How might we capture beauty?

An unexpected observation presented an opportunity for the children to explore ‘beauty’ when Lydia paused while walking across the playground and said, “…a beautiful cherry blossom tree”.

The children collected the soft, shaded flowers that had fallen under the tree. We realised that the flowers would soon wilt and fall from the tree. We wondered how the children might capture the memory of the tree.

Teacher “How can we remember what the tree looks like?”

  • Lydia “We can take a photo!”
  • Motong “We can draw a picture!”

Having agreed to Motong’s suggestion, the artists went to the atelier to find the mark-making tools they needed.

Then, they positioned themselves in front of the tree to create a memory of the beautiful cherry blossom tree.

The artists captured details in their drawings, sharing their ability to use art to express their creativity.

Yui decided to include the resting lions by the side of the tree, Lydia included the artists in her drawing, Liz the elements of nature and Motong’s drawing of the cherry blossom tree showed how he considered, shape, texture and perspective in his artwork.

When Lydia was ready to colour in her tree, she explained that the bark and flowers hadmany different colours”, which is why it was ‘beautiful’.

The Garden Plots – Making Decisions 

The gardening group (composed of student representatives from each class) gathered to discuss their project. Their task for the day was to document what was still growing in the garden and how they might organise the garden plots.

Thirteen gardeners joined the meeting with Ms. Hannah. They began by revisiting their agreements. The gardeners reflected on what it means to be a respectful listener “We talk one at a time and listen to others as they share their ideas.”

Then, they reflected on what they did during the previous session.

  • Emma “We don’t have many plants.”
  • Oliver “Some plants survive when it was snowing, it means when it’s snowing they are not very scared of the cold. The big plant is dead because it’s not cold protection.”

The team wondered about the ‘temperature’ and what plants ‘need’ to ‘survive’ and thrive.

Which plants might grow in the different seasons?

Which ones will survive?

  • Jacob “Because that big plants got too much water and it would die and too much worm pee pee it will die too.”
  • Logan “Earthworm poo, could it help?”
  • Jenny “Not too much water, not too dry (in Mandarin)”
  • Adelyn “Not too much sun”
  • Oliver “If you get a dragon fruit then dig a whole and then a plant will grow and the flower will grow and it is actually a dragon fruit. If you use the outside part of the strawberry seed and put it in the dirt it will grow strawberries. I know how to grow a watermelon to a shape that you want. If you get a square shape cube and dig a hole and then open it and then close it and then it will be the shape.”
  • Albert “If you grow watermelon then you will get a watermelon tree.
  • Keira: “In my home, there are orange trees.”
  • Jacob “Watermelon black and watermelon white seeds. People can eat the white seeds and plant the black seeds.”
  • Emma: “At my home, I have a paprika tree.
  • Albert: “At my home, I have a bamboo tree.”

Teacher “This is a shared space. We have 5 classes. Which means we need to find a way to share the plots. How might we do this?”

The gardeners gathered their clipboards with paper and writing tools. They looked at the plants in the plot and began to draw to share their observations and thinking.

Teacher” How do you know something is still alive?”

  • Emma “Because the seeds were still in the mud. And it didn’t fall out. Some was out but some not.”

We noticed that the team considered the size and shape of the plots when documenting their thinking. The gardeners were encouraged to think about and explain how they knew the plants were still alive. They used their senses to observe carefully, sharing their theories about the growth of plants and the weather. As they visualised the space, they began to share suggestions on how the plots may be allocated to the different classes in the Early Years.

The gardeners gathered to share what they had learned and to decide on what they would do next.

  • Oliver “One is a bigger plot and one is smaller.”
  • Sophia “Prek-K1 has more children so they use the bigger plot and K2 use the smaller plot.” (in Mandarin)
  • Emma “Also we need to plant so many new plants because only in some places there are plants.”

The gardeners agreed with Sophia’s suggestion.

  • Emma “PreK-K1 has 3 classes and K2 has 2 classes.”
  • Albert “The bigger one to PreK K1 and the smaller one to K2.”
  • George “One class has one space.”

The children took a vote and agreed with George’s idea.

The team’s suggestions were based on the number of classes in each grade level and the number of students in each of them. The teachers wondered how they might encourage the gardeners to show the division of a space.

A Closer Look at Soil and Compost

Oliver “Oxford and I put the food waste in the compost bin and then we can make dirt with it. We can turn it to soil. It’s because the wormies are eating all of the fruit inside this and poop out the food and the poop and the pee is good for the plants.”

Oxford “I put dirt in the box. Because no people eat so much fruit.”

What can we learn from Authors and Illustrators?

We read a book about growing and plants. We noted that the illustrator showed close-ups of different pictures to help us notice more details.

What helps us take a closer look at things around us?

  • Oliver “We can look at it close by. We can use a telescope.”
  • Eli “We can use a magnify. We can also use our eyes.”
  • Oliver “I want to look at a worm closely and see what patterns it has. I mean stripes.”

What might be in the soil and dirt? If we look closely, what do you think we might see?

  • Wyatt “We can see a caterpillar.”
  • Motong “Ants. Ants eating food.”
  • Morning “We can see a mouse.”
  • Oxford “We can see a spider.”
  • Lydia “Worms.”
  • Oliver “When I was outside I actually see this big beetle and it also was inside the dirt. It was so big. He was always sleeping on the dirt and he wakes up.”
  • Eli “We can use glasses. The thing that has the list at the front.”

The children found a magnifying glass. They thought it could be used to look at the soil. Yui was very excited to use the new tool and used it to explore the classroom.

We wonder what she discovered!

One child volunteered to get some soil from the garden plots that we could put under the microscope.

He took a second sample of soil from under the wood bark. As he dug into the ground he said “This is so hard.”

He made labels to let the children know what the samples were.

Ms. Eileen used the microscopes and the iPads to help us look closely at the soil.

(Garden Plot Soil, Under Wood Soil)

The children were fascinated with the images. We wonder what they might see as they look closely at the soil.

 

The class leader and was in charge of taking all the fruit waste and peels to the compost bin.

Each day we will add to the compost bin to help us make new soil for the plants.

Approaches to Learning (ATL’s)

  • observe carefully
  • seek information
  • ask or express through play questions that can be researched
  • gather information from a variety of sources (people, places, materials, literature)
  • listen actively and respectfully to others’ ideas and listen to information
  • participate in conversations
  • use mark-marking to convey meaning
  • document information and observations in a variety of ways
  • share responsibility for decision-making

What can we grow in the garden plots?

Many of the children worked to maintain the garden plots in K1. The children noticed that some plants had died, and others needed to be pruned.

The children began to make suggestions on what they could grow next. We decided to gather this information using pictures and words.

The children were invited to share 2 suggestions. Then, we sorted and organised the information.

The children quickly noticed that some suggestions such as flowers (8) and trees were very popular. Other suggestions were mint plants (3) orange plants (1) grass (1) trees (5) strawberry plants (5) apple trees (3).

We wonder what we need to know about these flowers and plants to be able to grow them in our EY garden. We wonder what resources will help us learn more about the needs of these plants.

Our inquiry continues…

Learning Outcomes: We are learning that we can…

  • gather information by asking questions
  • record data on simple graphs
  • present information using pictographs where one picture equals 1
  • explain data using simple comparative language

The Garden Project

@O and @L were our classroom representatives, working with Ms. Hannah and Ms. Eileen on the ‘Garden Project’.

On their return to class, they presented their ideas to K2A.

They explained the ideas they had discussed, sharing their drawings where they had documented their suggestions for improvement.

The Gardening Team have decided to:

  • cut and prune the overgrown bushes
  • add the cut pieces to the compost bin
  • use the compost to help the new plants grow
  • replant the seeds to make new plants
  • use the lemongrass and mint to make tea
  • and make space to grow other new plants for the season.

The children were excited to be part of the Garden Project.

We look forward to their next steps!     

A Gift to the Early Years

Amazing Grace Nature School and Mr. Tommy gifted the NIS Early Years some new plants. The children in PreK-K1B worked together with the facilities team at NIS to uproot some of the grass and then plant the new trees.

The children in the Early Years were excited to see 10 tea trees, 3 mulberry trees and 2 new peach trees!

As we discussed the developments in the EY garden, the children suggested ways of showing our appreciation to the facilities team and Mr. Tommy’s team.

They thought about giving them gifts, seeds and plants and even writing them emails. Finally, they decided that drawings on a card would be the best option as they would be doing it all by themselves.

