Watching the Ducks Grow

In May, we began our journey with the ducks. We received 20 duck eggs that we kept in an incubator while we watched and waited for them to hatch. Unfortunately, the first batch of eggs did not grow. We were sad to see no progress inside of the eggs but were overjoyed to learn that the farmer was sending us 20 brand new eggs with the hopes that these would grow into healthy ducklings. After the new eggs arrived we waited 28 days before we started to see something happening with one of the eggs. 

The first duck pipped at 12:20 p.m on June 14th.      

The first duck hatched at 3:30 p.m on Wednesday, June 15th..
Its name is Uno.
It remained in the incubator for 24 hours.

On Thursday, June 16th around 7:30 a.m we came in to
find that two more ducks had hatched.
The fourth one hatched later that day around  1:30 p.m. 

Uno spent his first night alone in the brooder.
He patiently waited for his siblings to join him the next morning.

Three of the ducks in the brooder.
The fourth duck joined his siblings in a few hours.

All four ducks together at last!

 They grew so fast!

The ducks were with us for 14 days before they were taken to live on a farm.

Life on the farm!

Duck KWL

Exploring Spring Through Our Five Sense

Animal Web

Creating our Animal Web

A look back at learning this year

The children were given the opportunity to see the web from last year’s students. We had four students that were in this class last year. As experts they helped us to learn more about it.  They shared their knowledge of how it was made and what was on it. We then asked the children, “What did you learn about this year?” All of the children shared their ideas. We noticed the common theme of animals amongst their ideas. Therefore, we created our web on all of the animals we had learned about throughout the school year.

The first step was to learn how to use the SMART board. They learned how to write on it, insert shapes, change colors and how to connect shapes with lines. All of these skills prepared them to create our web. They started off by looking at the old web and decided what we needed on ours. The students worked together to insert the shapes and connect those shapes with lines. They then wrote the words inside of the shapes. The children we asked to recall all of the animals that we explored this year. The next step was to add the pictures. We compiled all of the pictures into a folder. The children learned to insert the picture then move it to the corresponding animal. The final step in our web making process was to add the words. The children will called to the SMART board one by one to give their dialogue for the pictures. All of the quotes on the web are the children looking back at what they had learned. After they inserted the pictures they were asked to think about what they learned about that animal.

As we reflect on this process with the children we noticed it helped them to recall information they learned throughout the year giving them an opportunity to be reflective and be aware of their learning. They excitedly shared their knowledge with families by showing them the web whenever they came into the classroom. We look forward to continuing this process with future children.

   

Documentation Panels from Winter 2016

Winter 2016

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. 
 

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.

Documentation Panels from Curriculum Night Fall 2015