In the heart of Downtown New York City, a group of 5th graders is on a mission. Their challenge? To uncover the hidden creatures that might be lurking in the shadows of their own backyard. These students aren't hunting for ordinary animals, though—they're on the lookout for cryptids. But before we dive into their discoveries, let’s rewind and ask: What exactly is a cryptid, and what does it have to do with learning?
At The Lang School, we’re using Project-Based Learning (PBL) to bring subjects like science, history, and storytelling to life in ways that go beyond the classroom. PBL encourages students to connect their learning to real-world questions and challenges, driving them to think critically, work collaboratively, and present their findings in meaningful ways. One of our lower school projects this year in Morningside with Dana and Heather’s class is centered around a compelling driving question.
The Driving Question
The heart of this project is an intriguing question: What kind of cryptid would choose to live in New York City? It’s not just playful inquiry; it's a question that weaves together science, geography, history, and even media arts. From this question, students launch into a world of exploration, drawing on New York state science standards, forensic investigation techniques, and critical literacy skills to craft their answers.
The Journey Begins
They started by diving into the world of cryptids—creatures whose existence is debated, like Bigfoot or the Loch Ness Monster. Students read stories and legends from around the world, exploring how these creatures often reflect the cultures and environments they come from. Cryptids, they quickly learned, are more than just monsters—they’re expressions of human imagination, fears, and the unknown.
But how do we create a new cryptid that could live in New York City?
Armed with this knowledge, our students set out to imagine what kind of cryptid could survive and thrive in the diverse ecosystems of NYC. What would it look like? What kind of habits or traits would it need to survive in a city that never sleeps? Could it be a water-dweller hiding in the Hudson River? Or perhaps a creature living in the depths of the subway tunnels?
Blending Disciplines: Science, ELA, and Geography
The learning goals for this project are as varied as the students’ imaginations. From a scientific perspective, students sharpen their evidence-gathering and observation skills as they learn about forensics and anatomy. They explore the idea that cryptids often reflect the environment they inhabit—drawing parallels between a creature’s features and its natural surroundings.
On the ELA side, students ask critical questions: What is the difference between a cryptid and a myth? Do cryptids have to be scary? These inquiries spark creative discussions that helped them understand how storytelling can shape public perception of the unknown. Each student works on crafting a narrative that introduces their cryptid to the world—some as legends, others as field guides.
Sound Design and Cultural Reflection
This project also taps into students’ creativity in unexpected ways. As part of the Music/Media Arts component, students design the animal calls of their cryptid, using sound design techniques to imagine what eerie or mysterious noises these creatures might make. This integration of arts allowed students to reflect on how culture and place influence the way cryptids are imagined and brought to life.
The Cryptid Museum/Gallery
The culmination of this exploration will be the “Cryptid Museum/Gallery,” a special event held on the morning of October 31st (The day of a Lang’s Traditional Halloween Parade). At this event, students will present their cryptids to the community, sharing their legends and field guides with parents, teachers, and peers. It’s an opportunity for them to showcase their learning, creativity, and hard work, making their research and ideas public in a way that’s engaging and exciting.
Why This Matters for Langsters
For our students, this kind of project is particularly powerful. PBL taps into their natural curiosity and allows them to work to their strengths while supporting their areas of need. A student with strong creative writing skills might excel in crafting their cryptid’s story, while another with a passion for science might focus on the forensic and ecological aspects. This flexibility encourages deep engagement and allows every student to feel successful, regardless of their learning profile.
As we near the completion of this project, I can't wait to see what cryptids our students create. Will they be shy, elusive creatures? Or bold and fearless ones that wander the streets of the city after dark? Whatever they become, one thing is certain: they’ll be a reflection of the brilliant, creative minds of our Lang learners.
Stay tuned for more updates, and mark your calendars for October 31st—when the cryptids of New York City will be revealed!
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