Grade One: Finding the Balance

One thing I have learned over the years is that there are many ways to teach.  I believe that inquiry is a great tool/approach for teaching children, but I also still believe that explicit instruction is needed in some areas and for some students.  I believe that balance is key- being flexible in planning to allow for more inquiry or explicit instruction, based on the needs of the students at that time.  Developing an inquiry stance is new for me.  I am listening carefully to students, working with small groups, allowing for more choice in activities and encouraging students to think for themselves and discover concepts through inquiry.  However, I am also still assessing, checking in with students and teaching some concepts explicitly, based upon the needs of my students. Sometimes the explicit instruction happens in a small group format, sometimes it is large group.  To help myself, stay on this path of balance, I have a created a day plan to remind me to allow for both approaches to teaching children, but at the same time I give myself permission to "drop the plan" to do more inquiry or explicit instruction, depending on where my students take me.

To help with this my day plan/weekly schedule is written in a way to reflect the two approaches teaching. I use this schedule to keep myself on-track, but I am always flexible so that either approach may be used based upon my student needs.

Here is an example:

Block 1:
- French/Remedial Reading Group and Planning Time


Block 2:
- Song, Prayer, Morning Meeting/Calendar, Knowledge Building Circle
- Word Study Activity (Cheer and print words, rhyming, word endings, MacCracken Phonics etc...)
- Math Mini-Lesson or Problem-Solving Inquiry
- Follow-Up Math activity or Math Stations
-Learning Places (if time)
*I also plan for small group instruction with a focus based upon student needs (often math focus)

Block 3:
-Read Aloud
-Author's Chair (often students share books they have created)
-Shared Reading
-Independent Reading/Guided Reading Group
-Shared Writing/ Writing Mini-Lesson
-Literacy Stations or Independent Writing activity that is teacher directed
*I also plan for small group instruction with a focus based upon student needs (Guided Writing)

Block 4:
-Snack/Read Aloud
-Gym/Religion/Science/Arts Mini-Lesson
-Follow-Up Activity
-Learning Places and Inquiry Stations
*I also plan for small group instruction with a focus based upon student needs (Language or Inquiry groupings)

*Please note that religion, arts and science are often integrated into language arts.  As well, DPA activities happen throughout the day and are not listed above*

Stations and Learning Places!

Last week, at a workshop I shared what amazing things my students are doing in writing because they have choice through literacy stations.  A colleague asked me to send her my tracking sheet for the literacy stations.  She was probably surprised to hear that I don't use one.  Instead, I have taken photos of each literacy station:  Working With Words (chalkboards, magnetic letters, word games, reading around the room wands), Pocket Chart Station (building sentences, poems), Writing Station (shape books, lined paper, unlined paper, clipboards, fancy paper, chalkboards etc...), Book Nook (library with fiction and non-fiction books), Listening Station, Big Books Station and Buddy Reading Station. I will sometimes also open our science inquiry stations at this time too as students record their wonderings/discoveries through writing and drawing.  I put the photos of the stations that are open for the Language block on my board during Literacy Stations. Students then choose where to go.  Instead of using a tracking sheet, students are recording their plans/work in their "Station Folder."  This way, if they have started to write a book, they have the book in their folder to continue.  To help encourage students to visit many stations, I sometimes limit the amount of stations open for choice.

Throughout the week I also have "Learning Places" open.  During these times, I also add stations such as the Creation Station (paints, construction paper, natural materials, recycled materials etc...), Math Station (games, books, manipulatives) and Block Station (i.e. wood blocks, play brix, lego, straws and connectors) open for learning.  Language arts is integrated in every station as students read, talk, draw and write about what they are doing.  When students paint or draw, I work with them one-on-one or in a small group to write about their paintings.  I take photos of their creations and ask them to write about what they were making.  When students have a wondering or discover something at a station, I ask them to record it through drawing and writing.

