What’s Up in the classroom
Investigation with Ms. Ancinec:
While learning about the children's interests in the classroom I couldn't help but notice an interest in building and movement shown by the class as a whole. The children were actively learning about Adam with Mrs. Roy in the art studio. Who is Adam? A wooden human figurine They were learning about how to change flat objects into 3D shapes. I wanted to expand the children's thinking about 3D shapes. My first implementation was creating those shapes from flat craft sticks. While building, the children were focused on making their shape sturdy in order for it to stand up. From the thought of creating a sturdy structure we began investigating sturdy in multiple functions. We have made sturdy stacks using tweezers and sponges, as well as blocks and cups. We have now expanded the concept of sturdy into developing a sturdy classroom community focusing on our problem solving and team working skills. To continue our investigations we will include the thought of sturdy while moving into exploring: sorting, storytelling, problem solving and balancing.
While learning about the children's interests in the classroom I couldn't help but notice an interest in building and movement shown by the class as a whole. The children were actively learning about Adam with Mrs. Roy in the art studio. Who is Adam? A wooden human figurine They were learning about how to change flat objects into 3D shapes. I wanted to expand the children's thinking about 3D shapes. My first implementation was creating those shapes from flat craft sticks. While building, the children were focused on making their shape sturdy in order for it to stand up. From the thought of creating a sturdy structure we began investigating sturdy in multiple functions. We have made sturdy stacks using tweezers and sponges, as well as blocks and cups. We have now expanded the concept of sturdy into developing a sturdy classroom community focusing on our problem solving and team working skills. To continue our investigations we will include the thought of sturdy while moving into exploring: sorting, storytelling, problem solving and balancing.
Standards being met:
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
CCSS.MATH.CONTENT.K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K – P3.1.1 Identify classroom issues.
K – P3.1.2 Use simple graphs to explain information about a classroom issue.
K – P3.1.3 Compare their viewpoint about a classroom issue with the viewpoint of another person.
Home connection:
A great way to connect your child's current classroom investigations is by building with different materials at home. Materials such as plastic cups, sponges, or anything stack-able would be a connection to our sturdy investigation. Feel free to share your building explorations with us!
Another connection would be problem solving with your child. If a problem arises at home you can ask your child for their thoughts on how to solve it. This could be something like a disagreement or not being able to find a puzzle piece.