We wonder when we can prune the tea tress to make our own tea.

We wonder how long we will have to wait to eat the peaches and mulberry from our new trees!

Homes – The Bug Hotel

During the field trip to the Insect and Reptile Museum, the children went into nature to collect natural materials to make a ‘Bug Hotel’.

They worked in teams to make 2 homes for the bugs, decorating them to attract more living things.

When we returned, the children discussed their ideas for the ‘Bug Hotels’. They talked about the different materials they used, and wondered what types of insects might want to live in the hotels.

The children have noticed many different types of insects and littles creatures in the playground. They think the ants, bees, pill bugs, beetles, spiders and butterflies might want to make the hotel their home. Growing more flowers and plants will encourage the bugs to visit the playground.

The two groups gathered to decide where they want to place their bug houses. They discussed their ideas, trying to agree on the locations. This was challenging as they all had their own preferences.

They had to listen to each other, consider different perspectives and then reach a final decision.

One team decided to place their bug hotel on a tree and the other in the garden near the flowers.

Next, we discussed the different options we have for signage. Paper and card were suggested. However, paper and card are not suitable materials for outdoor signs as they get wet. The children decided to use wood to make the signs.

Over the next few days, they will work together to create the signs and place the hotels and signs in the correct locations across the playground. They are excited to see which insects make the bug hotels their home. 

We know that we share our playground with many different living things. We will continue to use our observational skills to notice and document our thinking to help us make decisions about the environment.

Earth Week Message

The children have been exploring different spaces around the school, thinking about the things they appreciate about the earth and how they might protect their environment. We decided to spend some time around the pond, listening to the water and watching the fish splash around us. 

We took our notepads with us to draw what we noticed, to think about the environment and how we might protect nature. 

We asked the children to think about nature and take a photograph to communicate an important idea. Here is what they had to say!

We appreciate…

What action will YOU take? 

Composting and Worms

We have been reading books about composting as a result of our inquiry into the composting barrel in the EY playground.

The children had many theories about food and so we left fruits and vegetables out in the classroom to observe what happens to them over time.

During a discussion on composting, we noticed that the children were particularly interested in learning more about worms:

  • How do they live?
  • How do they help us?
  • What do they eat?
  • Do we have worms in our bodies?

Ms. Hannah is an expert in the garden. She likes to grow fruits, vegetables and flowers.

We decided to invite Ms. Hannah to talk about her worm farm and compost bins.

Ms. Hannah showed the children the worms. “We cannot squish them.

They don’t like to feel dry.”

Ms. Hannah let the children hold the worms in their hands. The children squealed with delight.

  • Mason “We can put the tomato and broccoli in the soil and the worms will eat it.”
  • Kenan “We can not put the box on the table because the worms will eat the fruit on the table. We need to close it.”
  • Tracey “We need to give them some water, some mud and soil.”
  • Patrick “And we can put some sticks and wood and cut the tree and put some wood on the floor. And sticks on the top for the worms to climb.”
  • Tracey “Why do the worms eat mud?”
  • Patrick “Why can the worms eat the stinky things?”
  • Doho “Why are the worms long?”
  • Mason “Why can’t the worm drink water?”
  • Kenan “I think he doesn’t have a mouth. He can use his nose.”
  • Heidi “How come we can see lots of worms when it is raining outside?”
  • Tracey “Because the worms need water. And the worms will dry.”
  • Patrick “The worms like the rain, when it comes down the water is all over and the worms like yucky and then the wet.”
  • Tracey “We can use some plates and the top like a house.
  • Mason “Inside have some soil and mud. We need to put the tomato and we put the brocolli and carrot in the worm’s box.”
  • Tracey “We need to put food all the time. Then we can help the worms by putting more food.”

Here are Ms. Hannah’s compost bins.

  • Tracey “This water is good for the flowers.”
  • Noah “The earthworms make the soil soft and that is good for the plants.”

The children wondered what was in the following pictures.

What are these?

We watched a time lapse of worms in a compost bin.

The children decided the following:

  • give the worms some leftover food
  • put the food waste in the composter
  • put some worms in the composter
  • add lots of leaves, food and some soil in the composter

Composting

(Change, Nature)

We read a book about composting to learn more about the process, following our decision to make compost for our EY garden.

We noticed how excited the children were about the worms.

  • Noah explained how the worms make holes in the soil and that they help the plants grow.
  • Mason said he had worms at home.
  • Ms. Shemo told the children that Ms. Hannah was an expert on worms and gardening. The children wanted to learn more about the worms.

We decided to leave a tray of left over fruit and vegetables to see what happens to it over time.

  • Kenan noticed that the fruit had shrunk in size over the two days.
  • Tracey said the fruit might attract the ants as they like to eat fruit.

We wonder what more we can learn about the worms.

  • How do they live?
  • How do they help us?
  • What do they eat?
  • Do we have worms in our bodies?

Peels, Plants and a Barrel

Function, Responsibility, Nature

Some of the K2 students noticed a large barrel in the EY playground. We decided to share 3 images with the children to spark their curiosity and help them explore connections. 

How might these three images be connected?

The children began to share what they noticed, tapping into their prior knowledge to share their viewpoints.

Many of the children wondered about the barrel. It looked strange. They decided that it must be for water. They thought that the barrel was connected to the plants because plants need water to grow.

  • Do banana peels grow into plants?
  • Are the peels good for the plants?
  • Why do we need a barrel of water near the garden plots?
  • Is the water for the toilets?

We wonder how we can find out about the barrel. Perhaps the community can help us with our research.

A group of volunteers interviewed the teachers and students to see what they could find out about the barrel.

-What is it?

-How is it used?

-Why is it in the playground?

The team came back to share what they had learned.

Tracey “We were spinning the barrel. We can’t put worms in it because the worms will get sick.”

Two children went outdoors to test the barrel to see if it does spin around.  

  • Noah “I asked Kyle What is this?”
  • Allen “Ms. Dora says this is eat food put on the bin. Apples and banana peels and watermelon. No eggs.”
  • Mason “We go to some teachers and children and we asked them ‘What is this?’. And they said you put some rubbish in it. We can’t put plastic and glass and meat and egg.”
  • Noah “We can put egg shells in it.”

The research group documented their ideas on chart paper.

They watched a short video on what to put into a compost bin to help them expand on their initial thinking. The team visited PreK-K1B and Keira presented the ideas her class had documented on chart paper.

two children presented what they learned about the items that can go into the compost bin.

We wondered what we might do next?

Some of the children suggested that we begin to collect the food we throw away and put it in the compost bin. A few other children wondered what will happen to the food if we left it out.

-Perhaps ants might come in to eat the food.

-It might get yucky.

Nicolas explained that when you put these types of foods into the bin, they get rotten. Then, the soil can be used to put into the plants and that will help all the fruits and vegetables grow!

We know that we can use our senses to observe and notice the changes that happen in nature. We know that we use these skills to help us make decisions. We look forward to seeing how these observations may lead to action.

Our work as composters begin…

The Early Years Florists

A group of children worked with Ms. Hannah to create a flower arrangement for each class in the Early Years. This is an ongoing project that different groups of children work on every few weeks.

This time, the florists worked on creating a Chinese style flower arrangement with the focus of balance. Joon and Mason were our K2A florists for the week.

The florists had several pointy stands to use with their flower arrangement.

They decided who will use the different stands by pulling paper that were of different lengths.

Ms. Hannah showed the children how to place the flowers on the pointy stand.

Then, the florists had to choose one flower and put it on their stand. Thy had to consider balance, the length of the stems and how the flowers were going to be arranged.

When they placed the second flower, they needed to work out how they can balance both flowers. Then, the florists included the leaves. The florists had to take turns and collaborate, using their skills of observing, thinking and decision making to complete the arrangement beautifully.

The young florists stood back to decide if their arrangements were done well. Finally, they had to agree on which flower arrangements will be presented to the campfires and which ones will remain in the Atelier.

Joon and Mason proudly shared their arrangement with their classmates and placed it next to the class journal to welcome everyone to K2A!

Research into Patterns: Patterns in Nature

We have been creating patterns with shapes, colours, sounds, actions and movement. As the children have shown a keen interest in nature, we decided to go outdoors to look for patterns in nature.

First, we looked for patterns on leaves and in flowers. The children noticed squiggly lines on leaves, and circles and dots on the flowers.

