Next week we will be making blueberry smoothies for a healthy snack!
Update 7.21.2015
We made our blueberry-strawberry yogurt smoothies today and everyone tried one! We've updated the album with new pictures, check them out here.
Wednesday, July 15, 2015
Blueberry Farm
We took our school field trip to Litchfield Hills Blueberry Farm to pick some delicious blueberries.We've read the book, Blueberries for Sal.
Next week we will be making blueberry smoothies for a healthy snack!
Update 7.21.2015
We made our blueberry-strawberry yogurt smoothies today and everyone tried one! We've updated the album with new pictures, check them out here.
Next week we will be making blueberry smoothies for a healthy snack!
Update 7.21.2015
We made our blueberry-strawberry yogurt smoothies today and everyone tried one! We've updated the album with new pictures, check them out here.
Thursday, July 9, 2015
It's a bird, it's a plane, it's.... SUPERHEROES!
Superheroes are such an interest to children these days, there's no way around it. Rather than ban superhero activity in our classroom, we decided to embrace it. Not the fighting, not shooting bad guys, but with a focus on how Superheroes help.
Our Superheroes have a few rules to follow, the biggest is that Superheroes HELP, not hurt.
In addition, our Superheroes follow these rules:
1. There is never any fighting, shooting or unwanted chasing of others. This goes against the not hurting rule, and unwanted chasing leads to "GET HIM!" and can be scary for the child being chased.
2. There are absolutely no weapons (toys or imaginary) allowed. Again, against the not hurting rule.
3. More than one person can be the same Superhero, just as no one is to be forced to play a role that they do not wish to have. This stops people form being excluded, especially since they all love the same Superheroes. We like to create new colors; for example, the red Ironman and the yellow Ironman.
Here is a link to the letter we sent home for our families.
When we play outside, students are encouraged to find ways to help others. Today Madisyn (aka Supergirl) asked teachers and peers how she could help them; she was able to find Mrs. Scapellati's lost car and fix it, get Ms. Perkowski and much needed strawberry blueberry chocolate ice cream, and sweep all of the sand back into the sandbox for safety.
We began our unit with a discussion about who helps our community of Bristol. Firefighters, police officers and nurses were a few; then we talked about how they help the community and what they look like. We've been building cities and using our community helper figures to role play helping in the community.
Next we began talking about Superheroes; who are they and what do they look like. Tomorrow we will add to our web by posing the question, "What does a Superhero do to help his or her community?"
Next we will talk about how Superheroes help their communities, how WE can help our community and what it really means to be a hero.
Update 7.13.2015
We really love to talk about Superheroes! We're discovering what it really means to be a hero and using it in our every day language. Here are some updates since the last post.
We had group discussions about Superheroes and how they help the community, what problems we have in our community and what we can do to help.
This morning teachers posed the question, "What is a hero?" and "How can we be heroes?" Students brainstormed answers; this is a chart we will be adding to over a long period of time!
Students looked at what Superheroes wore and they symbols on their clothing. Superman has his S, Batman has a bat and Spiderman has a spider. Each students imagined and described what they symbol would be, then created it on paper. They dictated to a teacher what made them a HERO.
But we're not finished just yet! Next week we may be exploring a different topic, but our discuss and learning about heroes and helping has just begun!
To see all of the pictures up to this point, click here!
Check back regularly for additional photos, information and ideas!
Our Superheroes have a few rules to follow, the biggest is that Superheroes HELP, not hurt.
In addition, our Superheroes follow these rules:
1. There is never any fighting, shooting or unwanted chasing of others. This goes against the not hurting rule, and unwanted chasing leads to "GET HIM!" and can be scary for the child being chased.
2. There are absolutely no weapons (toys or imaginary) allowed. Again, against the not hurting rule.
3. More than one person can be the same Superhero, just as no one is to be forced to play a role that they do not wish to have. This stops people form being excluded, especially since they all love the same Superheroes. We like to create new colors; for example, the red Ironman and the yellow Ironman.
