One of our students brought in a real Dragonfly for us to observe!
The children have began analyzing the characterisitics of it, and now they are comparing the difference between humans and dragonflies.
AS they have been investigating the different parts of the dragonfly they moved over to the light table to bring attention to detail of the dragon wings, so the children could compare/contrast what parts dragonflies have that humans do not.
As that was being discussed the children also began learning the correct vocabulary for the parts of the dragofly-HEAD, HIND WINGS, FORE WINGS, THORAX, AND ABDOMEN.
To help furterher this exploration and allow the children to use their imagination, Mrs. Marjon presented small groups of children with a video of dragonflies flying in the sky. The size of their wings and structure was discussed.
The question asked was, “If you had dragonfly wings where would you go? Where would they take you?
“My wings will take me to the river so I can fly over it and I would feel like a plane.” -Lucas, Age 4.
“My wings would take me to the forest so I can see bunnies!” -Lexi, Age 4
This is a project that will continue for the next few weeks until all of the students illustrate the idea of having dragon fly wings! Stay tuned, we cant wait to see where this takes us….
The school has been partnering with HEB to receive flowers on a weekly basis. All the classes have been incorporating flowers into a nature study and learning through them.
For this provocation the children did a science experiment using the microscope! The stem sliced open from the flower and put it under the microscope to show the children the inner parts of the plant and how it functions.
The children inspected the sample and were asked to describe what they saw. Next they illustrated what the observed .
Some terms used to describe what they saw when taking a closer look of the inside of the stem:
The teachers observed the children’s drawings were very accurate and similar to the image viewed under the microscope. They were able to identify each marking and retain the information and transfer it onto paper.
Parents,feel free to stop by the classroom to view your child’s work for this project.
Rainbow rooms nature study changed direction when the children started exploring with feathers that they found outside on the playground. To incorporate art while exploring the children were introduced to feathers tied together on a stick, mimicking a paintbrush. In order to paint with the feathers, the children were supplied with large sheets of butcher papers and water color paint.
At first the children observed and looked around at the materials provided. After a few minutes they started to dip the feathers into the watercolor and then smeared the paint onto butcher paper. The colors began to mix, creating a one of a kind abstract piece that the children created together.
The children were so intrigued by this provocation, they began mixing all the colors together in the containers to see what would happen! After they created a solid color and were happy with their product they began to paint with the “new” color they made.
The outcome was a unique piece of art focused on experimentation, cause and effect, and collaboration.
In addition this project was also aimed to refine their motor skills, practice color identification and build social skills. We focused more on the process of art rather than the outcome.
In the star room the infants explored two new percussion instruments and their sounds. The provocation began with a chime ans a xylophone being placed on the floor in middle of the room.
A couple of the infants were instantly attracted to see these new instruments, but still hesitant to touch. Once they saw one of their friends touch it and make a sound they experienced it for their self!
They all began to touch and grab to feel the instruments. Touching and grabbing the chimes help with the development of fine motor skills. fine motor skills involve the use of small muscles in the fingers, hand, and arm to manipulate control and use tools and materials.
They also worked on developing hand-eye coordination, where they use their vision to control the movements and actions of their small muscles. This is also an important component of fine motor skill development.
The kindergarten class has started the school year off by currently studying the parts of a plant and what the functionality of those parts are.
In order to asses their understanding of this subject, the teachers asked them to draw the parts of a plant. As a group, they also discussed what a plant needs to grow and wrote the key terms together.
The students were then given play dough in order for them to represent the new information that they learned in a three dimensional way.