Student work is often shared throughout the week within our "Read Aloud" time during language arts, our Morning Meeting or before going home.  What I have found is that this sharing is the key for getting students to try new things.  When students hear a story written by a peer, it encourages them to do the same.  When students see how a student has experimented with paint at the Creation Station and their "technique" has been explained, it encourages others to visit and experiment too. The children are learning from one another. In addition to the mini-lessons we have and follow-up activities, the curriculum is being covered as students practice reading, writing, oral language and media skills through their "play" (and that is just one strand- think of the others- science, art, mathematics, learning skills- self-regulation, communication, initiative etc...).  Not only am I finding this way an effective way to engage my students, but it has brought LIFE and EXCITEMENT back into the classroom!

Teaching Writing Using Stations

One thing I have learned through this process is to let go...

Before this journey, my children were always being told what to write and in what format.  My language block was very structured:  Read Aloud (to do with a writing form or reading comprehension strategy), Shared Reading (often an example of the writing form or good for the reading comprehension strategy), Independent Reading & Guided Reading (often in writing form being studied or the comprehension skill being utilized), Writing Mini-Lesson, Independent Writing & Guided Writing. And I did this everyday.. constantly watching the clock to make sure that things began and ended on time.

This year, I continue to explicitly teach reading and writing strategies with daily mini lessons.  The change is that the follow-up activity is presented differently.  I have learned to let go of the control.  I now allow for my students to explore reading and writing at our literacy stations (they choose what station to go to) and allow them to decide on what to write and read.  Do I still give them specific writing tasks?  Yes, but not everyday.  I pick maybe 2 specific writing tasks that I want done each week and the whole group works on them for 2 of the writing blocks.  The other 3 writing blocks are devoted for children exploring literacy stations (after we have had a read aloud, shared reading, independent reading and guided reading).  As students work at the literacy stations, I call small groups of children to work on individual needs as writers (i.e. printing, spelling, stretching out words, editing).

What I have found is that the majority of my students will choose to go to the writing station during this time.  Students will pull up chairs, spill out to other tables or take a clipboard and sit on the carpet to write.  They beg me for time to write in their books!  They collaborate on works and share their ideas with friends.  They help one another stretch out words, find them on charts and use our spelling resource book.  I even hear complaints when I say... time to tidy up for recess!  A few even beg to stay inside and continue.  My students are engaged, excited and learning...  their creativity is being honoured.

If all of your student writing is coming from you, I ask you to consider "why?"  I have learned to say to myself... "Do the kids need to always do paper-pencil work?"  "Do they need to always complete 4 pieces of writing a week (most of which is directed by me)?"  "How many samples of writing do I need to get before I am satisfied that they are learning, growing and meeting expectations?"  "What is it that I want to teach these children?"  

My conclusion has been that my students are constantly working, revising and editing their writing.  They are getting descriptive feedback from me as we work together during that time to improve writing skills.  They are also getting feedback from their peers as they share their works with one another.   Most importantly, I feel that what I am doing is developmentally appropriate for Grade One children.  The children are allowed to do what children do best- explore, discover, create and share.

Sharks and 5 Little Fish on PhotoPeach >


This is... on PhotoPeach

Using Technology to Show Thinking!

This week as part of a culminating activity for patterning, I read the story "Pattern Fish" to students.  Students discussed the patterns on each page of the book and identified the pattern rules.  As part of a final assessment piece, students were asked to create a wax crayon drawing of an ocean scene with patterns.  My students created a variety of patterns using size, colour and shape.  After washing the picture with watered-down paint, students were given ipads to record their thinking using the ap "educreations."  In partners, students took a photo of their painting and recorded their thinking using the ap.  This activity took a short amount of time and by having students share their thinking orally, it allowed me to really understand their patterns and thought process.  Unfortunately, I did not save the educreations correctly (did private rather than public) so I am not able to share a sample.  Next time...

First Week, New Thinking!

I can't believe how quickly the first week of school flew by!  I also can't believe how incredible the students are and the amount of information I have gathered about each student in such a short time.  I have been teaching over 10 years in the same grade so what is the difference between this year and all the others?  I allowed myself to be more open-ended with activities.  I chose to teach short mini-lessons and have students show me their learning in the way of their choosing.  I also gave time for students to explore our "Learning Places" and play how they wish.  I purposely put a spotlight on work/discoveries being made and that provoked others to venture forth.  In such a short time, I have learned that many of my students can sort using a variety of attributes, make different patterns using a variety of attributes, read sight words, write sight words, use phonics when spelling unknown words, count, work cooperatively together for a goal and sort/organize items in the classroom.  I have also learned who may need more explicit instruction in these areas.  Here is a quick overview of the work that was done:

TASK:  What kind of classroom should we have?  What rules?  How should friends treat one another?

