Making seed nests

During one of our guided activities today, several materials were laid out on the circle table waiting for the students: paper towels, cookie sheets, ziploc baggies, markers and a package of seeds.

Interest was soon sparked. "What are we doing here?" they asked ...

I sat with them and told them that we would start with the baggie. Students were given a plastic baggie and asked to write their name on it with permanent markers. Although it sounds like a simple concept ... only having 2 markers and 4 students and asking EVERYONE to write their name created some immediate discussion. Discussion such as, "You go first, then I'll go next," and "I want the rouge pas the bleu," and "Here, let me help you write your name."

They quickly made predictions about what we would be doing with the baggies, the paper towel and the seeds. One little guy even said, "the paper towel is to clean up the mess when we're done!" Too cute. Finally, after much discussion, they came to the conclusion that we would be planting the seeds. Of course, "Duh! Ms. Kidd! That's what you do with flower seeds!" To find out just how much they know, I asked them (straight up), "What three things do plants need in order to grow?" Sure enough, they answered with soil, water and sun. So, low and behold, without teaching this small group about plants (keep in mind that we have NOT been doing ANY sort of unit/theme on plants thus far), they already know so much! I later explained that we would be using the paper towel instead of soil so that we could watch it grow in the window before transplanting them. They made connections and said that the paper towel would be the nest, or the home for the seeds before we put them in the soil. Amazing.

 

This little guy waited very patiently for his paper towel to be completely immersed in the water tray. When asked how he knew that it wasn't all wet, he said, "It's a different colour over here." Then, when I asked him if he could do anything to make it go faster, he pushed his fingers onto the dry areas.

Students carefully selected 3 seeds from the bag to germinate in their paper towels. When I asked them why they thought I was stapling the baggies (I put some staples at the top, and some at the bottom of the bag), some answered that the seeds can't drown. Others said the obvious (or not so obvious to some), to keep them from falling out of the bag if they fall

 

 



Et voila! Our germinating seeds in their nests. When asked where they thought we should put the seeds to grow, some said in the hallway where it's light, some said on my desk because it's safe and others said by the sun. You'll notice a few without a 'nest' ... there were a few students convinced that you don't need a nest. Hmmm.

 

If you don't see another post about germinating seeds, it's because this activity failed to 'plant a seed of inquiry' ... haha. 

Pin It

Instagram!

A picture is worth a thousand words ... So in an effort to share all the pictures that I take for documentation purposes (and some just because they're cute), I've decided that Ms. Kidd's Kindergarten needs to be on Instagram!

I don't have too much going on right now but it'll be a great way to post pictures throughout the day of all the happenings in Kindergarten yellow.

Come "follow" us! 

TTFN,

Pin It

Process vs. Product

At our last FDK Hub, we were asked what 'art' looked like in our classrooms. Since then, I've done some reflecting ... some questioning, and then more reflecting.

If the main objective of an art project is to practice colouring inside the lines, cutting along a dotted shape or following directions to achieve a 'desired outcome' then it probably isn't worth being called art.

Is there still a place for these activities in a play-based, student-centred and inquiry based classroom? Yes. Is it art? No.

Then what IS art in FDK? What does it look like? How do we facilitate a learning environment that promotes higher order thinking, exposure to different materials and various techniques without telling the students how to use the tools and what to do with them?!

Right or wrong, I'll tell you how we do it. We have an art shelf with all kinds of materials (from markers and scissors to pompoms and straws) that is always available for students. We'll put out paper (construction paper, butcher paper, newspaper, etc) and without telling them what we'd like them to 'create' ... they just CREATE! Don't let me fool you, all of this came with some struggle and strife. Cries like, "Madame, what are we supposed to do here?!" and "I don't know how to do it!" have been transformed into "Look what I made!" It took patience (on their behalf, and ours) and lots of reassurance but they're getting the hang of it.

