Big Books

BIG-BOOK PROJECTS: INVOLVING TEACHERS AND CLASSES

AT THE PRIMARY SCHOOL LEVEL

It appears as though primary school classes are not always involved in thedevelopment of science fair projects for class, school-wide and school districtdisplay. Teachers at the primary school level may prefer involvement thoughthe development of a big-book which students in their classes contributeto.

Big-books are created to be larger than the standard primary school librarybook. Big-books often vary in size from about 18 inches square to three feetby four feet. The cover is often in the shape of an animal or contains imagesof the animal which is the focus of study.

Pigeons In The City

In New York City, we have often had big-book contests in which teacher andstudents contribute drawings, photographs, and/or collages as well as textto the development of a class book on a humane theme. As part of the developmentof the unit of Pigeons In The City, Sherry Dohm pre-kindergarten teacherand her class at PS 84 Manhattan developed a big-book about pigeons. At thebeginning of the unit, children told the teacher what they thought of pigeonsand how they interacted with pigeons. Responses ranged from children whodisliked pigeons, thought they were "dirty" and threw rocks or sticks atthem to children who liked pigeons and let pigeons eat out of their hands.Children drew pictures of themselves interacting with pigeons above thesentence(s) the teacher had transcribed.

Children and teacher took photographs of pigeons in the school yard, theclass watching the pigeons, children in the class feeding the pigeons. Childrencollected discarded pigeons for their class book. The teacher took photographsof the children wearing their pigeons hats and capes, eating popcorn froma plastic mat with their hands behind their backs, "walking like pigeons,"and carrying out activities in the Pigeons In The City unit.

At the end of the unit, children once again dictated a sentence or two abouttheir attitudes towards pigeons to the teacher for inclusion in the big-book.Many children drew pictures of themselves and pigeons for the culminatingpages of the big-book. Responses were overwhelmingly humane.

Chimpanzees in the Wild and Captivity

As a follow-up to a New York City event which featured Jane Goodall,international acclaimed chimpanzee expert, presenting a talk and slide-showon Chimpanzees in the Wild and Captivity, a big-book contest was once againheld for primary school classes.

In the Spring 1998 semester, the first place award went to the "English AsA Second Language" class at P.S. 25 Bronx and their teacher Jacqueline Garcia.Students in grades four, five and six created a magnificent giant big bookentitled Primates. The front cover was the face of a gorilla done in fakefur and plastic. The back cover was the arm and hand of the gorilla reachingto touch an outstretched human hand. The paper used on the front and backcovers was beige and brown textured paper which captured the color of a foresthabitat. The book was dedicated to "the people working to save our primaterelatives from extinction."

Students used a computer to type a script which depicted the lives of monkeysand apes, including what they eat, how they look and how they interact witheach other. One page stated that these animals are sometimes "killed fortheir fur and meat. People are also destroying their habitats and we willhave to stop it because soon we will not have them around." Realistic drawingsdone in acrylic paint captured the daily life of monkeys and apes includingchimpanzees, orangutans, gorillas, bonobos, gibbons, baboons and marmosets.Readers were asked to use wipe-off markers to list "something you know aboutmonkeys, something you know about apes as well as what is different and whatis the same about humans and apes." The final page "Save us!" was a reminderof the many tasks that need to be undertaken to help monkeys and apes. Thisapproximately 2 1/2 by 4 foot book was a magnificent achievement whichrepresented much thought and skill as well as many months of work.

The second place primary school award went to K -112 and their teacher RicoDe Rouen at P.S. 41 Manhattan for their wonderful big-book entitled SavingTrees and Chimpanzees. This book begins with brightly colored crayon drawingsdepicting a family of chimpanzees who liked "to swing high in trees....playin the rain...eat bananas in the sun and...sleep in a bed of leaves. Oneday bulldozers came to chop down the forest to cut logs for houses, furnitureand paper. The chimpanzees family ran away. Class K-112 was very sad." Thechildren decided to help save the trees and chimpanzees by reducing the amountof paper they use. They would "stop so many trees from being cut down...bydrawing on both sides of a paper.... using scrap paper again and learningto make paper and a recycled book." Photographs of their activities are includedin this outstanding and creative book which was made completely from recycledproducts. It is a wonderful prototype for other teachers who want to developbig-books at the early childhood level.

Creating a Big-Book

1. Decide upon the topic for your big-book. Developing a big-book as aculmination to a science unit or as a work-in-progress during the scienceunit are two options.

2. You might what to make a small practice book or dummy by folding sheetsof lightweight paper and mapping out where the illustrations and text willgo in the finished book. Be sure to include a dedication page which, in asentence or two, explains what the book is about and who it is dedicatedto. Include the names of the participating students and, if possible, a classphoto at the beginning of the book.

3. Teacher and students will need to select a size and shape for your big-book.You may decide to create the book in the shape of an animal, featuring theface of an animal or with illustrations of the animal(s) studied coveringthe front page.

4. Select as heavy-weight paper as possible for the pages of the book. Thecover might be constructed of painted cardboard or another durable source.

5. Young children will dictate a sentence or two for the teacher to write.Use drawing paper which the children can illustrate with crayons or pastels.This can be pasted or glued onto pages in the book when the drawing is complete.Photographs and collages might also be included.

6. Older students can research the topic under discussion. They can write,type or use a computer for the text. Illustrations that are colored or paintedas well as photographs and black-and-white drawings can be included. Thetext can be glued or pasted onto the pages of the book as can the illustrations.

7. The text should include facts the students have learned. It might alsoinclude information about student attitudes. Older students, in particular,might include information about the various attitudes humans have towardanimal the book is about and how humans interact with that animal. Studentsmight include information about people who work to help this animal.

7. If possible, each page of the book could be laminated in order to preserveit. Be certain that the book is handled with care.

8. Use a hole-puncher to cut holes in the sides or top of the completed bookincluding the cover. An awl or other sharp instrument may be needed to helpenlarge holes in the front and back covers.

9. You should be able to purchase large metal rings ( like those in the centerof a loose-leaf ) at a local crafts store. This is an easy way to bind thecover and pages together.

10. Additional techniques for creating a variety of books can be found inMaking Books That Fly, Fold, wrap, Hide, Pop Up, Twist, and Turn by GwenDiehn. This book was written in 1998. It is published by Lark Books. Theycan be reached by phone at 1-800-284-3388 or by e-mail atlarkmail@larkbooks.com. Thisbook is also distributed by Random House. The cost is $19.95 plus shipping.

Additional sources of information should be available in local children'slibraries or teachers' centers.

11. Be sure to display your book during parent visitation days or at othersuitable school-wide or class events. Congratulate your students for theirindividual and cooperative contributions to this exciting class-wide project.

For information about this school years' big-book contest for

New York City primary school classrooms only, please see "contest information"or the United Federation of Teachers Humane Education Committee Fall 1998newsletter. This information is available on the Internet at www: uft.org.