We thought about the different ways we can document what we noticed. We used pictures and labels to document our observations.Then, we went outdoors to look for other patterns. The children took their clipboards with paper, thin tip markers for writing and iPads to take photos. They used shapes, lines and patterns to record their observations.

The children began to notice relationships and patterns, and shared their ideas with others.

The video shares our learning journey, including the photographs the children took and the notes they made of their observations.

We wonder how we might use what we know about groups and categories to help us sort and organise our information. We wonder how we might share what we learned with others.

Our learning continues….   

Research Skills

  • Gather information from a variety of sources.
  • Use all senses to observe and notice details.
  • Record observations—drawing, using emergent writing skills.
  • Notice relationships and patterns.

The Garden Boxes 2

(Responsibility, Ownership)

A few weeks ago, we potted some plants in garden boxes in the Early Years playground. We gathered to talk about our next steps. The children looked at a picture of the plants and began to make suggestions and share their thinking.

  • Tracey “This is the little tree. The little tree is growing up.”
  • Patrick “The little tree is growing up, they climb up. It grows up and up here, on the metal bars.”
  • Doho “Water in soil and tomato go up and big.”
  • Patrick “What seeds is it? I think it is potato seeds.”
  • Noah “Ms. Dora helped us.”

Teacher “Yes, she did, but who will take care of them now?”

  • Tracey “The helpers. US! We need to put water and the sun will let them grow up. We can do one by one. We can line up.”
  • Patrick “4 people helping to water one box. I think Chloe, Sean, Eunice and Doho in one group.”

The children were not sure about this proposal so they continued to share other suggestions.

  • Olivia “I have a different idea. My idea is I want to do the little tree. Have water to the tree. Little tree to be a big tree.”

  • Tracey “Who is sitting good, they can put the water.”
  • Kenan “two people are changing.”
  • Olivia refers to the helper of the day chart and suggests “Kenan and Noah go first. Because he is the helper.”
  • Noah stands up to explain the plan further and reiterate what Olivia suggested.
  • Patrick “Mason and Noah will go tomorrow.”

The children decided that this was the best suggestion, and so a plan was created.  They agreed to take turns to water the plants. We heard the children talk about growth and change, and what plants ‘need’ in order to grow. Many of the children were eager to take responsibility to care for the plants while others listened to the debate.

We noticed how the children shared and negotiated ideas. Their suggestions were considered and in the end, they were able to agree on a plan to care for the plants. The children continue to wonder what type of plants they were growing. It was hard to tell as there were no leaves or fruits on the plants.  

 

Our learning continues….

Approaches to Learning (ATL’s)

Research Skills

  • Ask or express through play questions that can be researched.
  • Use all senses to observe and notice details.

Communication Skills

  • Listen actively and respectfully to others’ ideas.
  • Participate in conversations.
  • Negotiate ideas and knowledge with peers and teachers.

Living things

Students understand that living things have basic needs, including food and water.

The Seeds

A few weeks ago, a few children were exploring in the Early Years Playground. The teacher documented the children’s explorations. Then, we presented the piece of documentation to the children. We read it together and noticed the details in the photographs.

The children involved in the inquiry began to share their ideas. The other children listened with interest, making suggestions along the way.

  • Olivia “I want to find more seeds. Help Ethan find more seeds. I want to help Tracey and Noah.”
  • Tracey “Me too!”
  • Kenan “ME TOO!”
  • Noah “We want to plant them to make another tree.”
  • Tracey “The black seeds put in the mud will grow up, into a big tree.”
  • Noah “The black one is the hardest one to find.”
  • Tracey “We need to find a lot. Its not like the green seed. We need to plant them in the mud.

Teacher “How will people know where you have planted the seeds?”

  • Tracey “We can draw and put it so we can know where it grows.”
  • Patrick “Can I help you Tracey and Noah?”
  • Noah “Everyone can help us!”
     

When the children went outdoors, they ran straight to the tree with the seeds.

They looked on the floor and around the play equipment see if they could find any black seeds.

They saw some on the tree, but the branches were out of reach. Noah tried to jump high, hoping that he can reach the branches.

Two children went off to look for a solution. They came back with some spades. They used the spades to reach some of the seeds. One child threw the spade at the tree, hoping that some will fall off.

 He realised that this was not the best idea. Then, the group of children continued to look for the seeds on the ground. They found some black seeds and shouted with excitement.

They kept them safely in the wheelbarrow. We look forward to their next steps as they decide what to do with the seeds.

Approaches to Learning (ATL’s)

Research Skills

  • Ask or express through play questions that can be researched.
  • Use all senses to observe and notice details.

Communication Skills

  • Listen actively and respectfully to others’ ideas.
  • Participate in conversations.
  • Negotiate ideas and knowledge with peers and teachers.

Living things

Students understand that living things have basic needs, including food and water.

Observing Nature – Plants

Distance Learning Provocations

Focus: Research Skills

Watch the video to see what is growing in our garden plot at school!

  • What do you notice when YOU go on a nature walk?
  • How are the plants similar?
  • How are they different?

Remember to look for details!

🌱🌾 Take some photographs of the different plants.

🌱🌾 Use paper to make a drawing of your observations!

Leaf Man

Distance Learning Provocations:

Focus: Communication Skills and Research Skills

Follow this link to listen to the story Leaf Man by Lois Ehlert

You can choose to do any (or all) of the following with your leaves:

– Go on a walk to find leaves. Create your own leaf man. Tell us about your creation.

– Draw a leaf (or leaves). Remember to observe and document like a scientist, details are important.

– Measure a leaf. Use different materials such as bottle caps, Lego or stones to measure the length or size of your leaf.

– Sort the leaves into groups. How will you organise your groups? By shape? colour? size? Tap

Student Responses:

The Garden Boxes

(Responsibility, Ownership)

Three children went out to document a task. What was happening out in the playground? Their responsibility was to observe what was happening, gather the information and inform the rest of the children. There were 4 new garden pots in the Early Years garden. What were they for?

The 3 children observed the activities and used the class iPads to take photographs. They used the photos to create 3 short videos to share their information in English, Korean and Mandarin.

The children shared the videos with the class, informing others about the events. We had 3 plants left. We went outside to decide on our next step.

 

Noah “I see 3 trees.”

Kenan “Me see 3 trees.”

Tracey “I see some lines on the branches.”

Olivia “I see a box.”

Tracey “But that one don’t have it because we didn’t put.”

We had to decide who would get to put the plants in the boxes. We tried various groups to decide on the right number of people that would work together.

The children made suggestions on the number of children in each group.

  • What about 3 in each group?
  • Can we do 7 and 7?
  • Can we have 6 and 7 and 1?
  • Can we have 4 in each group?      

This seemed the best number for each group. We had one person left over and she joined one group of 4. Then we were ready to plant.

Ms. Dora helped us put the plants into the boxes. Then, we added more soil to the left-over garden box and planted the 3 plants. Then, we watered the plants.

We sat down to take notes and sketch our thoughts on our notebooks. While drawing, we thought about the questions we had about the plants and the garden boxes.

Patrick “Why are there no leaves on the plants? It is only October, is it too cold?”

Conceptual Understandings:

Living things: Students understand that living things have basic needs, including food and water.

Inquiry Skills

  • Pose and respond to questions.
  • Participate in guided investigations and make observations using the senses.
  • Share observations and ideas.

Observational Drawings

The children have been observing and caring for plants during outdoor playtime.

They have noticed and shared their observations about the flowers and seeds in the playground. 

One morning while walking back from our swimming lesson, the children brought our attention to the beautiful Chinese roses in full bloom.

The children were amazed at how big and beautiful they were, there were butterflies and bees buzzing around the flowers. After taking time to appreciate the flowers, we continued to walk to class.

Considering the interest the children had in nature, the teachers decided to go back outdoors with paper, pencils and painting materials. The children used their senses to look carefully and share their observations with each other.

We took time to notice the different colours, the stages of growth and the changes living things go through.

The children observed the bees inside the flowers and shared their theories about how living things depend on each other to survive. While drawing, they thought about the different parts of the plant and how they might share this in their artwork. We are learning that we can make sense of the world by exploring and observing.

Approaches to Learning (ATL’s) 

  • observe carefully
  • record observations—drawing

Visual Arts:

  • engage with, and enjoy a variety of visual arts experiences.
  • select tools, materials and processes for specific purposes.
  • use their imagination and experiences to inform their art making.
  • create artwork in response to a range of stimuli.