Not every student is going to know what to do with the waterpaints when they're put out but this is where 'modelling,' 'individualized instruction' and 'guided practice' come into effect. We can show them what to do, give them some room to wiggle and try it out, then go back and see how their doing. Just today I had someone say, "Madame, my paint isn't working." So I sat down beside him and used it as a teachable moment to teach him how to use the waterpaints and for everyone else at the table, they learned a new concept of "value".

So, if we've decided that a teacher-directed art project is not art, but rather a craft with an end product instead (think: 25 identical frogs on a bulletin board) and that a student-led art project is one that has no right or wrong, no boredom (think: too easy or too hard) ... then where does PURPOSEFUL PLAY fit in? It has a place when the students are "IN INQUIRY" ... when they're engaged in what they are creating because they are creating something for their own sake of play (think: making wands to play with in the dramatic play centre for the castle). This didn't all happen on the first day of school ... it's been a long time coming. But, we're getting there.

For argument sake, do you think that took longer for the teacher to prepare this craft than for the students to complete it? What is the learning goal of this craft ... fine motor skills of cutting? Maybe. Following directions and sequencing? Maybe. Artistic expression? Hmmmm.

But, when the students aren't coming up with their own creative ideas ... making paper necklaces, cell phones, beyblades, etc ... they still need a creative outlet. Sometimes I'll put out materials just to see what they do with it (but secretly hope they do something cool) ...

For example:

 

Our art centre yesterday. I put a pile of printed letters the table and asked them, "What should we do with these?" ... And they responded with, "We should cut them." Notice how 'imperfect' their cutting is. Heehee. Then with a pile of blank letters, I asked them, "Now what?!" and they said "We should paint them" ... So they painted. And painted. And when the paint "didn't work," we talked about value.

 

TTFN,

Pin It

All the world's a stage ...

While collaborating with a few fellow kinder teachers over some 'neat ideas' that we could implement in our classrooms, one of them showed me this:

 

 

And my wheels turned. And turned. And turned. Then I got Mitch's wheels turning. Finally, he said, "Amie, I'm NOT installing pot lights in a platform just for you to bring to school. You're crazy." So ... I settled on a shower rod and a couple of red curtains.

 

Drum roll, please ....

 

 

TADAAAAA!

 

 

These kinders have been putting on 'talent shows' since Monday. They've brought the chairs nice and close, they've hired a director (who, by the way begins the show by saying, "A one, a two, a one, two, three, four") ... They've brought their babies (from the dramatic play centre) to the show, they've made signs and invitations, they've asked for music ... And, trust me ... If they catch you walking down the hall they will surely ask, "Do you want to come to our talent show?" Today, they had two shows. The first one was called, "Butterfly Dance" and the second was "Halloween Spook Dance." So, so creative. At one point, there were some coats lying on the ground and although I was sincerely concerned that someone might trip, I exclaimed, "I'm NOT paying money to a show if the stage is a mess! A paying customer deserves a clean stage to look at!" ... and I pretended to get up. Haha. So, so sneaky!

 

I took about 50 pictures and none of them were clear because these kiddos just couldn't stop dancing!

 

We'll probably run with the 'talent show' idea for a few more days (extending and stretching them to their limits - finding books in the library about performances, making microphones, working on time-telling with clocks and timers, coordinating a dance or rehearsing some jokes, etc ...). Then, when they've exhausted all avenues of a 'talent show,' we might turn it into a puppet show or a stage for a play.

 

Is it just me, or do all of the super fun things always happen in the cubby area?! Honestly, it's where they gravitate to. We have this great big, beautiful open classroom and here they are cramped into a tiny corner.

 

Anyways, if you're out and about at the school ... good luck sneaking by the yellow kindergarten classroom door without being ushered in ... OH, that reminds me - ushers! Every good performance has ushers showing people where to sit!!

 

To finish our Shakespearian quote, "... and all the boys and girls merely players."

 

;)

 

 







Pin It

My little scientists!

Back to routines ...

