What began as a regular Grade 5 lunch period in ISLAND PACIFIC ACADEMY’s Gulab & Indru Watumull multipurpose room (MPR) quickly became something unexpected.
Secondary theater students entered the space in costume and in character, recreating scenes from the American Revolution. As the performance unfolded, the room shifted from lunchtime chatter to focused attention. History came to life—right where students were sitting.
For the Grade 5 students, the performance served as a surprise introduction to their American Revolution Museum Project-Based Learning (PBL) experience. For several of the performers, it marked a meaningful return.
From Learners to Leaders
Five members of the class of 2026 shared a unique connection to the project. Seven years earlier, they were the first Grade 5 class at IPA to participate in the American Revolution Museum PBL when it was originally introduced.
Now seniors, Leianna Babas, Mila Dul, Jaylin Castillo, Riann Martin, and Taj Tottori revisited the project from a different perspective. Alongside fellow theater students, they helped research historical moments, collaborate on scenes, rehearse dialogue, put together costumes, and perform for a new group of Grade 5 students. The project that once introduced them to hands-on historical learning had become an opportunity to lead and mentor.
“It felt like a full-circle moment as well as nostalgic for me,” said Leianna Babas ’26. “I remember beginning this project in the fifth grade and taking creative liberties and having a lot of ambition since we were the first ones to do it. Now, being a senior and still being a part of the project by introducing it makes it a meaningful way to look back on how much this PBL has evolved.”
Classmate Jaylin Castillo ’26 echoed that sentiment. “Returning to the American Revolution Museum felt nostalgic because my grade was the first to do it,” Castillo shared. “It feels amazing having a full-circle moment. Seeing that the project is still continuing makes me proud that our grade can serve as models for future fifth graders.”
“I felt proud to see some of my former students participate in the PBL launch,” said Joe Villaluz, Grade 5 teacher. “I clearly remember when some of the seniors were fifth graders and how meaningful the museum was to them. It was touching to see the seniors and juniors performing with such enthusiasm, knowing that they are doing something special for my current fifth graders. This is what makes IPA truly a special place to teach.”
Learning Across Grade Levels
The experience extended beyond the performance itself.
Following the final scene, the theater students stayed to speak with the Grade 5 classes, offering practical advice about the museum project ahead. They encouraged students to start early, work collaboratively, and think about how their exhibits would help others understand history, not just display information.
“Step outside of your comfort zone,” Babas encouraged. “This is a time to experiment with different ways to convey history. Even though it feels intimidating at first, trying new things can lead to outcomes you don’t expect.”
They also reminded the fifth graders to be creative, to take risks, and to trust the process, reassuring them that the project often comes together in unexpected and rewarding ways.
“If you feel nervous, do it scared,” said Castillo. “Because everyone is just as anxious as you are, and if there is a way for mistakes to be made, then a solution can always be found.”
A Project Designed to Grow With Students
The American Revolution Museum PBL has long been a cornerstone of the Grade 5 experience at IPA. Students research key events, design original museum exhibits, and practice communicating historical ideas clearly and thoughtfully.
Moments like this highlight the value of a K–12 learning environment, where experiences build over time and students have opportunities to revisit learning in new roles. What begins as a Grade 5 project can later become a leadership experience, one shaped by reflection, growth, and shared history.
Looking Ahead
For the Grade 5 students, the performance provided an engaging start to a major project. For the seniors, it offered a chance to reflect on how far they have come since first encountering the American Revolution Museum PBL themselves.
Together, the experience illustrated how learning at IPA is connected across years and grade levels, creating moments that stay with students long after the project ends.
For those just beginning the museum project, the journey is underway. For those preparing to graduate, the experience has come full circle.