Living Things and Ecosystems

  • How might we conduct our own research to develop and share our theories about the world?
  • How might we explore the interconnectedness of living things and the integral role we play in maintaining balance?
  • What action can we take as a result of our learning?

The students have approached and engaged in their research in many different ways. We noticed that some students dived right in, deciding on the living things they were eager to learn more about while a few students observed others engaged in research before deciding on how they might approach their own learning.

The students watched videos, read books and engaged in conversations with other children and adults to learn more about their chosen project (living thing). The students have been taking notes and then making plans on how they might share their learning with others. They used large paper to document their thoughts, questions and possible direction. Their notes included key information, drawings, facts and sketches that directed their next steps. They highlighted key unit vocabulary as they documented big ideas. 

  • A “I didn’t know that some sharks were from eggs and others were like babies” stated one student.

The children chose to share their learning in two different ways:

  • using BookCreator to make their own non-fiction book
  • creating a 3Dimentional model (triorama) of a habitat and the different living things that exist in an ecosystem

While engaging in their projects, the students reflected on the following:

  • What type of ecosystem would I create?
  • What do the different living things in the ecosystem ‘need’ to survive?
  • How do they live and grow?
  • How can I make sure there is ‘balance’ in my ecosystem?

We noticed that the students thought deeply about the interconnectedness and impact of the different living things in their project. As they planned, designed and created, the adults pushed their thinking further by asking thoughtful, provoking questions, and giving them feedback and suggestions.

  • How would you make sure…?
  • What impact will… have on…?
  • Have you considered what might happen if…?

The students paused to reflect on their own learning journey, thinking about the challenges and big ideas they have uncovered through their own research. 

We noticed how the students engaged with the different materials and tools. They were thoughtful about the choices they made, seeking to find the most suitable materials and making conscious decisions about the way they present their ideas, to make sure that they can tell a story of living things through their project.

  • L “I want to use sticks from the garden to make my trees.”
  • A “I can use real sand to show the seashore. And I can use the shells I picked up from San Ya.”
  • D “I want to hang my bird up so that it looks like it is flying.”

Through their work, the students are learning that research involves:

  • asking or designing relevant questions of interest that can be researched
  • making plans for finding necessary information
  • gathering information from a variety of primary and secondary sources
  • using all senses to find and notice relevant details
  • recording observations by drawing, note taking, charting, writing statements
  • sorting and categorising information
  • noticing relationships and patterns
  • presenting information in a variety of ways

Conducting Research

We went on a field visit to observe nature, document what we noticed and ask questions that can be researched. We were curious, thoughtful and responsible inquirers. We collected different samples of interesting living things to bring back with us. We teamed up to talk about what we saw, and created a large mural together!

The students used Venn diagrams to explore connections between the different living things they saw on their field visit. 

The students have begun to conduct their research.

Here are a few of their driving questions. 

  • Alejandra – Why do bamboo leaves change colour?
  • Ethan, Lawrence – Why are leaves different colours?
  • Yuki – What inside the ground?
  • Grace – Why does the mud (soil) change colour?
  • Hayoon – Why does the worms poop look like a mountain? What is inside the poop?
  • Diego – Why do frogs die?
  • Seoyeon – How do plants live in cold places?
  • Agata, Ella  – Who were the first people in the world?
  • Amber – Do all nests look the same? Why are they different?
  • Seolah – What do different kinds of fish eat?
  • Fedo – Why is soil and water important to leaves?
  • Gihyeon – How do plants live in the lake?
  • Hyun See – Why do plants need water to grow?
  • Yuchan – What is the first creature in the world?
  • Seungbin – Why are the little branches going around the big branches of trees?

We have been conducting research to inquire into:

  • what living things need to survive
  • what else needs the same things to survive 
  • lifecycles of living things
  • our role in creating environmental balance

We have continued to build on our list of unit vocabulary as we look for ways to explain our ideas/thinking using these words.  

The Nature Photo Challenge

We went out to explore our surroundings, to look carefully and closely at different living things, and to take photographs of things we found interesting.

The students were tasked with taking two photographs: a BUG’s Eye View and BIRDS’s Eye View.

BUG’s Eye View

BIRDS’s Eye View

When we returned, the students used the thinking routine ‘I see, I think, I wonder’ to document their observations, thinking and questions.

 

Next, we used string to look for ‘connections’ between the different living things. Making those connections explicit helped the students talk more about what ‘needs’ the different livings things may have.

 Then, the students documented their ideas and questions on chart paper.

We wonder…

…what more we can learn about the different ecosystems around us? 

Lifecycles, Ecosystems and Impact

What important messages are conveyed through these texts?

How might picture books help us uncover and inquire into different concepts?

What are ecosystems?

What is a lifecycle?

We read the text Salmon Stream by Carol Reed-Jones illustrated by Michael S. Maydak. This wonderful picture book tells the story of a the life cycle of salmon. Against staggering odds the eggs hatch and grow, travel to the ocean, and eventually struggle upstream to their birthplace again, to spawn a new generation.

While reading the story we discussed the concepts lifecycle, connection, causation, food chain and interdependence. The students wondered:

  • why they needed a fish ladder
  • why the salmon change colour
  • if both the male and female salmon change colour
  • why the salmon wait till the rains came to travel
  • what a homing urge was 
  • why the salmon were bruised when they returned to the stream
  • why only a few salmon made their way back to spawn
  • why a yolk sac was useful 

After discussing the text, the students used pictures and words to capture their thinking. They shared their own ideas about the different concepts, thinking deeply about the lifecycle of the salmon. 

Next, we read the story The Wolves are Back by Jean Craighead George, illustrated by Wendell Minor. This picture book tells the story of how, over a century, wolves were persecuted in the United States and nearly became extinct. The students stopped at every page, discussing the impact the wolves and the different animals had on each other. They noticed how the ecosystem thrived when there was balance. 

While reading the story, we brought attention to the different concept words change, causation and responsibility. We discussed change over time, cause and effect (impact) and our responsibility towards the different environments around us. 

We used picture cards to help us see the connection each living thing had with another. The students discussed the food chain (grass -> elk -> wolf) , interdependence (<->), growth, lifecycle and impact

They stumbled upon new words and attempted to uncover what they meant by tapping into their prior knowledge, breaking words up into smaller words to look for clues, and looking for clues in the beautiful illustrations.  

Then, the students created their own graphic organiser using the app Popplet. They used the pictures and information they had gathered to discuss the connections they made and explain the concepts they had uncovered. 

We continue to wonder about other ecosystems.
– How are they different from one another?
– What animals live and thrive in these habitats?
– What is our responsibility in protecting these ecosystems?
– Why is this important?

Next, we read the story ‘Where’s the Elephant?‘ by Barroux. This picture book is about a game of hide-and-seek that takes on a new dimension as a growing city encroaches on the jungle the animals call home.

The students spoke in detail about the pictures, and the messages conveyed through them. They shared the feelings the story evoked and why they fest that way.
– I feel sad because the animals have no home.
– I am worried that the jungle near my home in Germany would be cut down like that.

The students used shared their thoughts on ‘EXIT Tickets’ a the end of the read aloud.

This powerful text helped the students discuss concepts about change, impact, habitats and responsibility.

BIG IDEAS:

  • Eunseong “Protect the environment.” (Responsibility)
  • Seungje “Don’t destroy nature because bad things can happen.” (Causation)
  • Chanwoong “If you cut down the trees then plant the same amount of trees.” (Responsibility)
  • Carlotta “Cutting trees destroys animals’ homes.” (Causation/Impact)
  • Reggie “If you cut down trees then the species of animals might die out.” (Extinction)  

After listening to the story, we noted the different things that we found interesting, important, or insightful. We used the Thinking Routine ‘CSI‘ to help us distil the essence of ideas non-verbally.

  • Colour – we chose a colour that we felt best represents or captures the essence of a key idea.
  • Symbol – we chose a symbol that we felt best represents or captures the essence of a key idea.
  • Image – we chose an image that we felt best represents or captures the essence of a key idea.

The students shared their ‘CSI’ with peers and discussed the key ideas that resonated with them.

Our journey continues… 

Colour Symbol Image Template

Nature Walk

Theme: Sharing the Planet
– An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things.

What do you notice?

What do you wonder?

