The children in house room have been exploring mermaids and where they would live! Recently, the students created mermaids out of loose parts and now they would like to create the back drop for their installation. Children were asked where the mermaids came from and where they live. Immediately they all replied, “in an ocean!”
The children began mixing the perfect color blue for the ocean by adding white and blue together. Through this process the children were introduced to color theory and specifically focused on tints when they added white to the blue to lighten the color.
After mixing the paint, they began to paint all over the butcher paper .
This project allowed the children to work on their team building skills while creating a community art piece for the classroom.To add in a little more fun at the end of this provocation, they turned it into a sensory exploration where they began painting their hands and stamping them on the paper!
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.
Children in house room have been practicing their pattern development using paper, color pencils, and a crayon. They were eager to begin as they quickly began drawing their patterns on their paper. Our goal was to create a sequence of single notes that is musically satisfying.
The children have been introduced to the concept of melodies and are beginning to be able to create their own. When creating melodies, the children are not only developing mentally, but also socially and emotionally. They are able to compose a short musical piece and that may boosts their ability to analyze and problem solve.
As children learn to solve problems for themselves they begin to gain confidence in their own abilities and they develop kinds of attitudes and skills that will serve them well in school and in life. practicing our melodies on the piano allows them to think flexibly and practice patience and persistence.
Red Room has been doing an ongoing exploration/study on lines and line movement. For the art show we had the children practice their fine motor skills, writing skills, literacy skills, and math skills. Using videos the children observed the motion of lines from an Olympic Ribbon Twirler, a Snake, and a Seismometer (earthquake reader).
The children have also been using small materials to create lines on the light table. The most common line was a straight line but we did challenge them by asking who could create a zig zag line. At first the children hesitated in telling the group what they saw.
After the children observed the line, they began working right away and put so much focus on creating a zig zag line. Taking it one step further, we are now studying physical movement with lines.
Doing various activities, the children have been following and tracing different lines with their feet and bodies. Using chalk, we drew 3 lines on the cement outside for the children to step on the line. They even raced each other to see who could reach the end of the line faster.
The children then slowed down and counted each step that they took and compared which one took the most steps.
Lines have provided our children with various avenues of academics to learn from.
Vygotsky states ,that learning awakens in children a variety of internal developmental processes that can operate only when they interact with more component people in their environment and in cooperation with their peers. The social environment is a major contributor to the cognition of children because of the open area of communication that exist that allows them to express and negotiate ideas as well as contribute to each others understanding.
The following video shows one of our students leading a lesson on the letter A and teaching her friends how to write it!
Click the link to watch this video: Student Teachers