As I reflected on the past two weeks and began to write about our most recent science-based project, the PNA Arcade, I pulled up my list of science standards that this project addressed. Our driving question had been: “How can we apply our new learning about energy to create arcade games for our school that are fun and challenging to play?” I set out to talk about how students were applying their beginning knowledge about energy and engineering to create arcade games made of cardboard and other discarded items, all while reinforcing the ideal of being ecologically responsible by reusing discarded materials during Earth Week.

But, as I sifted through  the dozens of photos I took and reflected on all that I observed throughout this project, it wasn’t the science standards that kept bubbling to the surface. It was the learning standards and academic practices that cross all learning areas that kept showing up in every picture and every note I took. The best learning that happened during this project wasn’t about so much about science, it was about life.

Our Collaboration standard, “Communicates and contributes positively to classroom and community,” was in evidence everywhere I turned. Students politely shared materials, asked if they could help a classmate, offered ideas, commiserated when a friend faced failure, and complimented and cheered each other on. Classmates and friends supported each other every step the way, from holding cardboard in place, to sharing the duct tape, to monitoring a friend’s game while she or he stepped away. I watched every single student apply the  Creativity and Innovation standard, “Formulates and uses original ideas and methods,” as they worked through multiple iterations of their arcade games. More than once I watched a student try a solution that did not seem like it could possibly work, only to watch them figure out a solution that I never would have predicted. I watched students try one thing, fail; try another, fail; and try yet another approach, never giving up. They kept pushing, trying, testing, and innovating, all demonstrating our Problem Solving standard of “Perseveres to find solutions to difficult tasks or complex issues.” The persistence and unwillingness to give up that these young learners demonstrated was enormous.

From beginning to end, the PNA fourth graders pulled together as a community of learners and creators to put together a truly fun and innovative arcade for the first, second, fifth, and sixth grade students. Their excitement when their friends and siblings played their games was very special to watch. It was a delightful reminder of the very best kind of learning: hands-on, extended, problem-based, creative. The kind of learning that PNA loves best!