What's in a Name?

Just before the break, our second graders transformed the Primary Multipurpose Room into an interactive showcase of their winter-term work, hosting a "Celebration of Learning" for their families. In addition to their work on the skeletal system in science, students presented an in-depth exploration of their own identity through Name Projects, Origin Stories, and Identity Self-Portraits. “This was an opportunity for students to get to know themselves, their family, culture, and heritage as well as celebrating our names and our identities within our diverse community,” says second grade teacher Maggie Walter. 

Second graders kicked off their name projects this term by reading books about different naming traditions and having pride in one's name. They also practiced research and interviewing skills by interviewing one another, asking direct questions, and taking notes on the information they learned. Then, at home, they interviewed family members to uncover the history, cultural significance, and meaning behind their first, middle, and last names. After gathering their primary data, stories of cultural significance, or simply why their parents loved the name, students synthesized the information into colorful, informative posters. The project culminated in a presentation, giving students a chance to practice public speaking while sharing a unique piece of their identity. For example, Zene proudly taught the class that his name has African origins and means 'strength,' while Kalia explained that her name translates to 'beautiful flower.'

Like superheroes, second graders discovered they also have an origin story! Students again tapped into their interview skills and chose a family member - parent, grandparent, aunt, or uncle -  to gather more information about their family’s history.  They were given the choice of whether to synthesize the stories they learned into a story, a book, or a poster. One student created a poster about their dad’s upbringing in China, and another shared the story of their grandfather’s experience going to a segregated school as a child. 

Students began the unit by making a cross-curricular connection to their science work on body systems, learning how skin color is determined, and creating self-portraits. To wrap up the unit, students explored the deeper aspects of culture and character that shape who they are. These final self-portraits are a powerful reflection of their learning journey: the foreground representing the science of their exterior, and the background revealing the complex, often invisible pieces of their identity.