Small School Summit #sss13 #innovatenow

Have you seen the video clip of Justin Timberlake and Jimmy Fallon mocking hashtags? 

#HIGHlarious

http://m.youtube.com/watch?v=57dzaMaouXA

This is real life, I kid you not. 

Me: "Ok, students you need to enter the number sign before your student log in number on the computers." Grade 4 students: "You mean the hashtag?" Me: "Yes, yes hashtag your student number." Followed by an inconspicuous eye roll and a mental note. Really?!?

I haven't been able to "unplug" in about 72 hours and I feel like I'm even starting to speak "twitter" ... Ever talk to someone and accidentally say, LOL instead of physically laughing out loud? We'll, that's what I mean. 

Here's why: I was honoured to be invited to our school boards "Small School Summit" these past two days. It's an unbelievable learning experience - a two day conference, filled with one-hour presentations from various professionals (psychologists, teachers, board personnel, etc ...) on a variety of topics, geared towards engaging teachers about innovative practices in the classroom and maintaining student engagement. The overarching theme of the Summit this year was INNOVATE NOW! The keynote speakers at the conference this year were: Diane Buckner, David Usher and Amber MacArthur. 

Diane Buckner, host of CBC's Dragon's Den, spoke about major trends that affect the way we now live, learn and relate: gamification, customization, high-tech health, innovation, social media, mobility, and authenticity. She noted how these trends are affecting society, how they are affecting our everyday lives and ultimately, how they are also affecting our teaching practices. Get on board. We're in an ever-changing world that not only requires, but demands that we stay innovative. Think outside the box. 

David Usher, Canadian music icon, was the guest speaker and performer last night. Not only did he melt our hearts with those dreamy deep set eyes, but he spoke from the heart which captivated the audience and had us hanging onto his every word. He spoke about creativity. He ... He ... He had me at hello. Ok, seriously. He explained that people aren't BORN creative ... You have to work at it! It's not as if he sits down with a bottle of whiskey and waits for the creativity to set it, but rather he has to work though those life distractions (as he played a super cute audio clip of him rehearsing at home only to be interrupted by his 5-year old daughter asking him where her princess shoes are). He reminded his audience to take risks ... To break down the fourth wall, step out of comfort zones and give something new a try. 

As a grunge-band 90s junkie, I was in full glory. 

Today, Social Media expert Amber Mac told me that she liked my hair. 

Amber Mac wasn't afraid to tell it like it is. She spoke about the realities of the ever-changing 21st century and the need to stay current. She spoke about how to get the most out of social media (Twitter, apps, etc) and how to avoid the major pitfalls that accompany these platforms. She shared examples of how powerful social media can be. For example, she noted the case of Canadian musician Dave Carroll, who's guitar was tossed and broken by United Airlines staff. He launched a music video in protest, which went viral on YouTube. It was estimated that United lost $180 million in revenue because of the bad publicity it generated. Incredible. She urged teachers to "think before you tweet." She spoke about innovation and the need for adaptation. For example, kids aren't staying on any ONE social media platform for long enough for parents to get on board. As soon as parents get on it, they're off and already onto something new. Snapchat won't be around forever ... It's likely just the flavour of the month.

As an educator who has a blog with a widget that feeds Instagram photos to it, I'd like to think that I'm current and innovative. I like figuring things out on my own, re-writing codes and creating my own TeachersPayTeachers products. I am open to the possibility of new ideas, I'm curious, I colour outside of the lines, I question the norm (even when I know it doesn't need to be questioned). I question the trends. I think critically about what's out there and  I'm willing to try new things, to be flexible and innovative, engaging and engaged, but now I wonder ... Is my job title still "educator"? I feel like more of a innovator than anything else. After attending the Small School Summit this week, I think I can confidently add "innovator" to my hat rack. 

#innovatenow

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Using Ipads as Documentation and Reward Time

I promised an Ipad-Mini update, so here's what we've been up to:

Students in my Core French classes (both the 1/2 and the 3/4) have been practicing familiar and everyday expressions and very basic phrases. They've been working at introducing themselves and others and asking and answering simple questions, like "Comment ca va?"