Later on, students presented their ideas.  We then wrote rules on smartboard that we would have (in a positive way... Be Kind, Walk etc...)

This week I also gave a short mini-lesson on patterning.  After a few activities on the smartboard, I told the students I wanted them to make some patterns in a way of their choosing- they could go to the "Creation Station" or the "Building Station" or take anything off the shelves or around our room.  The great thing about this was that because it was so open the children made a variety of patterns using different attributes.

The next day, I put the patterns up on the smartboard and then each child got to talk about their pattern.  Some of the children then noticed that some started as patterns but then a mistake was made.  They also commented if the patterns were too short.

This week, the students were also given time to explore our "Learning Places."  Because I am trying to take an "INQUIRY STANCE" students chose the station and what they did there.  My job was to travel around the classroom and listen to conversations, write anecdotals and ask a few questions.  Through this time, I captured two students collaborating on a shark book discussing who would be the author and who would be the illustrator.  I captured students sorting naturally in their play, patterning at the block centre, students continuing to sort books in our "Book Nook" (I was there for some of the sorting), students writing (after a provocation with one student sharing a book she made to the class), students building, students reading, students listening to books at the "Listening Station" etc...  IT WAS AWESOME!

I will be honest that it was a bit of a struggle for me not to plan in-depth every part of our school day.  I sometimes felt lost... But as the week went on, it was easier.  Allowing more choice in the day and choice of how to show learning kept the students engaged, talking and excited about learning.  It is exciting to be on this path and with each new experience I have, I take another step forward in developing an "INQUIRY STANCE"

THE TRANSFORMATION CONTINUES...

Last Spring,  I started to really change the layout of my room, with an influence of the FDK program and Reggio Emilia.  As I have used the last few months to research, dig deep and come to a better understanding of inquiry learning and Reggio, I have continued to transform.  The following photos show the current layout of my Grade One classroom.  The Reggio experience is very much an influence, along with play-based learning.  I love the way the room feels-so calm and inviting... I hope you enjoy it too!

Beautiful Stuff and The Language of Art

I am so inspired by all that I have been seeing in my classroom and all that I am reading this summer.  I have become an "inquiry junkie" going through different resources, examining what an ""inquiry stance" looks like and craving more!  I have chosen to put both of these resources together as both focus on using art to show learning.

I love witnessing the creative juices that flow in children... I love art...  This is probably why many of the resources that incorporate art into learning speaks to me.  I started reading "Beautiful Stuff" because each school in the OCSB was given a copy for the FDK program.  As a visual learner, all of the pictures spoke volumes to me.  The teachers Cathy Weisman Topal and Lella Gandini really showed me that I can get my students to explore further with found materials. Here are a few of my take-aways:

*Collection Bags- I absolutely love this idea and plan to do it within the first few weeks of school...  Each student was given a small bag to bring home.  Families found "treasures" and interesting materials to put in the bag and donate to the classrooms art centre.  Students examined, described, sorted and used the materials in creative ways.  This idea really makes the ordinary become the extraordinary!

*The teachers used "treasures", metal and wood to explore colour and create different designs including self-portraits using collage materials.  I LOVE that they had the children plan and create wood structures.  The learning for me was- get wood pieces to have students actually sand, plan and glue together.  I have always had my students use different materials to create a variety of structures, but I have never thought to actually have them use scraps of wood, prepare the wood and glue their structures.

The resource "The Language of Art" is an amazing read.  I feel it is a fabulous resource to help provoke exploration and meet visual arts expectations.  It really encourages teachers to use art as a way to get children to communicate their understanding and their feelings.  It encourages children to use and experiment with art supplies and helps students focus on the "process of creation rather than the goal of the finished product."  The book is organized in a way that helps teachers use materials to provoke investigation and exploration of art tools and techniques.  For example some of the chapters include exploring textures and movement, colour, 3D media, drawing and painting.  It provides suggestions on how to set up your "art studio" and provides questions/comments to make to help get students thinking and wondering.  I plan on using this resource to help provoke my students into exploring different media and practicing different techniques.  I will put out the tools at my art studio called "The Creation Station" and through mini-lessons introduce tools and techniques.  Hopefully students will then be intrigued to explore the art forms themselves and I will be ready with questions to help them explain their thinking and dive further into understanding.

