This activity is a continuation on the Legends of Dragon Fruit project we started with the Pre-K class. To see how this project began, click here.
One day we placed seaweed and kiwi on the light table next to each other. Our goal was to provoke the children into investigating their previous theory that kiwi comes from seaweed. The children observed the seaweed and kiwi closely for several minutes. Then, they began drawing images on how a kiwi grows in order to represent their thoughts and theories in a different way. (Meaning, instead of just talking about their ideas, we wanted them to visually communicate their ideas so they could deepen their understanding of the concept). Continue reading
We are currently developing the legend of the dragon fruit! Last week we examined a dragon fruit in class and all of the children asked what this strange “fruit” was. We wrote the word “dragon fruit” on the light table next to the fruit and started the exploration by sounding out the name of the food and going over the letters in it.
This gave us an opportunity to read. To illustrate this and expand their understanding of letters, we would ask the children to think of words that sound similar to the word we were sounding out. So, for the “d” in dragon fruit, they came up with the words “dog” and “duck” because all three make the “d” sound.
After this activity, we asked the children why it’s called a dragon fruit. Their responses invoked deep level thinking and illustrated their curiosity: Continue reading
There’s a close-knit group of boys in the school and they regularly work and play together. They have such a close bond and really work well together, so we always try to use that to push them to do more. For example: they enjoy spelling, counting, and writing more if they are together rather than doing something on their own. In our eyes, if this how the children prefer to learn (and if they are learning more) then we will always encourage the group participation!
Two boys in the group began constructing Lego boats and were pushing them around the room, dodging furniture and other obstacles on the floor. In order to encourage them to express their knowledge of boats, floating, buoyancy, and construction in another way (or another language, as we say in the Reggio Emilia approach), we gave the boys a piece of paper and some paint and asked them to tell us more about boats. Continue reading
Earlier in the week, we requested that the students bring in carrots, apples, and tomatoes to further our study on fruits and vegetables. One day in class, we cut the carrots, apples, and tomatoes in many different ways and placed them on the light board. Our goal with this activity was to encourage the students to investigate and question the qualities of these fruits and vegetable.
The questions the children asked are as follows:
“Do carrots contain seeds?”
“Do apples have seeds?”
“Can you eat tomato seeds?” Continue reading
We’ve been exploring how some leaves are edible and some leaves aren’t edible. The children are learning how to tell which leaves you can and cannot eat, the names of the ones we can eat, the health factor, taste, color, texture, and more!
In order to express our knowledge in different ways, we made a kale smoothie for our weekly recipe. Parents brought in leaves we can eat (like spinach, kale, yam leaves) and leaves we can’t digest (like vines and leaves from house plants).
In the beginning, we placed all of the leaves on the light table to observe the leaves themselves and then to compare them to each other. Continue reading