These kiddos had wayyyyy too much fun:

The great thing about the Ipad Minis (what's not to love about them, really) is that assessment and evaluation is literally at my fingertips. I can have students email me the videos at the end of the class and I have all the information I need for the day. Who did well, who needs to be pushed a little harder, which groups worked well together, who was silly, who understands basic sentence conventions in French, etc... . It's not the be-all, end-all, but it's certainly a great way to assess if I'm not able to make it around to each "working group" in a day. Based on this video alone, I can tell that we need to revist the "Je m'appelle ____" introductions! One student began as "Je suis ..." and the other began as "J'ai ..." Hmm.

We've also been using the Ipad Minis as a supplement to my reward incentive program. Each of my classes is set up so that students sit in groups (they choose where they want to sit), and each group is assigned a colour. One person from each group is the "chef" and they are expected to change "chefs" each day ... The chef is in charge of the clothespins. Each group earns clothespins (les pinces) for answering questions in French, singing loudly, transitioning quickly, cleaning up their workspace, etc ... At the end of the period, the chef tells me their total (and if they tell me the number in French, they get a bonus point) and at the end of the week they cash in their clothespin totals for reward time. They've been using their reward time for Ipad Mini time!

 

Students in my classes are rewarded (A LOT and OFTEN) for small accomplishments... But these 'small' accomplishments are what make my students feel successful. And in order to move them from an A1 to an A2 (when referring to the CEFR), they need to know that they are doing well.

 

What do you use as incentives in your Core French classes?

 

TTFN,

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iPad Minis!

Today we dove head first into the iPad minis! Although we had to go over a few 'ground rules' before we took the plunge, the kids finally got to explore those shiny new iPads that have been plugged in and calling our names from the back counter since the first week of school. What a teaser, how cruel of me! As teachers, we're supposed to build anticipation, right?!

The grade 3/4 class began their reading workshop with a 5 minute read to self period. They're still building stamina ... but they're really good at 5 minutes! Tomorrow we might try 6 minutes ;) After our read to self, I introduced them to the iPad minis. We have 10 of them for the school to share and teachers can sign them out in sets of 5. Conveniently enough, they're stored in my room ... For a small fee, of course. I spent hours registering them, updating the apps, setting up the iCloud accounts and keeping them charged :)

The kids were extremely excited to use them. The iPad minis have a way of inspiring creativity and maintaining interest - they're a tool that kids actually want to use! I had them log into the RazKids app (Click here for link), sign into our class and read with a partner. I was amazed. Each partnership was paired according to reading level and they went straight to work.

 

Information about RazKids will be sent home soon - it's an incredible reading program that has been purchased by our school for students to use either at school or at home!

 

The 3/4 French class also got to explore the minis today! They had an important job ... they were French app critics. Since all of the minis are synced together, they all have the same apps but I wasn't sure if the students would actually be interested in the French apps. Were they too babyish? Too boring? Not hard enough? Just not interesting? They did a wonderful job because they (not surprisingly) were brutally honest. It was great to hear their perspective.

 

So serious - they even wanted headphones!

 

 

Can't wait to dive a little deeper into the use of technology in the classroom! On the lesson plan for tomorrow ... Using the minis to videotape one another using simple French greetings and salutations.

 

:)

 





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First Week Fun!

Wow!!

It is so hard to believe that it is the third week of school already!! Didn't we JUST start?!

To sum it all up ... so far, so good! It's going to be a GREAT year!

The past few weeks have been spent learning all about one another, getting settled into routines and schedules, speaking FRENCH and taking tons of pictures along the way.

Here's a glimpse of what we've been up to:

In Grade 3/4 French, we talked lots about school rules and expectations. What better way to do this then to read "David va a l'ecole". That David is always up to no good!

Check out the following link to a cute (and free) David Craftivity from Fall into First ... I used it as a springboard, but decided that at a Grade 3/4 level, they would be able to make their own David's. You be the judge, but I think they're cute!

 

 

We brainstormed all the naughty things David did and then decided to turn it around to write about the things that he could do - to teach him right from wrong. The writing activity attached to it was "Oui, David! Tu peux ..." We had sentences starters (a discussion about verbs - yay!) on the board and students chose which one they would act out and write about. Too cute. They also completed a 'sort' "oui tu peux" or "non tu ne peux pas" activity from the following website: http://clin.ac-mayotte.fr/spip.php?article56 This website had TONS of resources - including a modified/shorter scanned version of the story in French.

