November 4 to November 8, 2013

How can we move and be stable?

How do connections guide our work?

Co-motion continues this week with great exuberance!  The children pondered and persevered to use tree blocks without glue to emulate Mrs. Lenihan’s class project.  After interviewing her builders, the children have drawn plans to follow.  Next, we will begin to build skills with glue so we may create our own classroom project.  

This is an example of how our surrounding community has inspired us as each day we watched the tree house come together when we went to the drinking fountain.

 Mixing paint continues to blossom as we study this material.  This week the children are noticing the motion of the brush as they are mixing.  Carter noticed how the brush swirled into a circle.  

The city dump has transformed into a large community.  As the children add buildings, they are dictating codes such as each building must be at least one block apart from the next.  

Google Art provided inspiration for moving our bodies in the same way as the statues we were viewing.  This whole body exercise is important to our physical growth and our construction knowledge.  We also glimpsed some great art.  

To test stability in our building, the Citi blocks were built upon the large lazy-Susan.  The children exercised and negotiated some co-mmunity skills as they worked out how long to build before in order to co-ordinate and co-mmunicate before spinning. 

Further connections were made in our clay studies as the children were challenged to get the clay to stand straight up like a body does.  Drawing bones on the clear board reinforced the knowledge about bones and their ability to support in addition to their co-nnecting factor.  This understanding is important to both our clay and block building investigations.  

Welcome to Fall 2013

What can we do to make things move?

What joy we are finding as we learn and move together!  Many materials are being introduced to the children to provoke their thinking and learning.  Making motion seems to be a rich topic with this group, whether we are dancing or being scientists or exploring literacy.  The water pump has instilled a multi-sensory awareness of moving the water, both in the pumping action and dashing the splashes.  Those splashes became a delightful dance partner for the children’s feet. 

A long tube, formerly used to deliver new carpet, has been transformed into a means of motion as the children determine ways to get the ball all the way through it.  On a side note, the children have noticed the sound of the ball in the tube.  This presents another thread of study to consider for exploration.  

Since the tube was continuous, the thick slats were presented to the children to present them with the opportunity to construct connections to promote the motion of spools running along them.  This endeavor to connect has presented the children with problem-solving situations as they encounter the terrain of our room.  

To further think about motion, the large lazy-Susan provided the occasion for the children to see the results of the turning motion.  Tops and spinning gourds have also garnered thinking about spinning motion, along with pinwheels.  

"If there is a wind cloud, the cloud can make the wind and it can spin."

To show how the pinwheels would move, the children illustrated their thinking and then tested their theories.  We will continue to move things in our environment, including our own bodies, to build our vocabulary of motion and as a means to express our knowledge on other topics.  For example, motion will be key to expressing what is known about the spiders and the webs they weave as they are invading our environment this autumn.

Hatching to Farm

Finally the first duckling hatched!

We crawled out of the tunnel to consider the duckling's perspective of hatching.

The ducklings are always hungry

... or thirsty

...or tired

Adding the fancy details to the brooder

Still tired...growing takes a lot of energy

Look how big they have grown!

Off the the farm

The new family at the farm

Eggs to Ducklings

While the Winter Rye was growing in the garden this winter, we took a detour as we waited.  Exploring the tremendous growth of an Amaryllis and watching for roots as we started beans, carrots and onions in doors are just a few of the investigations keeping us busy.  But, alas, the most exciting investigation may well be the baby ducks.  Our adventure began with the ordering of 20 duck eggs.  And then, they arrived...in the mail.

Measuring the eggs

Putting the eggs into the egg turner

Watching and waiting while the eggs were incubating

Candling the eggs shows growth

The children were amazed to see through the egg shell. They continued prepare for the ducklings to hatch by designing and building a place for them to live.  The place for hatchlings is called a brooder.  It provides warmth and comfort much like the mother duck would do.

Our brooder blueprints

An architect reviewed our blueprints for the brooder

A wild duck arrived on our playground

We stood on one foot just like the wild duck

Finally, it was time to begin construction.  Ms. Stoltz's learning did research to find out what was needed for the ducklings and the brooder.  Ms. Olson's learning group was in charge of designing the blueprints and adding fancy details to the brooder.  Ms. Haddon's learning group focused on the construction.  Together with the support of Ms. Haddon's father and Olivia's aunt and uncle, the brooder was built.   

Brooder construction involves measuring and planning

It is almost time for hatching, so the eggs incubate without the automatic egg turner

It almost time for the ducklings to hatch!