In all honesty, I was a little bit 'scared and nervous' for school to start back up again after the two week holiday. I thought, "What if the kids cry ... What if they come back and aren't potty trained ... What if they don't like me anymore ... " Then, as they got off the bus and made their way down the hallways (picture them running, with their school bags bouncing up and down on their backs) and I saw their little smiles beaming at me, I realized that this 'fear/nervousness' that I thought I was experiencing wasn't fear at all. Instead, it was probably sadness from NOT seeing them every day! Now that we're back into the swing of things, I can truly say that I didn't realize how much I had missed them during the holidays.

What we've been up to ...

This week, we turned into scientists. I found an experiment for Borax Snow Crystals online (click here for the recipe) and we began our first 'science experiment' of the year.

I started our afternoon circle by asking, "What does SCIENCE mean? What is SCIENCE?" And these were there responses:

We brainstormed what we could be possibly making with "hot water, powder and pipe cleaners" and I took a few answers from them. I then asked students to go to a table, find a sticky note and draw what they thought would happen ... a teacher (myself, the ECE and the EA) in the room helped 'scribe' their answers.



Lots of 'explosion' predictions!

We then left it overnight and had a discussion the next day about what happened. Students sat in a circle while I walked around slowly with it, they put on gloves and got to feel it, then they were asked to draw (again on sticky notes) what did happen. So cute ... some of them said that it turned into diamonds.

 




One says "road salt" and the other says, "it turned into ice cubes and glass"



Later, students used magnifying glasses to get a closer look, they compared it to real snowflakes and they put it on the overhead projector to see the light shine though it... From this little 'spark,' we continued with a snow inquiry for the rest of the week. We brought snow inside and made a snowman (of course they had to wear their gloves - they were quick to realize that just because they were inside didn't mean that the snow wasn't cold!), we made observations about how long it would take the snow to melt. In addition, we made pattern block snowflakes, read a book titled "Le plus beau des bonhommes," sang "La neige tombe" (lyrics are posted under songs and chants and we also sent it home in their blue duotangs) and we continued with the literacy and sequencing that we started before the holidays with this cute little poem:

Une boule de neige.

Deux boules de neige.

Trois boules de neige.

Un nez et deux bras.

Un chapeau et un balai.

Voici, mon bonhomme de neige.
 

Here, you see students working at 'making a snowman' ... carrot and all!

 

 

Tada! Although the carrot nose just wouldn't stay on! We also made predictions about how long it would take to melt:

Since many 4-year olds have a hard time with 'time,' I decided to go with a basic timeframe (long time - overnight or short time - before home time).

Next week, we're planning more 'winter sports' and 'winter clothing' activities ... With the NHL back up and running, I'm sure the kids will hear lots of 'hockey talk' at home. We live in a BIG hockey community where the most used excuse for uncompleted homework is "I had hockey last night" and it's a perfectly acceptable excuse. Anyways ... I'll start them with a question: "Aimes-tu jouer au hockey?" and see where it takes us. I had my boyfriend (bless his soul, honestly) make little hockey nets. So, I'm hoping that the kinders are at least a LITTLE interested in it. Otherwise, I'll have to lie to Mitch ...

TTFN,



Pin It

Elves in Kindergarten!

Let me start by saying that I am so lucky to work at a school that has amazing parental and community support. Our school is so blessed to have such wonderful community involvement. On any given day, parents are helping with the breakfast program, reading with students, organizing the library shelves, washing the lost and found clothes and collecting treasures at home to donate to classes in need. **Insert big virtual hug to all of our parents/guardians who make the school so successful ... we can't do what we do without you**

For example ... My principal posted a message on the school facebook page asking for any extra Christmas supplies, decorations, etc for our Kindergarten class and within just one day ... we had a full-blown Santa's Workshop. In fact, if we wanted to ... we could probably transform our entire Kindergarten class into five separate dramatic play centres: a workshop, a living room with a tree and a fireplace, a sleigh with 8 reindeer, a post-office, a forest to cut down the perfect tree ... etc. You get the idea ;)

I'll keep this post short and I'll show you (instead of telling you) exactly what we've been up to. Keep in mind, it's only been 2 days.