  • Hannah “We were looking for interesting things in nature.”
  • Kavel “We were observers.”
  • Carlotta “We were making connections with things we have not seen.”
  • Chanwoong “After writing we came back to class and airdropped the photos to Ms. Shemo so that we can make the movie.”
  • Elena “We went outside and got some markers, pencils and papers and we looked around the place and looked for things that were interesting. we took a picture and wrote 10 interesting things we saw about it.”
  • Sky “We took photos to know what we are writing about.”
  • Changhyeong “Because there are small plants and we are making it bigger on the iPad.”

Next, we sat down to share our 10 observations with class buddies. We used the thinking routine Ten Times Two to help us observe with quiet eyes. The students continued to add to their observations, looking at an imagine/object from multiple perspectives. 

Then, we used twine to look for ‘connections‘ that exist between the objects we had photographed. The students explained why they were connected.

  • Soil is needed to make the plant grow. 
  • Some bugs eat stems, the woody bits.
  • Bugs live in woody places (barks of trees).

BUT…

What if there was no more soil or wood? The students who would be affected (based on their pictures) sat down to visualise this impact.  

  • All of us need soil for our plants to live!
  • I (bug) have no home to live for the Winter. I will die!
  • The flowers will die too because they need leaves to grow.
  • And plants need leaves for shade.
  • Bugs eat leaves so bugs will die. 

BUT…

What if there were no more snails? Again, the students who would be affected (based on their pictures) sat down to visualise this impact.  

  • The snails will get parts of our plants and spread seeds around. 
  • The bugs will die if there were no snail shells for them to hide in the Winter. 
  • Everything needs other things. 

The students discussed the impact different species and plants have on each other. 

We wondered how these connections can be observed and documented. The students used post-it notes and string to connect and document their observations.

They included questions they had using a different coloured post-its. 

Next, we began to document our wonderings. We decided what concept they would be about. The students helped explain the ‘concept’ in their own words. 

Natures Treasures

Online Learning

Focus:Observation, Creativity, Thinking Skills, Communication Skills

We have been observing nature and wondering about the trees around us. 

I went on a walk and found a leaf skeleton. I am wondering about trees🌳🌲🌴 and their leaves🌿🍂🍀. How are leaves different or the same? How do leaves and trees ‘change’ over time?

An invitation from the Atelier with Ms. Anna Mila:

Yesterday I went on a treasure hunt. I looked for what treasures I could find outside. I had help from Ms Karen, Ms Shemo, Ms Tasha and Ms Victoria. Everyone found something and I thought carefully about what I wanted to create. I looked at the sticks I found and started to arrange them. Next I decided to tear Ms Tasha’s orange peels into smaller pieces. They reminded me of leaves in the fall. Ms Shemo had found beautiful leaves that had worn away until they were just skeletons. I loved how they looked against the black paper and reminded me of winter. Ms Karen found tiny pinecones so I added them to make my tree more full. Ms Victoria had found beautiful blossom petals which reminded me of spring so I put them on the bottom. While I was making my community tree I thought about the life cycle of trees and the seasons we all go through. I found items that represented each season except summer. Summer is on its way and I wonder what I will add. What would you add to represent summer?

This invitation encourages children to:

  • express themselves creatively
  • enjoy a variety of visual arts experiences
  • select tools, materials and processes for specific purposes
  • use imagination and experiences to inform their art making
  • create artwork in response to a range of stimuli

Approaches to Learning (ATL’s)

Research Skills

  • use all senses to observe and notice details
  • notice relationships and patterns
  • exploring quantities, comparing size and shapes

Beans in a Pod

Online Learning

Focus: Thinking Skills, Communication Skills
Mathematics: Estimation, Number

Numbers are a naming system, numbers can be used in many ways for different purposes in the real world. This invitation encourages estimation, problem-solving and discussion.

  • What do you wonder?
  • Estimate how many beans are in each pod.
  • How many beans would there be altogether? How do you know?
  • What do you wonder?
  • Estimate how many beans are in each pod.
  • How many beans would there be altogether? How do you know?

Through this provocation we can:

  • explore number names
  • explore quantities
  • estimate
  • understand the terms more, less same as
  • problem-solve

The Food We Eat!

Online Learning

Focus: Research Skills, Thinking Skills, Communication Skills, Self-management Skills

The food we eat may vary in colour, texture, flavour and nutrition. Where does our food come from and how might our food change over time? Here is a story to help us think about the different food we eat.

Click HERE to read the story.

Inquiry Invitation #1:

How are the foods you eat the same, or different?

You can choose to explore one or more options:

  • Take a picture of your meal, what do you notice about the food you eat? Share your observations.
  • Have a look in your refrigerator, what do you notice about the foods you eat? Document and share your observations.
  • On your next family visit to the supermarket, observe the different food you choose to buy. Document what you observe using paper and markers or take a photograph(s) to share what you notice.

 

Inquiry Invitation #2:

What happens to food over time?

How might we observe and document what we notice?

  • Choose a variety of food to observe over time. A few choices may be oranges, lemons, bananas, apples, green vegetables, pumpkin, kiwi.

 

Inquiry Invitation #3:

“As long as materials can be moved, redesigned, put together, and taken apart in a variety of ways, they are classified as loose parts.” – Simon Nicholson, 1971 (Founder of the idea of Loose Parts) 

Loose parts are any collection of natural or manmade objects that can be used to extend and further ideas in children’s play. They are open-ended materials that can be moved, combined, taken apart and redesigned.

How might we use food as loose parts?

  • Create a piece of art using a variety of loose parts. You may want to use dried orange peels, egg shells, pasta, seeds, spices (star anise) as loose parts. Take a picture and share your creation. Be conscious of food waste.

 

Inquiry Invitation #4:

Ms. Pam, Ms. Victoria, Ms. Hannah and Mrs. Karen decided to make a ‘Rainbow 🌈 Breakfast’!

What do you notice about the foods they chose to use?
How did they sort the different food?

  • 🌈How might we make a rainbow meal? What foods would we use and how might we prepare it?
  • 🌈Share the process of creating your rainbow meal using paper and markers, photographs or video. 

Click HERE to read this book.

What are some questions you might have about the food we eat?

Share your thoughts and observations…

Approaches to Learning (ATL’s) 

  • observe carefully
  • seek information, ask or express through play questions that can be researched
  • gather information from a variety of sources (people, places, materials, literature)
  • record observations, use mark-marking to convey meaning (drawing)
  • express oneself using words and sentences, participate in conversations
  • choose and complete tasks independently

Trees

Online Learning

Focus: Communication Skills, Research Skills, Thinking Skills

“Trees have developed an intelligent way of living that means even though they always stand still they can feed, reproduce, communicate with each other, defend themselves, and even play together.” – Reggio Children

The weather in Nanjing has changed over time. How do these changes affect the trees?

I saw these trees during a nature walk. 

  • 🌳 What do you notice?
  • 🌳 How would you describe the trees?
  • 🌳 Do trees look the same all year round? Why or why not? Does it change? When do they change? Why or why not?

Let’s read the picture book ‘Tap the Magic Tree’ by Christie Matheson to explore change and growth.

I wonder what you notice about the trees around your neighbourhood. You might want to go on a nature walk to learn more about the trees.

While at school, we have learned that observing like a scientist and drawing what we see can support our knowledge. It also helps us share our understandings. Drawing can encourage us to observe carefully to notice patterns and connections, while developing curiosity and an appreciation for the world around us. 

Inquiry Invitation #1:

  • 🌳 choose a tree and observe it (this can be a tree in your own neighbourhood or in a picture book). Notice the different parts of the tree, the textures, the fragrance
  • 🌳 choose a tree or trees to draw
  • 🌳 take a picture of your favourite tree (you might want to tell us why that is your favourite tree)
  • 🌳 use paint to share your observations about trees
  • 🌳 share your drawing, painted picture or favourite photograph with us!

Felix and his family went on a bike ride to ‘Skyways’. They saw two trees that looked pretty strange! One even had a number 🤔. 

Click HERE to read the book.

Click HERE to read the book.

Inquiry Invitation #2:

  • 🌳 choose a tree and observe it (this can be a tree in your own neighbourhood or in a picture book). Notice the different parts of the tree (bark, branches, leaves, fruits, flowers) the textures (rough, smooth, prickly)
  • 🌳 re-create a tree using any loose parts you have around you (leaves, twigs, stones, seeds, shells, Lego, fabric)
  • 🌳 take a picture of your creation and share it with us!