The 1/2 Core French group also did the David activity - but in a shorter, more age appropriate kind of way. For instance, we read the story, talked about what not to do, made the David crafts (from Fall into First) and then wrote "Non David" on a sentence strip. It was so cute to see their ideas of David - some made David exactly the way he looks, striped blue shirt and all, and others went wayyyy outside the box and made him all different colours, holding one hand in the air and the other on his pants to duplicate the page where David keeps asking to go to the bathroom!!

This week, we've been integrating technology (whooohooo - 10 new Ipad Minis for the school). Stay tuned to what we've been learning!

TTFN,

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New beginnings ...

After much debate, I've decided to keep my blog up and running. I LOVE blogging, don't get me wrong ... it's not just for my own personal growth in an ever-changing techno-coloured world, but it's also for the community, for the parents and even for the students. So when I found out that my assignment for next year might be a little bit more difficult to 'blog' about, I thought that maybe I would take the site down.

NAHHHHH. Who am I kidding?! Just because it's titled as Ms. Kidd's Kindergarten, doesn't mean that's what it has to be right? The blog is a place to store and document student and classroom information, to collaborate with other teachers from across the continent and to stretch conversations at home from, "How was school today?" to "Tell me more about your science experiment today!" How on Earth could I go without blogging?! So, after (not-so-much) debate, I've decided to keep my blog up and running as Ms. Kidd's Kindergarten even though this September, I will be teaching:

Grade 3/4 Language
JK/SK Core French
1/2 Core French
and Grade 3/4 Phys. Ed and Core French

I've figured out a way to 'label' posts so that they are organized by class/grade on the left hand side of the blog, so if there is a blog post in reference to something specific to a class then it will go directly to that class on the right side with a label.

With that being said ... so long, sweet summer. This teacher is starting to think about school again!

TTFN, Pin It

Kinder Kandinsky

If you've ever asked someone to borrow oil pastels from their room, you'll understand what I mean when I say I had to steal oil pastels today. Okay, not really steal. But I borrowed without asking ... and that's because it's really hard to get your hands on oil pastels. ESPECIALLY if you tell the person that you're borrowing from that you're going to let kindergarten use them!

Don't worry. They were returned, safe and sound. We didn't even break any! The oil pastels are an absolute treat for any artist ... even at a very young age, these kids can understand why these tools were such a special addition to the art centre today.

"They're special crayons because they're dark!"

"They're rubbery and soft."

"They look like paint!"

I sat down at a table with some supplies and called over a few students at a time to show them the art project of the day - Kandinsky circles! We went over the materials that we would be using, any special things that we needed to take into consideration (like personal space and rolling up our sleeves), and went over the directions. I showed them how to trace circles (using a tracer) and reminded them to write their names. Some students fit 4 circles on their page, some fit 5. We then had a discussion about their favourite colours ...

"I like yellow, just because."

"I like purple and blue."

"My favourite is orange because I like oranges!"

Here's a sneak peak of their creations ...

I'd love to share their final products, but ... they're not quite done yet!

Here's what they're SUPPOSED to look like. But ... keep in mind, I didn't show them what it SHOULD look like. And, if they're SUPPOSED to look like this, then that would imply that there is a right way and a wrong way ... I just told them to make circles, choose colours they like and go around and around!

If I showed them this, I think some of my little guys would get upset that their final product didn't match what it should look like. I'd rather not let these budding artists feel like anything less than budding artists at this point.

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Flubber. Gak. Goop.

We didn't just "make goop" this week ... Students dove head first into their own inquiry. Here's the story:

This week, one of the girls in my class brought out a ziploc bag full of bright blue goopy, flubbery gunk. First of all, I LOVE the initiative that she took and the confidence that she had to take it out of her school bag. Second of all, I LOVE that she set up her very own centre with this blue goopy gunk, calling all of her friends over to the table and indicating that the centre had too many friends when there wasn't enough goop to go around. 

Naturally, the students suggested that we make more. We researched the ingredients (which I had on had because I had been waiting for a rainy day to make this stuff), took a walk down to the breakfast kitchen to get the materials and supplies and got to work! 