Here is a link to the letter we sent home for our families.
When we play outside, students are encouraged to find ways to help others. Today Madisyn (aka Supergirl) asked teachers and peers how she could help them; she was able to find Mrs. Scapellati's lost car and fix it, get Ms. Perkowski and much needed strawberry blueberry chocolate ice cream, and sweep all of the sand back into the sandbox for safety.
We began our unit with a discussion about who helps our community of Bristol. Firefighters, police officers and nurses were a few; then we talked about how they help the community and what they look like. We've been building cities and using our community helper figures to role play helping in the community.
Next we began talking about Superheroes; who are they and what do they look like. Tomorrow we will add to our web by posing the question, "What does a Superhero do to help his or her community?"
Next we will talk about how Superheroes help their communities, how WE can help our community and what it really means to be a hero.
Update 7.13.2015
We really love to talk about Superheroes! We're discovering what it really means to be a hero and using it in our every day language. Here are some updates since the last post.
This morning teachers posed the question, "What is a hero?" and "How can we be heroes?" Students brainstormed answers; this is a chart we will be adding to over a long period of time!
But we're not finished just yet! Next week we may be exploring a different topic, but our discuss and learning about heroes and helping has just begun!
To see all of the pictures up to this point, click here!
Check back regularly for additional photos, information and ideas!
Friday, June 26, 2015
Butterflies
All of the classrooms at INELC grew butterflies again this year. Our classroom received our tub of baby caterpillars about two weeks ago and watched them form their chrysalises, hatch from the chrysalises and stretch their wings in our butterfly pavilions.
Earlier this week, we moved our butterflies outside to the butterfly tent to share the outdoor space with the butterflies of the other classrooms.
Check out our pictures here!
Earlier this week, we moved our butterflies outside to the butterfly tent to share the outdoor space with the butterflies of the other classrooms.
Check out our pictures here!
Friday, June 19, 2015
Motion
One thing we talked a lot about was motion. The pendulums fascinated
them, but they were making observations about how all sorts of things
moved. We needed to look at all the ways things could move and what
better way than some messy art? This is an activity that you can easily
do at home with a few simple materials. For the activity print out,
click here.
Motion painting is such a simple concept; we decided to spice things up each day this week.
Monday: We just explored how it all worked. Students selected any color paint and either a golf ball or marble (for some interesting patterns).
Tuesday: We used only the primary colors. How did this change the paintings? What colors did they see that they didn't add in the beginning and why?
Wednesday: We talked about how objects can change direction when they collide with something. In our motion painting, we use another ball to demonstrate how things can bounce off each other.
Thursday: We explored using a golf ball and a marble together, one being larger than the other. Unfortunately I forgot the pictures for that one!
Friday: We used a much larger tray; students had to work together to get the ball to roll through the paint. This proved difficult for many. We reminded them that working together can mean talking to each other about what to do.
The next problem to solve was what to do with the paper. There were two artists and only one paper. Who took it home? What if they both wanted to take it home?
See all of the pictures from the activity this week here.
This activity was so popular, we decided to extend it even farther. We will be using non-round objects; what would happen if we put a square in the box? We will paint a picture instead of just dots; how will this change what the paint does and change your picture?
Check back for more pictures!
Motion painting is such a simple concept; we decided to spice things up each day this week.
Monday: We just explored how it all worked. Students selected any color paint and either a golf ball or marble (for some interesting patterns).
Tuesday: We used only the primary colors. How did this change the paintings? What colors did they see that they didn't add in the beginning and why?
Wednesday: We talked about how objects can change direction when they collide with something. In our motion painting, we use another ball to demonstrate how things can bounce off each other.
Thursday: We explored using a golf ball and a marble together, one being larger than the other. Unfortunately I forgot the pictures for that one!
