Role-Playing, Inquiry and Food Chains

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Originally appears in the Fall 2016 issue

by Autumn Doss

It’s spring in an urban neighborhood in Seattle and I am attempting to organize 25 very energetic 3rd grade students into an environmental role-playing game. For many of the students English is a second language and they are also primarily from low income households. “So! Yusur, Ahmed, Lacy and Tyler, you guys are the Phytoplankton!,” I smile and give them their bright green pictures. “Don’t move!” The rest of the class clamors for their roles, several are disappointed at not getting to be the Phytoplankton at first, so we negotiate. The students who were willing to be a bit more patient for this round are the scientific observers. They are busy recording sounds, taking pictures and writing notes about their observations of our simulated North Pacific ecosystem.

AT THE ELEMENTARY SCHOOL where I teach, the majority of students are from low-income households in which half are learning English as a second language. I created a game to solidify scientific concepts using inquiry improvisation and theater. Many of my students have very little exposure to science and by integrating two subject areas, I am able to allow students to play and learn. Students can role-play different organisms in an ecosystem and act out their interconnectedness through theater and improvisation. It is a fun, engaging and effective way to increase understanding and can be adapted for all age ranges.