🌳 EXTEND: How many different loose parts did you use? How many of each item did you use to make your tree? 

Inquiry Invitation by Ms. Anna Mila (Atelier) #3:

Do you remember this artist? 

Piet Mondrian

His name is Piet Mondrian and he was an artist that painted thousands of paintings. One of the things he painted again and again was trees. Sometimes artists become very interested in one idea. They paint the same thing again and again, experimenting with different colours and techniques. This is called a series. Mondrian also painted a series of trees over many years. 

Images from Wikiart

Inquiry Invitation by Ms. Anna Mila (Atelier) #4:

This first tree is painted by Wassily Kandinsky.

Artists give their paintings names. This painting is called “Tree of Life”. It is by an Austrian artist called Gustav Klimt. Why do you think Gustav Klimt gave this painting this name?

This tree painting is also by Klimt. In this painting, Klimt paints from a different view or “perspective”. He also decided to paint it in a more realistic style. In this painting, Klimt decided to focus on the trunks of the trees. Artists think carefully about perspective. They think carefully about what their painting will show and if it will include everything or only some things. This painting is called “Birch Forest” and it is from a perspective that makes you feel as if you were right in the middle of a forest.

This painting is by a famous French artist called Claude Monet. It is called “An Orchard in Spring”. Notice the perspective he decided to use. In this painting he stood further away than Klimt did in the previous painting. Why do you think he made that choice?

Artists are often inspired by the seasons. This painting was also painted in spring. It is by a famous Dutch painter called Vincent van Gough. It is called “The Pink Peach Tree”. He also stood further away and made sure to paint the entire tree. That was the perspective he wanted to use. We have been talking about how artists use colours. Notice the colours in this painting. How do you feel when you look at it?

This painting is by a Chinese artist by the name of Qi Baishi. He called this painting, Bird and Magnolia. Notice the lines in his painting. Notice how he used colours.

Images from Wikiart

When I first moved to Nanjing, I noticed the beautiful trees. We arrived in the spring and this was one of the first trees that made me smile. This tree is a Magnolia tree and it inspired the previous artist’s painting. Take a look at the picture and compare it. Do you think it looks the same or different from the photograph? Notice the perspective I used when I took the picture.

🌳 I wonder what tree will inspire you.

Approaches to Learning (ATL’s)

Research Skills

  • data gathering and documenting (drawing, photographing)
  • gather information from a variety of sources (people, places, materials, literature).
  • use all senses to observe and notice details
  • record observations—drawing, using emergent writing skills, when possible, annotate images
  • evaluating and communicating
  • notice relationships and patterns
  • exploring quantities, comparing size and shapes

Leaves

Online Learning

Focus: Thinking Skills, Communication Skills

Mathematical Concepts: Similarities and Differences, Pattern, Symmetry, Shape and Measurement  

  • What do you see in the world around you?
  • How might we use these materials and natural resources to express our creativity and thinking?

Let’s go on a nature walk to see what we can learn… 

The story ‘Leaf Man‘ by Lois Ehlert will be shared in this video story. 

  • What do you notice about the leaves? 
  • How are they the same? How are they different

You can choose to do any (or all) of the following with your leaves:

  • Create your own leaf man. Tell us about your creation. 
  • Draw a leaf (or leaves). Remember to observe and document like a scientist, details are important.
  • Measure a leaf. Use different materials such as bottle caps, Lego or stones to measure the length or size of your leaf.
  • Sort the leaves into groups. How will you organise your groups? By shape? colour? size? 

 

Jiwon had a great idea. She decided to create her own pictures using leaves. She chose different coloured paper to draw the leaves. The leaves had different shapes. She was mindful of how she held the pair of scissors as she cut out her shapes carefully.

Leming went on a leaf hunt. He found many different leaves. They were different in colour AND in shape!

Approaches to Learning (ATL’s)

  • Observe carefully.
  • Sort and Organize information.
  • Record observations—drawing, charting, tallying
  • Notice relationships and patterns.
  • Present information in a variety of modalities.
  • Express oneself using words and sentences.
  • Use mark-marking to convey meaning.
  • Demonstrate persistence in tasks.

Bean Sprouts

Online Learning

Focus: Communication Skills (Literacy), Self-management Skills, Research Skills   

Mung bean sprouts are a vegetable grown by sprouting mung beans. We can add them in our soups, stir fries and salads.

Here is a story about a little boy named Jack. Jack has some magic beans! What will happen when they start to grow in his garden? Watch and find out!

Let’s try to grow our own mung bean sprouts!

Follow the instructions in the video to make your own.

Remember that they need plenty of water to grow!

Here are some other suggestions:

@M the Scientist explains and demonstrates the process!

“I want to make the mung bean sprout. I use these materials: mung、gauze、plastic case and water. I need to wait.”

@M the Update…

I have  been documenting the growth my ‘Mung Bean Sprouts’. I kept a journal to record my observations. Note the calendar in the background to see the daily updates!!

@B the Gardener:

Listen to the instructions and then follow them carefully to grow your own bean sprouts. Remember to make sure your mung beans have plenty of water!

@B DAY 7:

@Ms. Shemo Day 3:

@Ms. Shemo Day 7:

Day 7

Sarah:  Day 7:

Sarah has been taking care of her bean sprouts over the past week.

Approaches to Learning (ATL’s)

 

  • observe carefully.
  • give and follow instructions
  • test generalizations, strategies or ideas
  • express oneself using words and sentences
  • choose and complete tasks independently

The Story of Paper

The children gathered around Ms. Ai to create boats using paper from the recycled box. They were curious and wanted to see how pieces of paper can be turned into something new and exciting.

Some children created musical instruments using different types of paper.

A Piano

They made maps, iPhones, games and money using paper and card.

A computer with lots of buttons.

Learning Outcomes:

  • engage with, and enjoy a variety of visual arts experiences.
  • use their imagination and experiences to inform their art making.
  • create artwork in response to a range of stimuli.

Noticing the children’s interest in paper, Ms. Tina decided to share some examples of paper art . The children then sorted out different paper to use in their creations. 

Ms. Anna Mila used a video to show the children the process of how paper is made. The children asked to watch the video repeatedly, asking insightful questions about the trees. They made great observations about the paper making process.

After we watched the video and read some books about how paper is made/recycled, we went into the atelier to make paper.

First, the children needed to rip up scraps of previously used paper.

Then, they needed to add lots of water.  

Then, they needed to blend the paper into a pulp.

Next, it was poured into a bin with water that had a screen in it. The children needed to pour the pulp into all corners, covering the whole screen as evenly as possible.  

This part of the work took great concentration and strength.

Sometimes the children noticed that they needed to add more paper scraps.

After the paper was poured, the screen needed to be lifted up carefully and then placed on a drying rack so that the pulp can dry, creating paper.

When the paper pulp on the mesh had dried, the children carefully lifted it off the drying racks. They were excited to see their own paper!

They sat around the tables with their own sheet of recycled paper and paints, excited to the create yet a new piece of art.

We wonder, what other materials and objects can we recycle?

Concepts: change, purpose, responsibility, creativity, connection, conservation, causation, changes of state, production.  

Learning Outcomes:

  • select tools, materials and processes for specific purposes.
  • understand the impact of simple actions on their immediate environment
  • understand that resources are necessary to meet the needs of living things
  • develop enthusiasm and respect for nature and Earth
  • develop care and concern for Earth and its environment

Approaches to Learning (ATL’s)

  • listen actively and respectfully to others’ ideas and listen to information.
  • ask for clarifications.
  • interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
  • express oneself using words and sentences.
  • participate in conversations.
  • be aware of own and others’ impact as a member of a learning group.
  • follow the directions of others.
  • demonstrate persistence in tasks.

Props… continued…

We continue to work on our project for our performance ‘The Little School of Horror‘. The children add leaves on the ‘Eating People Flower’. The children cut out different shapes of leaves and put them inside and outside of the plant.

Then, they decided to add blood on the plant because “The plant has eaten many people”. They wanted the blood to be ‘really scary’.

Next, they added sharp teeth inside the plant to make it even more scary.

Michelle got into the plant (box) and tested it to see if it was big enough for one person.

Throughout the process, the children demonstrated how they can choose and complete tasks independently, while sharing responsibility for decision-making. It was evident that they can be persist while engaging in their projects.

