What is the Panda Project?

The Panda Project is a student-directed, inquiry-based unit that lets students’ curiosity guide their investigations. The project first begins with a question, “What do we know about pandas?” Discussing what they already know about a topic is a chance for kindergarteners to make connections with their own prior experience and begin to make predictions about what might come next.

After establishing background knowledge, Ms. Coogan and Ms. Schubert prompt the classes with another question, “What do we want to know about pandas?” This is at the heart of the inquiry-based approach. Before beginning their research, students decide what they would like to learn about the topic, creating a personal investment in their work before they even begin.

The Research Begins

From there, Ms. Coogan and Ms. Schubert set the stage for our kindergarteners to really dig into their research about pandas. Using their “want to know” lists as a guide, they created lessons explore pandas within the framework of every subject. They began with a simulated classroom trip to China using Google Earth and videos to travel by plane, car and bus to the Sichuan mountain region. Google Earth shows the students real topography and gives their simulated travel greater context including videos from different stops along the way. Try a search to see how it works!

From there Ms. Coogan and Ms. Schubert assigned students to pairs so they could continue to investigate their “want to know” questions. Working with technology Specialist Ms. Vicki Dabrowka, Ms. Coogan and Ms. Schubert set up QR codes around the room so students could use their iPads to scan and watch videos for their research. This is a creative way for students to research independently using technology. They then shared their findings with the class and created a books of panda facts, practicing their presentation and expository writing skills.

Putting It Into Practice

Once the students completed their research about pandas, it was time create authentic panda habitats in the classroom. Ms. Coogan and Ms. Schubert supplied materials like real bamboo, twine and other craft items for students to create the realistic panda habitats. Our teachers stepped aside for students to problem-solve their own way toward building these structures, using the design and building skills practiced all year. The students created panda masks to “play panda” once the habitats were complete. This type of complex play is an important step in the learning process for young students. Synthesizing everything they had learned, they simulated how pandas act, what they eat and where they live.

Finally they took a trip to the Smithsonian's National Zoo to see pandas in real life. For many of our kindergarteners this was their first experience seeing these animals in person. After completing such robust research ahead of time, they could make comparisons and talk about what they saw with greater understanding.

Ready For the First Grade

The depth and breadth of this project demonstrates that our kindergarteners are well-prepared to begin first grade in the fall. They have learned how to activate their own thinking and develop a desire to learn based on their own questions. They have learned how to work both collaboratively and independently, and how to conduct research, present and write about it. They have learned how to use that research to synthesize their findings with dramatic play. Most importantly, they have gained confidence in themselves as learners and are ready to take on all of the exciting projects that await them in the fall.