Friday: We used a much larger tray; students had to work together to get the ball to roll through the paint. This proved difficult for many. We reminded them that working together can mean talking to each other about what to do.
See all of the pictures from the activity this week here.
This activity was so popular, we decided to extend it even farther. We will be using non-round objects; what would happen if we put a square in the box? We will paint a picture instead of just dots; how will this change what the paint does and change your picture?
Check back for more pictures!
Thursday, June 11, 2015
Pendulums
After a rousing success with our single, wrecking-ball type pendulum in the block center (See the previous post titled "Energy, Light and Motion" for more information and photos), we looked into a pendulum set.
We made observations and predictions about this picture of the pendulums before we watched the video.
"I notice that all the balls are white and they all have strings."
"I notice they're hanging from a thing."
"I notice that some strings are small and some are long."
"I think the balls will hit each other."
Here is a link to the video we watched on pendulum waves. This video was very interesting to the kids and got them thinking; can we make one of those? What would we need? How would we make it?
We looked a little closer at the picture.
We started a list.
We had some interesting answers when Mrs. Scapellati asked, "How are we going to get these things?"
It's a good thing we have string, tape, glue and tools in the classrooms already; I'm not sure what store to go to to buy money.
Update 6.22.2015
We began looking at and touching the materials to build the frame and pendulums. We discussed ways to construct it and how to keep it all together. We are continuing this over the week, check back on Friday for more!
Update 6.25.2015
We started construction of the pendulum set today. Over the last three days, students planned and experimented with how to put the materials together to create the pendulum set. Today we measured, sawed, drilled and glued. We learned how to use a power drill and what hook eyes were.
Some thing the students noticed and said about our materials:
"We have to make the frame first, or the balls won't hang."
"The screws have a twisty bottom to go into the balls"
"The pendulums won't be tall enough if we use the wood like this."
"The wood has a crack here, we should put glue in it."
Update 6.26.2015
We finished our construction today; gluing, hammering, measuring, tying, and drilling. After waiting all day for the glue to (mostly) dry, we were able to tie the strings on the balls and hang them.
The consensus: the pendulum doesn't work exactly like it did in the video, but it's crazy fun to play with and make! And THAT is all that matters to us!
To find all of our pictures, click here. (Newest pictures added at the bottom)
Connecticut Early Learning and Development Standards in focus for this project:
We made observations and predictions about this picture of the pendulums before we watched the video.
"I notice that all the balls are white and they all have strings."
"I notice they're hanging from a thing."
"I notice that some strings are small and some are long."
"I think the balls will hit each other."
Here is a link to the video we watched on pendulum waves. This video was very interesting to the kids and got them thinking; can we make one of those? What would we need? How would we make it?
We looked a little closer at the picture.
We started a list.
We had some interesting answers when Mrs. Scapellati asked, "How are we going to get these things?"
It's a good thing we have string, tape, glue and tools in the classrooms already; I'm not sure what store to go to to buy money.
Update 6.22.2015
We began looking at and touching the materials to build the frame and pendulums. We discussed ways to construct it and how to keep it all together. We are continuing this over the week, check back on Friday for more!
Update 6.25.2015
We started construction of the pendulum set today. Over the last three days, students planned and experimented with how to put the materials together to create the pendulum set. Today we measured, sawed, drilled and glued. We learned how to use a power drill and what hook eyes were.
Some thing the students noticed and said about our materials:
"We have to make the frame first, or the balls won't hang."
"The screws have a twisty bottom to go into the balls"
"The pendulums won't be tall enough if we use the wood like this."
"The wood has a crack here, we should put glue in it."
Update 6.26.2015
We finished our construction today; gluing, hammering, measuring, tying, and drilling. After waiting all day for the glue to (mostly) dry, we were able to tie the strings on the balls and hang them.
The consensus: the pendulum doesn't work exactly like it did in the video, but it's crazy fun to play with and make! And THAT is all that matters to us!