Learning to Write and LOVING IT!

One of my favourite blogs to visit is myclassroomtransformation.blogspot.ca.  The teacher Joanne Marie Babalis recommended FDK teachers to read this resource.  Although I teach Grade One, I thought it may provide some ideas to provoke my new September friends into writing.

I was not disappointed!  I LOVED THIS BOOK.  It gives some great ideas and prompts to get children wanting to write.  Some of the ideas are ones we have heard before (i.e. Letters to a Creature- tooth fairy, leprechaun, special toy) but there are new ones like having a Message board in the classroom where students write messages to each other throughout the day.

The author Miriam Trehearne also has suggestions to improve author's share and student conferencing.  During author's share, she suggests that after children share their writing, they should let their peers know where their idea came from.  This then helps other children to get ideas for writing.  She also has some great ideas for when teachers are conferencing one-on-one.  One suggestion includes getting children to self-assess their writing during the conference and then having the child choose one area they need to focus on.  Once again it is letting the child's voice to be heard.

If you are looking for ideas on how to provoke your students and get them writing... this is a resource you may wish to check out.  My plan is to set up a special writing area in the classroom (in addition to the area that has writing tools for other inquiries) that will change throughout the year based on student interests.  I am hoping to have the opportunity to transform this special writing station into a publishing house, a wonder station, a "Build and Write" station, a poem station etc... I could keep going... 
I AM LOVING IT!

A Place For Wonder...

My second read this summer was:

This resource is a good one for teachers beginning to learn about inquiry in the primary classroom.  The book is an easy read and is full of simple and promising ideas.  Ideas are clearly described, student samples are throughout the text and teacher reflections are present.  Here are a few things I really liked in this resource:

*Wonder Boxes- the authors of "A Place for Wonder" gave their students a small box (i.e. recipe box) and cards to record their "wonderings" on.  Each student had their own box and cards were easily accessible to students.  Through mini-lessons, the students learned to write wonderings and determine what kind of wondering it was.  Students drew a heart for those wonderings they could answer from the heart and not find in a book.  They drew a ? on cards for those wonderings that could be explored and researched through books or the internet.  

*One Small Square and Listening Walk- students were encouraged to use a small cut-out square to explore areas outside and describe what they were seeing.  Students were also encouraged to explore and write about other senses on different walks such as what they could hear, what they could smell etc...

*I absolutely loved that the author wrote step-by step how she had students research their ?wonderings and create non-fiction texts with non-fiction elements such as a table of contents, sub-headings, diagrams, procedures, etc...  The student samples are amazing to look at and are really inspiring.  

My Reflection:  I really enjoyed reading this resource.  The teachers have some valuable little tips that I plan on implementing this upcoming school year such as writing partners.  I learned that I need to slow it down even more and have each mini-lesson truly be a mini lesson.  I also need to give students more time to apply the new learning to their work- make it that day's focus in writing.  

For those teachers wishing to learn more about inquiry and how to start it, this resource is a great entry point.  It is a quick read and the process the teachers went through is clearly presented.  Samples of student organizers for writing are provided and they have many little tips that are valuable.  The ideas are easy to implement and through the student samples they really inspire you.  

Summer Readings At The Beach...

Each summer I spend time looking at different sites and reading recommended resources to better myself for the next teaching year.  This year, I have looked at a few different resources for more information on Reggio Emilia and Inquiry in the classroom.  As I read, ponder and digest some of the teachings, I plan on posting my reflections...  in hopes that it may inspire someone else to explore further..

The first resource I read this summer was "Authentic Childhood".  It was an easy read (even though quite wordy).  If you are looking for more information about the teaching practices of Reggio, I recommend that you take a look at this resource.  It goes through the fundamental principles of this approach.  Although Reggio in its purest form may be a challenge to bring into the classroom (ie. different culture, different community, different curriculum, most schools don't have access to the outdoor space as part of the classroom), I do believe it can be a positive influence on our teaching.