We are learning how to:

  • engage with, and enjoy a variety of visual arts experiences
  • select tools, materials and processes for specific purposes
  • use their imagination and experiences to inform their art making
  • create artwork in response to a range of stimuli

Stay tuned for our next steps…

The Plant

The children have been talking about plants. They wanted to create props for a ‘show’. Felix and Tyson decided to use clay to create the insect eating plant.

Tyson “And this one is die. This flower eat him and he die.”

Felix “The plants eat insects to live. Or they will die. They eat it with their mouth. The white ones are the teeth. Look, he opened his mouth! He is ready to eat an insect because he opened his mouth. I am just putting it in and the squishing it because then it standards upwards (describing the process he is using the create the stem for each plant).

Tyson “He is ready to open his mouth. His flower eats butterflies. This flower eats, like to eat bees.”

Felix “Because butterflies are just caterpillars. They are the ones that eat insects not people.”

We are learning how to:

  • engage with, and enjoy a variety of visual arts experiences
  • select tools, materials and processes for specific purposes
  • use their imagination and experiences to inform their art making
  • create artwork in response to a range of stimuli

Carnivorous Plants

Ms. Tina had read a book titled ‘Who Eats Whom‘. Michelle wanted to make her own book about ‘food chains’. She drew a picture of a plant that eats people, while working on her latest book. Her plant had teeth!

We then visited Ms. Hannah’s class. She has a strange plant in her class. Ms. Hannah talked to the children about the plant.

This plant eats insects!! We had some tiny earthworms and the children wanted to feed the plant. They were excited to see how the plant eats the worms.

Why do the plants eat these insects?

We wonder…

Research Skills

Formulating and planning

• Ask or express through play questions that can be researched.

Data gathering and documenting (audio recording, drawing, photographing)

• Gather information from a variety of sources (people, places, materials, literature).

• Use all senses to observe and notice details.

 – Approaches to Learning (ATL’s)

Is it getting bigger? (updated)

21 November, 2019

How do we know our plants are growing?

  • Felix “Because we know it’s big. Because it’s green. Before it was black. Seeds were in the earth. Bigger.”
  • Michelle “Big and big and big. We water and sun” Michelle stretches has arms out and shows us how the plants have got taller.

But how do we know how big it has become? What can we use to measure this?

Felix “We need a measure band.”

What is that?

One child reaches for a number line to show us what a number line might look like.

That is very big!

  • Nina “We can use the paper and cut.”
  • Michelle “We can make it too long and put it. We do ‘0’ and ‘10’ here.”

Felix takes a marker and begins to write numbers on the whiteboard along the stem of the plant to show us how we might write the numbers down to measure the plants.

Michelle writes all the numbers zero to 10 on the board to show us how the tape can be used.

The students were invited to make their own number strips to measure the growth of their plants.

We gathered to talk about how we might create the number strips. The children made suggestions about the steps we should take.

We wrote and drew the steps we need to follow.

Then, we followed the instructions to create the ‘measure bands’.

Concepts: growth, change, measurement, number, impact, connection 

The ‘Measure Bands’ we created were made out of card. We were worried about the bands being exposed to water and getting wet in the rain. The children suggested wrapping them in a plastic sleeve. They worked together to solve that problem.

 

2 December,  2019

It was time to measure how tall or long our plants were. The children have been creating their own tool to check these measurements. They have named them ‘The Measure Bands’. While documenting their observations, the children used many literacy and numeracy concepts. They are learning that numbers can be used in many ways for different purposes in the real world, that numerals represent a specific quantity and that objects have attributes that can be measured using standard and non-standard units.

The children are exploring mark-making and know that it carries meaning, while using symbols and drawings to record their observations.

Approaches to Learning (ATL’s)

 

  • Observe carefully.
  • Use discussion and play to generate new ideas and investigations.
  • Seek information.
  • Record observations—drawing
  • Analyse and interpret information.
  • Present information in a variety of modalities.
  • Listen actively and respectfully to others’ ideas and listen to information.
  • Ask for clarifications.
  • Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
  • Express oneself using words and sentences.
  • Participate in conversations.
  • Understand symbols.
  • Understand that mark-making carries meaning.
  • Use mark-marking to convey meaning.
  • Document information and observations in a variety of ways.
  • Choose and complete tasks independently.
  • Follow the directions of others.
  • Share responsibility for decision-making.
  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

The Potato

Ms. Shemo’s husband had given her a strange vegetable.

  • Sarah “Is it a tomato?”
  • Felix “No, not tomato.”

The children passed the vegetable around.

  • Bruce (speaking in Mandarin as Sarah translates) explained that he has this vegetable at home. He has it in grandma and grandpa’s house. His grandma likes to eat it.

  • Felix “It’s potato.”
  • Charlotte “Not potato! Potato is red! This is yellow!”
  • Felix “Potato! Tomato is the red one.”

Everyone was happy with the explanation. The children looked carefully at the potato, it was sprouting from the top.

  • Sarah “It smells like potato.”
  • Sebastian “Yeah!”

Teacher “What is happening to the potato?”

  • Sarah explains that she thinks the little pieces on the top of the potato are going to become stems and leaves, just like the plant.

We looked carefully at the plant.

 

Bruce explains that the plant is stinky, just like the potato.

  • Felix “It is the same (both potatoes). Because you just have to pull the plant out. Maybe there are coming more potatoes!”
  • Sarah “No, this looks like a pear. Because it’s green. A green pear.”

  • Nina “I think this is like a potato. Because it is growing up.”

Ms. Shemo “We don’t have enough space for this plant in our home. Is there a place where we can grow this in school?”

  • Charlotte “YES! Outside! Where the broccoli is growing!”

The children decided that they could help to plant the potato in the garden plot.

  • Felix “First you have to pull it out and then put it in the other earth.”

The children talked about how much water the plants need.

  • Felix “We should not put too much water or the plants will die.”

Next, the children helped plant the potato and the potato plant in the garden plot. We will continue to care for them as they grow.

Plant Journals

The children have been busy at the garden plot, planting seeds and creating signs.

They have been watering the plants each day and were very excited to see some of the seeds beginning to sprout.

A group of children were preparing to create journals to record the growth of the plants. Today we learned how to make our own books by choosing paper, folding it neatly and then using the long arm stapler to hold the pages together. We all had a turn to practice making our own books.

We then set out to the garden plot with our journals and began to document what we noticed.

Some children observed the growth of the plants and others talked about the needs of plants as they grow.

The children were careful to include details such as the soil, and the plots created for the purpose of growing.

The children talked about their observations as they drew their pictures. They challenged each other’s ideas as they documented their observations.  

We will continue to care for our plants, observe and document how they change as they grow.

Approaches to Learning

Communication Skills

Listening

  • Listen to information.
  • Listen actively and respectfully to others’ ideas.

Speaking

  • Express oneself using words and sentences.
  • Participate in conversations.
  • Negotiate ideas and knowledge with peers and teachers.

Reading, writing and mathematics

  • Understand that mark-making carries meaning.
  • Use mark-marking to convey meaning.
  • Document information and observations in a variety of ways. 

Research Skills

Data gathering and documenting

  • Use all senses to observe and notice details.
  • Record observations—drawing, charting, tallying—using emergent writing skills, when possible, to write comments, annotate images, and so on. 

Self-management Skills

Organization

  • Follow the directions of others.

Perseverance

  • Demonstrate persistence in tasks.

A Learning Journey – SEEDS!

A group of children visited the garden and came up with many ideas about growing. They wanted to plant apples, flowers and bananas. They also drew pictures to explain what plants need.

  • Michelle “We want to draw the picture.”
  • Charlotte “Seeds.”

Although the children were excited to grow their own plants, they were not sure how to get started. They had many questions about growing. They went to Ms. Hannah to learn more about seeds as she is the ‘growing expert’ in the EY.

  • Michelle “We look in the seed in Sarah’s (K1B) room, nobody can see, we can see.”
  • Charlotte “This is too many seeds. Have tomato seeds and broccoli seeds.”
  • Sarah “Seeds.”

  • Sarah “We have sunflower seeds and tomato seeds, and broccoli seeds, and cucumber seeds.”
  • Felix “And salad seeds.”
  • Charlotte “茄子.” [Eggplant.]

  • Michelle “我们想要种一些种子。” [We want to plant the seeds.]
  • Sarah “我们需要浇水,还要一些太阳。” [We need water and sun.]

