Last week I wrote about our investigation of fall leaves, as we collected, sorted, and preserved them. After observing some children take an interest in mixing paint colors, we decided to make our own paint colors using the colors of leaves we collected: red, green, yellow, brown and orange. Noticing that the colors of our leaves varied, we looked at paint samples and observed that there can be many shades of one color, ranging from light to dark. We also noticed that these paint samples had very unique and specific names. For example, we found the name “Loud Lime” to be very funny. When we asked the children why they thought this color was called loud lime, they agreed that limes are green and this color was bright and green like a lime. This sparked a great discussion of how words can be combined to describe something. Next we encouraged the children to mix various colors of paint to create their own special shade, with the intention that they would decide on their own creative name for their color.
Last week I wrote about our investigation of fall leaves, as we collected, sorted, and preserved them. After observing some children take an interest in mixing paint colors, we decided to make our own paint colors using the colors of leaves we collected: red, green, yellow, brown and orange. Noticing that the colors of our leaves varied, we looked at paint samples and observed that there can be many shades of one color, ranging from light to dark. We also noticed that these paint samples had very unique and specific names. For example, we found the name “Loud Lime” to be very funny. When we asked the children why they thought this color was called loud lime, they agreed that limes are green and this color was bright and green like a lime. This sparked a great discussion of how words can be combined to describe something. Next we encouraged the children to mix various colors of paint to create their own special shade, with the intention that they would decide on their own creative name for their color. Some children went into the mixing process with a desired color in mind, while others used trial and error to see what would transpire. During this time we asked the children questions such as, “What do you think would make this color lighter/darker?” (We provided white paint in addition to the fall colors). Ms. Harpole was present to encourage the children to describe their color choices in Spanish. Once the children were satisfied with their color, they painted a large color swatch and decided upon a name. On Friday, PK students shared their colors and the mixing process with the JK and SK classes at our all school Morning Meeting. View the video below to see our unique colors and hear the color names we came up with! This study of color mixing provided children with the opportunity to develop, test, and evaluate a hypothesis. Perhaps a color did not come out the way the child anticipated or had hoped. Being able to evaluate their results, gave the child the choice of whether or not accept the results or adapt and continue to experiment. This was also a great experience in presenting our work to large audience.
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In our recent walks to the park and around the school the children have begun to notice the leaves that blanket the sidewalks and their beautiful colors. We asked children and families to collect leaves over the weekend in addition to some we had brought in from the surrounding neighborhood. In small groups in the TinkerLab we worked with the children to sort the leaves. As we anticipated, their sorting notion was to group the leaves by color. We talked about the various shades of the leaves, noticing the difference between dark brown and light brown. We used color mats to help discern where each leaf best fit. Using the mats as a background against a leaf, it was easier for the children to decide if a leaf fit best in the yellow or brown group. We found leaves that could fit in multiple categories and discussed in small groups where the best choice for the leaf was, working to come to a group decision. To keep the leaves soft and malleable enough to adhere to the color mats, we preserved them in a solution of water and glycerin. Children took turns to use measuring cups, droppers, and spoons to measure, stir, and pour the solution. The leaves have been soaking in the solution for five days. During the week, we also observed students taking interest in mixing paint colors of yellow, green, and orange to make the color brown. Testing various hypotheses they found the correct combination and created brown paint. Next week, based on the intersection of these two projects, students will glue the leaves to the corresponding color mats, and through the process of mixing paint, create their own unique fall color.