The Reggio approach encourages teachers to teach the whole child.  It encourages us to view the child differently-as a being who comes into the school environment with a wealth of knowledge, ideas and reasoning.  We as teachers need to honour their voices and listen. The teacher is not at the centre of the program.  I would have told you in years passed that I did honour the children and listen to them.  But my definition of a child centred classroom has changed. When I reflect now, I do see that much of my day was teacher-directed (teaching to children whole group or small group). I did most of the talking and I asked the questions.  This philosophy is different as the children do most of the talking and they ask the questions.  Does the teacher still teach?  Of course!  The way we teach changes- we become more of a provocateur.  We provoke students with putting items out to explore.  We expose children to things that encourage them to wonder and inquire about.  We help students communicate their thinking and we ask questions to encourage deeper thinking and understanding.  The big difference is that the teacher really listens and values the input of children- the children direct and negotiate with the teacher what happens next.


The Reggio experience also honours the environment.  Reggio teachers bring items such as pinecones, leaves, twigs and rocks into the classroom to have students learn about nature and use nature in their work.  Through exposure and experience with nature, these teachers believe that students will develop an appreciation and a relationship with the environment.  In today's world of technology and structured after-school activities, I can see a need for this.  I often wonder how many children are actually outside exploring the world around them.  How many families regularly explore forests, pick up twigs and make crafts, build forts in the trees or collect bugs in jars?  I can understand why these teachers feel it will help students build a relationship with nature, especially when technology for entertainment is huge in our world.  I got a taste of how much technology is a part of my students lives when I did a partner activity on energy last spring.  The students were asked to describe activities they could do while camping.  Many of my students drew or wrote that they would play their DS, ipod or watch movies on the ipad.  Only two teams reported that they would go for a walk in the woods and roast marshmallows.

The teachers of Reggio also believe in transparency-using light to learn about objects and colour.  This is why many of our FDK classrooms use a light table or projector to have students explore shadow, colour and light.  This transparency also applies to parent communication and involvement.  They make student learning visible through documentation with photos, videos and scribing conversations of students and teachers.  They record the process of the learning not just the end product.  They encourage parents and members of the community to bring their knowledge to the classroom, whether it is photography, art etc... They use the parents to help teach the children in areas of inquiry.  I love that relationships are built with the parents- a true partnership develops as both parties are involved in the learning process.  My plan for next year is to ask parents on Program night what they could bring to our room- maybe there will be some expert gardeners in the group, an architect for structures, a music enthusiast etc...  I would love to have more opportunities where parents join the classroom, take place in the learning and celebrate successes.

The principles of Reggio Emilia teaches the whole child.  The children learn self-regulating skills as students work together to discover concepts and share ideas.  They learn social graces, ways to problem solve and importantly how to manage their own behaviour.  Relationships with the community, parents and environment are developed.  The program recognizes the importance of multiple intelligences as it encourages children to show their learning in a way of their choosing whether it be drawing, in 3D form, diagram, painting or writing etc..    It honours student voice as areas for inquiry are student-driven and the ideas of students are valued.  It encourages children to share their thoughts with others, test their hypothesis and question results.  As a teacher, I am excited to see what these principles will bring to my own teaching and classroom experience.  I encourage those teachers interested, to explore these principles and consider adopting some of these practices for September.  I am excited to learn more and plan for this new journey ahead...

What I Have Learned about Inquiry

Throughout the last few months, I have read articles, dived into different resources and attended team meetings  to discuss FDK, Inquiry Stance and Play-based learning.  When I began this journey I expected to experience some pitfalls, some negatives to having more of an inquiry stance in the classroom- but honestly I have nothing but wonderful things to say. What I have seen, learned, heard and experienced with the children has been so valuable.  My view of the child has not changed.  I have always tried to teach the whole child.  But now I actually plan for honouring student voices, student wonderings.  I won't go back to teaching the way I was.  I will take all of the good I feel I did before and weave my new thinking in, to hopefully create a more effective learning environment.  I will continue to grow as I read, wonder and digest what I have learned.  I will continue to develop an inquiry stance.  

What I Have Learned Through This Journey...

