to find out what they enjoy and how they meet their fun, power, freedom, belonging and survival needs.  ie: what do they like to do for fun; what makes them feel powerful; what do they like to be free to do or choose;  what makes them feel loved; what is their favourite food? 

3. Prototype: thinking about all that you learned about your friend, make a gift for them that will make them feel happy or meet their needs.

4. Presentation: Give your gift to your friend and tell them why you made this specific item

5. Reflection: In your journal tell about the gift you received and how it made you feel. Tell what you made and how you felt when you gave the gift.

Attachments (1)

Treasure Box - sharing.docx

Note to parents outlining expectations for the treasure items to bring to school.

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Photo of Megan McMahon
Team

Hi Rowena, what a fun idea! I love that it encourages listening, creating, and giving--so important!I was curious about the "choice centers"--what happens there? Are they like art stations? Do you use prompts for the journal writing in this section? it would be interesting to learn how it feels to do something you might not usually do.

This idea has so many legs too...was thinking about, what if a version of this idea was then used to create empathy and connections out in the community, like students interviewing and making gifts for seniors? There's so much you can do with this!

Photo of Rowena Raber
Team

By Choice center I mean that the students get to choose from any of the centers.

Usually I have 6 stations. Sometimes at the stations I put out specific material to invite them to explore. Sometimes I open it up even more. Others times it may be prescriptive. I vary it.

The students usually are allowed to do two centers in a rotation, so in 3 days they have explored all six and on the fourth day they get "choice centers' and can go to any center and stay as long or short as they want. Generally my six centers are: 1&2. making center (which is really two because it takes more time to finish making projects) 3. take-apart center 4. measurement, exploring , puzzles, games 5. building 6. water (But the I also will change some to a puppet center, or house, store etc.)
Generally they have other times to read, write or draw freely but they may do that at any time during centers as well. We have between 45 for centers and then clean up.

I like the idea of interviewing and making a gift for seniors.
we also interviewed members of our school community (janitors, maintenance, principal etc. ) The most powerful questions they asked were: 1. How does your job affect me as a grade one student. 2. How can I help you, as a grade one student with your job! The maintenance worker said report to me if something is not working. The next day the kids came running in.... we need to talk to maintenance.. the sandbox is leaking....I had them write him a note to explain the problem, emailed him to come to our class to stop in when he walked by so they could give them their report!
My plan had been to do a longer project and have them actually make a gift for them. also to invite them to have lunch with us for another interview once they decided on how they thought they could help them etc. but we got busy with building a classroom city community so we only wrote thank you notes etc. This idea actually came from Nueva School in San Mateo where I went to a design workshop.

Photo of Megan McMahon
Team

Rowena, this is such a great idea, I love that you had them interview the janitors and maintenance--I think that really starts to build into the empathy piece, especially when you have students start to change behavior based on what they learn : ) Could you put this into a google doc lesson/unit format? We are encouraging teachers to share their work as a lesson that is built out so that others might be able to replicate it--plus people can jump in, comment, question and collaborate. Let me know if you need any help on this or want to see a simple template!

Photo of Rowena Raber
Team

I am more than happy to put it into a unit format. If you have a template that you would like me to use please send it. Otherwise I will use a combination of work ( from Nueva Design Institute, Launch by A.J. Julian and Caylee Raber- Teaching with Design) to make up a unit plan. I 'm not sure about google docs. I know how to use it and share within my school community but don't know how to share it beyond. I will talk to my tech team. I can put it in a word doc and attach it though and perhaps you could change it to a google doc format that is open for all. Let me know if you can help me with this.

Photo of Megan McMahon
Team

Hi Rowena,
below is a google doc link to a simple template the Guild has set up--if it works for you, please feel free to use it. It is already in google doc, so under File, you can "make a copy" to your drive and rename it, and then work straight from that. You can post the link in your idea description. You will want to adjust the sharing privileges so that others can comment--this is under the blue Share button (right side), "advanced", then "share with anyone with a link", in access "Can comment"

If this is too confusing, I can help set it up from a Word doc too, no problem! Below is the link, also, if you check out the Sculpting Stories: Reliquaries for a Stranger  she has a link posted in her description and you can see how the google doc works for collaboration.

 Hope this is helpful : )

https://docs.google.com/document/d/1MNNkWuTS_pkoJpTvumoFGclcjE2qNd0naLQxjRk-leg/edit?usp=sharing

Photo of Rowena Raber
Team

Well here is my lesson plan on Interviewing a school community member. Let me know if the link works and if I did it correctly? Did I put it in the correct spot?

https://docs.google.com/document/d/1Fs5fzTPrUyPwd_S2rqT9AZdS13VkNnhKTCwVzgho_BI/edit?usp=sharing

Photo of Megan McMahon
Team

Hi Rowena, this looks great and good job posting! Thinking about the empathy aspect, I like how you mention the possibility of students helping out in the job, especially jobs that people really might not like to do, this could be really interesting and seeing "from their shoes"...though I understand may not be feasible for 1st grade.

Maybe for the book project students could add how they might feel if this was their job? I love how the students now say hi by name and people feel recognized--that I think is also important thinking about empathy, what would it feel like to see someone everyday and not say hi or acknowledge them? This makes me think of homeless people that I see on a regular basis in a city environment, or the garbage collectors, or many people that help our communities that go unrecognized....just thinking about empathy connections and how this might continue to grow.

This is such a lovely project, to start building recognition and empathy of the important and often unnoticed work that goes on in schools, and at as 1st graders!

Photo of Rowena Raber
Team

Good idea to add how they would feel doing the job if it was theirs! It would be a good extension to talk about how good it made the 'workers' feel when they are acknowledged and then to discuss how it feels to be ignored. Then tie it in to the unit we do on homes and the homeless in our community. Yes its good to keep growing the connections from one unit to the next! Another good suggestion. Thanks.

Photo of Megan McMahon
Team

great connections to your following units--glad to help!