To find all of our pictures, click here. (Newest pictures added at the bottom)
Connecticut Early Learning and Development Standards in focus for this project:
Cognition: Curiosity and Initiative; Engagement
with Environment, People and Objects; Eagerness to Learn; Cooperation with
Peers in Learning Experiences; Cause and Effect; Problem Solving; Choosing and
Planning; Cognitive Flexibility;
Personal and
Social Development:
Adult Relationships; Play/Friendship; Conflict Resolution
Physical
Development and Health:
Visual Motor Integration; Small Muscle Movement and Coordination
Early Language,
Communication, and Literacy:
Word Comprehension; Language Comprehension; Vocabulary; Expression of Ideas,
Feelings and Needs; Conventions of Conversation; Language for Interaction;
Drawing and Writing
Early
Scientific Inquiry:
Questioning and Defining Problems; Using Evidence; Design Cycle; Energy, Force
and Motion; Matter and Its Properties
Social Studies: Individuals, Groups and
Institutions; Production, Distribution and Consumption
Tuesday, June 9, 2015
Energy, Light and Motion
We have begun our unit on Energy, Light and Motion; students know a lot about these topics. A few things they wondered were... what is a pendulum? How strong does air have to be to move something? How do you change the direction of a moving object? How do you make an object move faster or slower? How does sound travel?
We began making mazes on the carpet, we explored different movements and directions the ball could roll. We built loops and problem solved how to make the maze go over itself and make a bridge.
This week we began taking a look at pendulums. What are they? What can they do? How do they move?
A provocation on a wrecking ball type pendulum was set up in the block area. Students built towers and swung the pendulum to knock them down. They quickly learned that the towers had to be tall enough and thin enough; if their buildings were too stable, they wouldn't fall.
Pictures were taken with a multi-shot option on the camera. The camera takes about twenty photos in quick succession and when put together, the images make a short, stop-motion video.
See our entire collection of pendulum pictures here.
Students are very interested in how the pendulum moves and what it can do, have you seen any pendulums at home or in the community? Some common examples are wrecking balls, grandfather clocks and swing sets.
We began making mazes on the carpet, we explored different movements and directions the ball could roll. We built loops and problem solved how to make the maze go over itself and make a bridge.
This week we began taking a look at pendulums. What are they? What can they do? How do they move?
A provocation on a wrecking ball type pendulum was set up in the block area. Students built towers and swung the pendulum to knock them down. They quickly learned that the towers had to be tall enough and thin enough; if their buildings were too stable, they wouldn't fall.
Pictures were taken with a multi-shot option on the camera. The camera takes about twenty photos in quick succession and when put together, the images make a short, stop-motion video.
See our entire collection of pendulum pictures here.
Students are very interested in how the pendulum moves and what it can do, have you seen any pendulums at home or in the community? Some common examples are wrecking balls, grandfather clocks and swing sets.
Wednesday, May 20, 2015
Gardening
This month, our classroom has been working on gardening, compost and nature.
We've got two long term projects going; one is a compost pile and the other is our garden. The students have chosen to grow tomatoes and squash.
We've explored soil and seeds, and decided what is safe to compost. Students have predicted that it will take 20 days to make the foods in our compost pile turn to soil.
Today we plated our seedlings in the garden boxes, students are working on signs for the plants now. We plan to measure, record, observe and draw the plants over the course of the summer. We can't wait to pick the vegetables and start making recipes!
See all of the photos from this unit so far here.
We've got two long term projects going; one is a compost pile and the other is our garden. The students have chosen to grow tomatoes and squash.
We've explored soil and seeds, and decided what is safe to compost. Students have predicted that it will take 20 days to make the foods in our compost pile turn to soil.
Today we plated our seedlings in the garden boxes, students are working on signs for the plants now. We plan to measure, record, observe and draw the plants over the course of the summer. We can't wait to pick the vegetables and start making recipes!
See all of the photos from this unit so far here.
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