*Start small by first deciding with your children something they would like to inquire about.  As you use the time to listen to student wonderings and ideas, you will begin to see/hear the thinking and appreciate the life inquiry can bring to your classroom.  As you become more comfortable with taking an inquiry stance, you will be ready for more

*Look carefully at your curriculum- even if you have been teaching it awhile.  Look at it with a new lense- an inquiry lense

*Spend time sitting on the floor in a circle with students to discuss what they want to find out and how they would like to explore and discover.  The circle is powerful.

*Allow student voices to be heard and don't interject.  Allow for the students to discuss, debate and decide

*Give students the freedom to show their learning in different ways-art, drawing, words, labels/diagrams, lists, ipads (i.e. different apps such as "Show Me")

*Give time for students to share what they have learned with their peers and celebrate 

*Use a class blog to help document the learning in the classroom and celebrate what the children are doing, predicting, thinking and discovering.  Share successes with colleagues, parents and the children

*Focus more on the big ideas in the curriculum rather than the specific expectations. Specific Expectations are there to guide and help students achieve the big ideas.

*Set up the learning environment so that it is a calm, inviting space that acts as the "Third Teacher."  Children are also responsible for the space so have them help.  Not only try to build a strong relationship with students but use the classroom to engage them by setting up learning areas that are irresistible to a child

*Allow for movement and let children be creative, to use items in different ways (i.e. the blocks don't need to just stay in one area)

*Make sure materials and manipulatives are accessible for students to use

*Have more student-created materials than store-bought ones

*Bring in interesting items to spark curiosity and get creative juices flowing

As I continue to wonder, question, read, consider, digest and explore over the summer with resources, I will share with you my thoughts... my journey continues...

INQUIRY: THE HUMAN BODY

Our Inquiry on the Human Body has been an amazing experience!  

Here are some photos of student work in  the Discovery Books:




Evidence of Learning! on PhotoPeach

INQUIRY- THE HUMAN BODY

Our Human Body inquiry began with the children working in groups to write down their "wonderings" about our bodies and how they work.  The children had many different wonderings including- what is our brain made of?  Is our heart shaped like a heart?  How does the brain send messages?  What is the skeleton?  Why is your pee yellow?  How do the lungs work?  What is your body made out of? etc...  

Afterwards, we looked at our wonderings and I asked the children how they thought we could set up learning stations in our room. Our "Learning Stations" are inquiry-based stations that have been put together by myself and students based on their "wonderings."  After many ideas, we decided that we would create four learning stations: Heart and Lungs,  The Skeleton,  The Senses, The Brain and Spine.  I gathered as many books as I could find on each of these areas and searched the internet for sites and videos that helped to teach the children about them.  I also looked specifically for sites and videos that helped to answer their inquiries/wonderings about each area.  At each station there were books, posters, QR Codes with links to videos and the list of "wonderings" from the class.

I was amazed (yet again!) at how well my students worked through the stations.  They all had the opportunity to visit the stations and were also encouraged to stay at a station if they needed to continue exploring an idea.  The results were incredible!!  Children were reading together.  Children were sharing information.  Children were sharing their "wonderings" which then led to other "wonderings."  Some students showed their learning just with a picture and labels, some only wrote things down and some did both.  

Here are the four inquiry stations:  

The Senses Inquiry Station

The Skeleton Inquiry Station

The Brain and Spine Inquiry Station

The Heart and Lungs Inquiry Station

One thing I loved with this inquiry on the human body, was that all of the activities came from the children researching and finding activities to do.  For instance, during the first visit to the Heart and Lungs Station, a child started running and had a friend listening to her heartbeat.  This then prompted the student to use paper towel tube to listen to the heart.  This same student also brought in the lung and heart model from her mother's school to share with us.  This discovery led to more friends experimenting with the heart and the beats (I wonder if it beats more when we sit?  Or is it less?).  At the Senses station, the children found activities to do to test their senses.  I could have put out the jars and listed activities (and yes you know which ones...) but instead the owness was on them.  I encouraged the children to think of some activities to try and that together we would find the items they needed to do them.  Students marked their activities found in books with a sticky note.  Some groups did an experiment they found with hot, warm and cold water.  Others made textured art using different things and described the materials.  Another group played the game where they hid different items under a cloth and their friend had to feel each item and guess.  At the Brain and Spine station, students were holding their breath to see how long they could last before their brain sent a message to force them to breathe.  It really was amazing to watch the children research on their own, try different activities,  discover new ideas and then share their findings with one another.  They were excited to share and couldn't wait to get to their stations each day!