From start to finish, students were incredibly engaged. Science lends itself quite naturally to the FDK program and this experiment was no exception. We have since made two batches and the learning has been endless. Kids LOVE goop! There's something about that sticky, gooey, malleable, slimy stuff that 5 year olds love. I know I'm totally dating myself, but if you're wondering what it reminds me of, its Robin Williams Flubber. Haha. 

Here's the recipe and instructions (so simple!):

1 1/2 cups warm water
2 cups elmer white glue
food coloring
1 1/3 cups warm water
3 teaspoons borax

1. In one container mix 1 1/2 cups warm water, white glue and a few drops of food colouring.
2. In a second container mix 1 1/3 cups of warm water and Borax.
3. Mix the Borax mixture into the glue mixture until combined (may be some liquid in bottom of container).
4. Place Fubber on a tray and let stand for a few minutes before playing with it!
5. Store in air tight container.

Here's the link: <a href="http://www.food.com/recipe/flubber-134095?oc=linkback">http://www.food.com/recipe/flubber-134095?oc=linkback</a>

I have a couple of Grade 5/6 boys who come to help me at recess (i.e. stack chairs, clean the tables, sweep the floor, empty the water table, etc) and even THEY got a kick out of the goop. Usually when they finish their jobs, I let them play floor hockey in my room ... They are hockey crazy. This week they gave up the hockey sticks to play with the flubber instead. 

And to think ... If the goop had stayed in the little girls bag, none of this would have happened.

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Dramatic play ... En francais

As children take part in dramatic play, they come together to learn SO MUCH! This isn't new or ground-breaking by any means, but here are some ways in which dramatic play can enhance a child's learning ... 

1. They refine social and emotional norms (think: turn taking)
2. They increase their gross and fine motor skills (think: dressing a baby)
3. They develop literacy skills (think: writing down phone messages in the doctor's office or making a grocery list)
4. They learn to ask and answer questions, thus increasing their vocabulary, communication and language (think: role-playing house). 

As a French kindergarten teacher in a French immersion kindergarten class, I often wondered if the students would ever extend their French language acquisition into their play. I'm here to tell you that THEY DOOOOOOOO!! And,  it's WONDERFUL!!

Students played 'mini-prof' today and since they were playing ME, they were speaking French. They took turns playing 'teacher,' choosing the chef du jour, asking students to assis or debut, telling each other where they could "travaillent ou jouent" ... It truly was amazing. 

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Listening. Really listening.

When I think of assessment, I think how students can show me what they've learned. But what I really need to think about is how students can show me what they've learned or what they know. Taking what the students say and bringing it back to the curriculum to assess whether or not "they've got it" ... Taking conversations that have been had and relating it to a ministry document and deciding whether or not they have accurately represented learned information. In a play-based environment, this is the ONLY way to assess students learning without feeling like you're a chicken with your head cut off.

By taking a few minutes every day (even if its only 5 or 10) and investing "quality" time with students (even if its only a few students every day), I feel that I can get a better sense of "where they are and what they know" ...

After all, isn't that what FDK is all about? Learning though play ... Why stop a student from building a masterpiece and ask them to count for you when you can join them at the block centre and count how high their tower is?

:)

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Learning Stories!

Learning stories are the new "wave " of assessment in FDK. In an article on the subject, Susan Hill writes:

Learning stories capture the context of the learning environment that appears to be enabling or constraining learning. Learning stories are not the same as case studies or running records about children—they are narratives or stories and they need to be a good tale.

My personal goal is to have at least one learning story completed for each student by the time the year is finished. But .. I'm having so much fun writing them that I think I may get more than just one per student. These are posted on my Instagram account (mskiddskindergarten) and I've also created a feed (using a third party website which was free) to this blog so that you don't have to actually have an Instagram account to view them online. 

As soon as I've figured out how to print to the wireless printer at school, I'll be sending home these lovely love notes. Parents and students alike will love receiving these. Not only do they tell what learning is evident, their accomplishments and progression, but they also tell what is happening in the picture to guide further instruction (for teachers). 

Here are a few examples of learning stories that I have created using Instagram:

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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. 

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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,

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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,

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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."

 

;)

 

 







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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,



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