Wrapping presents!

Deciding on what tools he will need ...

This little elf is hard at work making toys!

 This little elf designed her own wrapping paper (drew on white tissue paper), wrote a card, built her toy and wrapped up her gift!

 Busy elves!

Love the dialogue that comes out of the 'dramatic play centre' ...

 

 

Even though it looks like it's all fun and games ... remember that this IS the work of our little ones. From the Kindergarten curriculum document, here are some of the expectations that students achieve while "playing dress up"...

 



Social Development Overall Expectations:                                     

1.    Identify and use social skills in play and other contexts

2.   Demonstrate an ability to use problem-solving skills in a variety of social contexts

3.   Demonstrate a beginning understanding of the diversity in individuals, families, schools and the wider community

 

Specific Expectations:

• 1.1 act and talk with peers and adults by expressing and accepting positive messages ("Oh, thanks for making me this toy, it's great!" "You're welcome, I worked really hard on it.")
• 1.2 demonstrate the ability to take turns in activities and discussions ("When you're done with the hammer, may I please have a turn?")
• 1.3 demonstrate an awareness of ways of making and keeping friends ("So-and-so is my friend. I'm going to make her a card.") 
• 2.1 use a variety of simple strategies to solve social problems ("TEACHER! He grabbed the toy out of her hands!!" "Okay, thanks for telling me ... let's go talk to him.")
• 3.1 develop empathy for others, and acknowledge and respond to each other’s feelings (After someone bumped their head on the workbench ... "Are you okay? That must have really hurt!")
• 3.2 demonstrate respect and consideration for individual differences and alternative points of view ("He said that Santa HAS to come down the chimney but we don't have a chimney. Santa can come through the door too, right?")
• 3.3 talk about events or retell stories that reflect their own heritage and cultural background and the heritage and cultural backgrounds of others ("At my house, we cut down our Christmas tree from a forest then we come home, put it up and have hot chocolate.")

 

The Ipads in the classroom make all of this documentation possible, while capturing pictures and providing proof and evidence for reflection and assessment for learning. But, let's be real ... we really just need a videocamera in the room, angled in every direction to capture ALLLLLL that goes on. It really is amazing.

 

TTFN,

 

                               

Pin It

Santa's Coming!

I can't even contain my excitement...

We cleared our 'grocery store' shelves today because we had to make room for SANTA'S WORKSHOP!

To set the stage for the transformation of our dramatic play centre ... and of course, to incorporate students' ideas and interests, we started one of our circles with a discussion of 'Christmas'. We closed our eyes and visualized what 'Christmas looks like' then we brainstormed ideas, writing and drawing it out on chart paper. I prompted students by asking, "How can we recognize that it is Christmas in our Kindergarten class?" and low and behold, students responded with, "Let's create a workshop." Of course, there were some other ideas that will be recognized as well - such as having a Christmas tree, singing Christmas carols, drinking hot chocolate ... you get the idea: These kids KNOW where it's at!!

We had another discussion about HOW to create a Santa's Workshop ... they came up with all kinds of ideas. They decided that they will need tools, toys, wrapping paper, cards, elves, cookies ...

We cleared our grocery store shelves to make room for some of Santa's belongings and students got right to work with the very important job of creating the naughty and nice list.

Two students took charge to make sure that everybody's name made the list!

This little guy decided that there wasn't room on the easel, so he asked for his own paper to write down his 'nice list'. LOVE this initiative!

Next, our empty dramatic play centre needed a new sign to tell people what it was going to be!

These two girls asked me to write out a sign so that they could colour it.



 

Our dramatic play centre needs a few more supplies before it's ready for it's grand reveal ... but after just ONE day, it's already off to a great start! These kinders never cease to amaze me. If you have any supplies at home, please don't hesitate to send them in. Your junk really is our treasure. Little boxes, extra wrapping paper, Santa hats, elf costumes ... heehee.

TTFN,


Pin It