Here are some clips of the discoveries taking place...

What does is it?  What does it feel like?

I can see your tastebuds!

Tricking my brain by putting my finger in cold and hot water, then into warm!

This pulls the lung down to fill with air!

CAPTURING SPRING!

In April, the children were given the opportunity to capture images of  Spring using the camera on an ipad.  Spring had just started.  Afterwards, the children chose one spring photo to paint.  They worked hard painting their Spring Image and the classroom display for Education Week was so pretty!  This is an activity I absolutely loved doing and I hope to do something similar next year with all of the seasons!


Spring Photo Art on PhotoPeach

LIVING THING INQUIRY CONTINUED...

As the children finished their inquiry into chicks, butterflies, plants and hermit crabs they decided to further investigate an animal of their choice.  I replaced our "Living Things stations" with animal and plant books.  Students had an opportunity to go through the books and decide on a animal they wish to explore further.  Each student created their own "Wondering" on paper about an animal.  I went to the library and signed out as many books as I could about the animals they had chosen.  The books were then placed into our "Research Station."

For the next two weeks the students researched their animal at school using the books and went to the "Creation Station" to make their animal.  They had decided previously that they wanted to make their animal and one boy had suggested that they also make their own habitat.  The children had access to every recycled item and material I could find.  Most decided to make their animal using clay and they thought of creative ways to make/represent the animal's habitat.

Afterwards, each student shared their animal and habitat with the class.  They orally reported what they had wondered about their animal and the information they had learned by researching it. Take a look at these photos that show their creativity and discoveries...

Tigers
"Tigers need a lot of food to live.  They can climb high.  They jump up to 3.  They need a lot of water.
 I wanted to have a family of tigers."

Tiger
"They always hunt for wild animals that are littler and with meat.  They are really quiet, smell it
walk to it.  They only bite it's head or neck.  It makes it die.  If they bite the legs they wouldn't die.
They have night vision."

Whales
"I learned that whales only east some jellyfish when they are small because their mouths can't go wide
like hippos.  Barnacles are animals on a whale, little bumps and it doesn't come off."

Turtle
"I learned that turtles lay their eggs on land.  They don't have teeth but a hard  beak.  Sea turtles can't put
their head into their shell.  The first (legs) ones does the paddling and the back ones (legs) steer.   Lights and buildings hurt the turtle.  They follow the moon when hatched and go to the sea.  But they get tricked by lights on a building and go to the building."

Boxer Dogs
"I learned that boxers are active.  (What does that mean?)  it lot's of stuff and they never stop til they are done it.  They love to play fetch.  They don't want to stop until they do.  They like to eat, play fetch and run a lot.  A lot of times they run upstairs and jump on beds and they like to cuddle with you."

Parrot
"I learned that parrots need food and water to live.  Well, parrots don't talk but trained parrots learn to talk.  They are the only animals in the whole world that can talk.

Turtle
"I found out that sea turtles eat jelly fish and that the not sea turtles (land turtles) live on land and water.  They go inside their shells to be protected.  Turtles are attached to their shells.  Their shells grow with them.  The shell peels a little bit.  The shell cannot come off without the turtle dying."

Kangaroo
"I discovered that kangaroos like to go in hot places and they like small places.  They like a lot of water.  They can hold their joey in the pouch.  A joey is a baby kangaroo.  The joey comes out when it is old enough to survive by itself."

Lizard
"I learned that some types of lizards don't have any legs or arms and are like snakes.  They slither along.  They live in the jungle.  There are a lot of types of lizards."

Chick
"I researched that the yolk comes from the hen.  It goes down a tube and it makes the yellow in the egg.  Chicks use their egg tooth to peck themselves out of the egg."

Tiger
"Tigers fangs are as tall as a diet coke or coke can.  They can kill animals bigger than themselves.  They are the only cats that like water."

Shark
"I learned that sharks eat fish and other things.  Sharks usually lose one tooth every time it eats."