CHAPTER 5 CONCLUDING THE PROJECT

In this chapter they present a variety of methods of documentation and a framework for evaluating  the project and extending and expanding the approach in future projects.

They talk about the culminations proccess, when the young investigator summarize ahet has been learnde. It is very important because students made personal this knowledge.

Students can share they projects and learn from other's work. They can also visualized what did they learn duringthe phase II  and III.

See Figure 5.1

Drawings of course, especially for the younger children, can be very helpful in enabling them to tell what they have learned. Students realized that they know more now.

They say that a role-play could be  meaningful as a final phase or culminating event.

They presented different examples of projects with different meaningful culminating activities.

We found the project below interesting.

They continue saying that culminating activities involve more than just the children in the classroom and their parents, they can be shared with others classes of all grades in the school.

Culminating events benefic the young investigators who worked on the project as well as the chidren who observe the results of their work.

They insist and I agree that sharing Nature projects educate others. This is an example: A kindergarten class that was studying a wild area near a park by their school became quite concerned to discovered trash littering area. They cleaned up the trash and decided to make a poster telling others not to "throw your stuff here". This led to making more posters and putting them into other places throughout their community.

Then they talk about about documentation and its importance and make a classification of different types of documentation  and how  to collected in the classroom for young children.

The last part is about evaluating the project. In the book this process is called "teaching the flag", teacher have to make many decissions during the teaching process in response to children's questions interactions in the classrooms and children work process. That doesn't mean teachers have no plant of action. They have to anticipate where the children's interests might be going and how to support them.