Author Archives: Little Wonders
Students participated in experiences that enhanced their knowledge and awareness of social and science topics that are currently happening in our environment.
The children spent the summer learning about native Texas birds and how they have a critical role in maintaining our local ecosystem.
After hatching Rio Grande Turkeys, Welsch Ducks, and Bob White Quail, the children became more interested in natural habitats for all insects and animals.
We ended the summer program by taking a field trip to Oyster Creek Park. The children experienced of these topics in a hands-on and thought provoking way. They were able to find native insects and animals in their natural habitats while doing their own documentation.
This year’s summer program (A City for Wildlife) focused on the study of 3 birds. The goal behind this program was for the children to understand the purpose behind the project and why the title was named what i was.
All of the children participated with Farmer Mike in hatching the native birds and understanding the life cycle of these animals. We spent a lot of time understanding what a natural habitat was and the importance of conserving them in our ecosystem.
The older group went to Rosharon, Texas to participate in the release of Bob White Quail in its natural habitat. The quail that we hatched in our school went to a surrogator that is placed in the natural habitat. A surrogator serves as a “surrogate parent” by providing food, water, shelter and warmth for the first 4 to 5 weeks of the bird’s life. Once the birds are old enough the door is opened and the birds can move in and out of the surrogator for about a week. After a week, the door is closed and the birds live completely in the wild.
This was such a great experience for our children to be out in a place like this to see some uninhabited land, and to experience firsthand what it is like to be a part of nature and do something positive for our ecosystem. Please watch and enjoy……..
For this provocation a single tulip was placed on top of a light table in the infant room.
Each infant that was presented with the provocation was immediately drawn to the flower. With great care, they took the time to feel the petals, explore the stem and leaves, and slowly deconstruct the entire flower.
Please view the link below the watch a beautiful video that describes the individual experiences for these students….
This project was available to children ages 4 and up. Three groups were formed. Group A was the elementary group (children 1st through 4th)
Group B was the prek group (entering kindergarten)
Group C just introduced to preK
Group A Day One:
On our first day, we sat down to discuss the “title” of the program – Creating a City for Wildlife. Our goal was for the children to understand the purpose behind the project. Why the title is what it was.
We began by having the children each write the title on paper. We then asked for meaning…….What is a city?
- It is where a lot of people live, like a town
- It has buildings
- It is loud, you can hear your neighbors and it can be annoying!
What is a habitat?
This was a little more difficult for the children to understand. At first, we heard “It is where animals live”. We began to talk about what happens when the habitat is taken away due to the building of a city.
We looked outside of the window and we observed the parking lot, the buildings. This led to a discussion on how the animals will die if they do not have a habitat.What did the natural habitat of Sugar Land look like before we started building our buildings?
This brought us to looking up the definition on an ipad, and we saw that the definition.
noun: habitat; plural noun: habitats
the natural home or environment of an animal, plant, or other organism.
We began to focus on the fact that we have lost the natural habitat of these animals. Because the discussion was so rich, we gave the children paper to draw what they thought the natural habitat looked like before our city was built.
They discussed what animals are native to our city. Some of the animals they mentioned were alligators, anteaters, various birds, snakes, and monkeys.
We ended by finishing our drawings and then discussing the quail, ducks, and turkeys being native to our area.
Day Two: We revisited our conversation about a natural habitat. The children usually say, “It is an animal’s house”, We are focusing on helping the children understand the difference between a “natural” home and a “man-made” home. We would like to encourage the children to expand their vocabulary when describing these terms. We visited the incubators to look at the eggs. We took out the non-viable eggs. One was a turkey egg, and one was a duck egg.
A asked, “Why are the quail eggs so small?”
This question led us to pulling out the non-viable eggs to compare the different eggs from the different birds.
The children put the eggs in order from biggest to smallest. They began to understand that the smaller the egg, the smaller the egg. They are very familiar with our chickens at the school, and understand that our smaller chickens lay the smaller eggs. We looked at the finches in the art room to see how small the finch eggs are as well. The turkey egg wound up being the largest egg (they realized it is the largest bird).
B and N discussed whether a turkey can fly or not. And how much a turkey ate. They researched using the ipad to find out that turkey do fly! They watched videos of turkeys, and they shared the videos with the rest of the group.
To end the class, we recapped all of the differences between the birds we are incubating. They broke up into groups to list the specific characteristics for each bird.
Students currently enrolled in Little Wonders and The School of Wonders are invited to participate in art classes in the Yellow House Atelier located within Little Wonders Learning Center. We are able to offer certain art classes at a lower cost due to the annual supply fee that each student pays to the school which is partially allocated to The Yellow House Atelier. Our classes are driven and created with the student in mind. Various classes will have a lesson provided and chosen by the instructors. However, at times they will be adjusted for particular students based on the skill level or interest, We believe that every artist is an individual with separate needs and inspiration. We strive to provide a curriculum that will challenge every artist and unlock their individual creativity. The majority of our classes are based on a six week course, one hour a week.
Please click the link below to get view more information :