Bows, Bows, Bows! Over the past few weeks, we began noticing some children had taken a liking to creating paper bows during Indoor Exploration time. This bow making consisted of a two step process; first folding or crumpling the paper in the center, making two triangular sides, and second, securing the center with a pipe cleaner or tape. In the Reggio mindset of respect for the children’s creations and ideas, we thought about ways to continue and enhance this avenue of design for the children. Thanks to some wonderful DIY tutorials on Pinterest and YouTube, we found a simple, yet somewhat challenging method of creating ribbon bows. Using two dowel rods and some scrap wood, we easily assembled a bow maker. Working in groups of 3 in the TinkerLab, we explored how to use the bow maker by threading ribbon through the rods and continuing a pattern of looping the ribbon back and forth. We used marked inches on the wood to help us measure if we wanted a bow with long loops or shorter loops. Similar to the paper bows, when this step was complete, students chose a pipe cleaner to secure the bow in the center. While this process was more challenging in regards to the fine motor techniques and focus required, the challenge seemed to lure our students in more. They were intentional in their choice of ribbon as well as choosing a coordinating color for the pipe cleaner. When we had a large pile of both ribbon and paper bows, one child suggested we display them on the wall of the TinkerLab, so we did just that. We have now set up a bow making shelf in the classroom for those who are interested to continue this skill. Mas Leche Por Favor! Ms. Harpole has been visiting our classroom each day, often during Snack, Indoor or Outdoor Exploration. During Snack she works with the community shoppers to pass out the snack using Spanish words. We have learned that the graham cracker bunnies we love so well are called “conejos” and when we would like more water, we ask our neighbors for, “Mas agua, por favor!” See below for some Spanish vocabulary and pronunciations that we have been using in the classroom. SPANISH VOCABULARY BASIC COURTESIES por favor (pohr fah-BOR) = pleasegracias (GRAH-see-ahss) = thank you de nada (deh NAH-dah) = you're welcome yo quiero (yoh kee-YER-o) = I want (to/it) tú quieres (too kee-YER-es) = You want (to/it) (can be a question also) SNACK-TIME PREP el vaso (BAH-soh) = glass el plato (PLAH-toh) = plate la cesta (SEHS-tah) = basket la servilleta (sehr-vee-YET-ah) = napkin FOOD/DRINK el agua (AH-wah) = water la leche (LEH-cheh) = milk la piña (PEEN-yah) = pineapple la naranja (nah-RAHN-ha) = orange la galleta (gah-YEH-tah) = cracker/cookie el batido (bah-TEE-doh) = milkshake/smoothie el queso (KEH-soh) = cheese el melón (meh-LOHN) = melon Fulton River Park Fridays!
We visited Fulton River Park again this Friday with the JK and SK classes. We are excited to announce that each Friday after our All School Morning Meeting and Snack, the entire school will head to Fulton River Park together for some great outdoor time. A few friends took on the roles of pusher and swinger at the park on Friday. Anticipating the correct amount of wait time and rhythm needed to keep a steady swing builds visual spatial skills as well as our large upper motor muscles. Over the last two weeks, our PK students have shown a great interest in the popular children’s story, We’re Going on a Bear Hunt by Michael Rosen and Helen Oxenbury. What began with an oral storytelling at the park, progressed into multiple tellings and retellings of the children’s classic, re-enactments in the classroom as well as story sequencing with visuals. When the children continued to bring up the story when headed to Trio Park, we thought this was an excellent opportunity to create our own story, inspired by Rosen and Oxenbury’s classic. Rosen and Oxenbury’s story juxtaposes what the characters see around them with the sounds and movements that are created as they travel through each new setting. Going through the long wavy grass evokes a swishy, swashy, swishy swashy sound, while the swirling whirling snowstorm howls hooo wooo, hooo wooo! The children became fond of the rich vocabulary, repetition and pattern of the story and enjoyed retelling their own version at our bear hunt table in the classroom (see video below). Finally, it was time to create our own story. We prompted students on our daily walk to the park to observe some of the places and things that we pass along the way. We snapped photos along the way and began to discuss the sounds that were made. We later took children two at a time outside to document our path to the park. Students took their own photos and brainstormed what sounds could pair with our journey. Does Ms. Matsubara’s bike that we pass on our walk make the bell sound “bling, bling, bling, bling” or “ding-a-ling, ding-a-ling?” How would we describe that sound that we hear when we walk and jump on the sewer grate? We had to test it out! As the story evolved we were unsure what event would parallel the climactic ending of Rosen and Oxenbury’s story in which the family stumbles upon a large bear. Arriving at the park was definitely the subject of our book, but we needed an exciting ending. One item that continued to come up in our discussions of things we hear and see on our way to the park was the train that regularly passes behind Trio Park. All play and activity seamlessly stop at the passing of each train as our kiddos jump up and down shouting, “Train! Train!” When one student brought in a video of the Metra train that runs along Trio Park, we were enthralled with the sounds of the train whistle and crossing gate. This became the perfect ending to our tale. And we wonder, if it’s the beginning of a new investigation...
View our story, We're Going to Trio Park here |
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June 2015
AuthorsMeg Fitzgerald is the lead teacher and Madeline Wadington is the Apprentice teacher in the PK classroom at Bennett Day School in Chicago, IL. Categories
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