  • Felix “I hold some seeds. Plant them. Soil, water and sun. We have to dig in, and then put it in. We need dig in more down.”
  • Michelle “我们要挖一点点,不能太深,不然种子不会发芽,种子会死,它就不会长大。” [We have to dig a little bit, otherwise the seeds won’t shoot. They will die and won’t grow.]
  • Charlotte “如果太深的话就长不大,因为喝不到水还有阳光。” [If you dig too deep, they won’t grow, because they can’t get the water and the sun.]

  • Jiwon looks at the seeds, “The black seeds grow and become the food we eat? If you mix the white seeds with pink, will the pretty pink flowers bloom? White, mixed with red seeds in the delicious strawberries which will be brought up?” [translated from Korean]

The children received different seeds from Ms. Hannah. She also provided the children with lots of useful information about plant growth. When the children came back to class, some students helped document the information they gathered.

1 tomato 2 salad 3 sunflower 4 cucumber 5 broccoli

 

  • Felix “I’m writing the things, like the sunflower.”
  • Sarah “Writing the seed.”

Some students helped make pop-up labels which will be inserted in the garden beds to help identify the different plants.

The children reflected on their learning journey and sequenced the events.

Next they shared their experiences with the whole class.

Sarah “就是一个小种子,如果人们给它浇水,出太阳,它就会发芽,然后它发芽之后会变成花。草和土,是因为生长需要土,这些草它也要土也要水也要太阳,它会长得像花朵一样大。” [This is a small seed, if you water it, and the sun comes out, it will shoot, then it will become a flower. Grass and soil, because it needs soil to grow. This grass needs soil, water and sun, it will grow as big as flowers.]

Felix “I draw the seeds and the soil and sun and rain. It was growing, so high like up to the wall. First, put the seed into the soil, then you going to put the soil on the seed, it’s going to rain, so the plant will grow. And the sun comes out, the plant will also grow.”

Charlotte “首先先有小草刚生长出来,然后有个人没看见小草就洒在小草上了,雨天来了,哗啦啦哗啦啦啦,然后扔了一个种子,又重新开始生长,然后又哗啦啦哗啦啦,然后晴天又来了,然后长成了一朵漂亮的小花。” [Firstly, the small grass come out, then somebody watered the grass without seeing it. It’s raining, ‘hualala’ (the sound of rain), then put a seed inside, it begins to grow again. Then ‘hualala’, then the sun comes out, then it turns to be a beautiful flower.]

Tyson “这里有太阳有种子长出来,之后就长了大大胖胖的种子,还有太阳出来了,还有小草长出来了。” [Here is sun, the seeds grow up and become big and fat. Then the sun comes out, and the grass comes out.]

Michelle “这个是一个东西,是水果,去看种子的东西,我们带了很多种子,我们去种种子,去农民伯伯那里种种子。我和Charlotte挖呀挖呀,然后我们浇水。” [This is a thing, it’s fruit. We went to see some seeds, we took some seeds, we go to plant some seeds. We go to the farmers to plant the seeds. Charlotte and I dig, dig and dig, then we have to add water.]

We have so many ideas, we are now ready to plant our seeds!

The Garden Plot

A group of children went out to visit the PreK-K1 garden plot.

  • Sarah “Leaves!”
  • Felix “Do you know what? You can eat theses leaves over here. I just tried one. And it smells like… Michelle, smell on it.”
  • Michelle “It is yummy.”
  • Charlotte “What’s this? You can eat it.”
  • Charlotte “I see little brown on in the green leaf.”
  • Sarah “It has a circle like big, big, big.”

  • Michelle “I can see. You can eat this.”
  • Charlotte “you can eat this leaves.”
  • Felix “Lucas and me, we put these ones just into the earth.”

What might we grow here?

  • Felix “Tomatoes or something. Strawberries.”
  • Sarah “Maybe carrots.”
  • Felix “Maybe chillies. Maybe apple trees?”
  • Nina “Flowers, pink and blue flowers.”
  • Michelle “Red flowers
  • Sarah “We need this one.” (pointing to the soil)

  • Felix “Earth.”
  • Sarah “Water.”
  • Felix “Sun.”
  • Sarah “More water and more sun.”
  • Felix “I can put the water.”
  • Michelle “Water, and sun and then grow.”

The group presented their ideas to the class.

  • Felix “We saw leaves and some plants. I wanted to smell the leaves. It smelled like spicy.”

Who grew these plants?

  • Michelle “I want to smell. Because I like it. These are like leaves and I smelled it. Sarah in K1B. I and Charlotte and Sarah and Nina know it.”
  • Sarah “This is a farmer who grew it.” (in Mandarin)
  • Sarah “It is a little bit this one. The green one. Tomatoes, carrots, strawberries and apples.”
  • Michelle “Banana.”
  • Felix ”Maybe cucumber. We need earth. The black earth.”

We wonder how we might grow our own plants and vegetables…

Approaches to Learning (ATL’s)

Thinking Skills

Analysing

  • Observe carefully.

Generating novel ideas

  • Use discussion and play to generate new ideas and investigations.

 

Communication Skills

Listening

  • Listen to information.
  • Listen actively and respectfully to others’ ideas.

Interpreting

  • Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.

Speaking

  • Express oneself using words and sentences.
  • Participate in conversations.
  • Negotiate ideas and knowledge with peers and teachers.

The Garden

A group of children took a walk in the garden to look for living things. They used their senses to carefully observe the different things around them.

  • Charlotte “Tree like triangle.”
  • Sarah “Like a Christmas tree!”
  • Tyson “That is Christmas tree!”
  • Yoochan “Small.” (referring to the small bush)

  • Michelle “No tree!”
  • Charlotte “Tree no leaves. 看这个老家伙,它太可怜了,它太老了。” [Look at this old guy, he is so poor. He is too old.]
  • Tyson “它快枯死了。” [It’s almost dead.]

We found a mint plant. We crushed the leaves and wondered about its beautiful fragrance.

  • Sarah “It smells like toothpaste.”
  • Charlotte “这是药膏树。” [This is toothpaste tree.]

  • Charlotte “三叶草。” [This is clover.]
  • Michelle “猫狗草。” [This Setaria viridis]

  • Tyson “很多花,1,2,3,4,5,6,7,8,910 。” [A lot of flowers, 1,2,3,4,5,6,7,8,910.]
  • Michelle “玫瑰花。” [Rose.]
  • Charlotte “玫瑰花是红色的。” [The rose is red.]
  • Michelle “也有白色的。” [There is also white.]

  • Sarah “茄子和青椒。” [The eggplant and green pepper.]

  • Sarah “这是胡萝卜,因为这里有个照片。” [This is carrot, because here is a sign.]
  • Charlotte “这是胡萝卜,因为胡萝卜的叶子是这样的。” [This is carrot because the leaf of the carrot looks like this.]

We found some bottles in the soil, we wondered what they are for.

  • Michelle “里面有水。” [This is water inside.]
  • Sarah “这里有个小洞,水会掉出来,给小草喝。” [There is a hole here, the water will go out and feed the grass.]

Tyson found a cool snail and a sunflower seed in the garden. He was very excited to show his friends.

As they walked around the garden patches they found more eggplants.

The children noticed that the eggplants are quite different, some are fresh, some are not.

  • Charlotte “上面都有黄色的,它快死了。” [There are some yellow things on it, it’s almost dead.]
  • Sarah “这个是帮助挂在上面的。” [This (the stem) helps the eggplant hang on the tree.]

They compared the different eggplants, looking closely at its shape, texture, colour and size.

  • Charlotte “这个长长的,弯弯的。” [This one is long and bendy.]
  • Michelle “这还有个很小的。” [Here is a tiny one.]

Michelle was very interested and did a great job of taking all the photographs to help us document the learning walk.

Michelle had previously stated that big trees don’t have flowers. On her walk she looked for evidence of her theory. She noticed that trees have flowers that differ in colour.

Trees with orange flowers.

 

Trees with white flowers.

Trees with yellow flowers.

Approaches to Learning (ATL’s)

Research Skills

Data gathering and documenting (audio recording, drawing, photographing)

  • Gather information from a variety of sources (people, places, materials, literature).
  • Use all senses to observe and notice details.
  • Record observations—drawing, charting, tallying—using emergent writing skills, when possible, to write comments, annotate images, and so on.

Evaluating and communicating

  • Notice relationships and patterns.

Plants

We gathered to talk about living things using a non-fiction text. The children were invited to share their thinking, their theories.

What are plants?

  • Michelle “I don’t see carrots. He is anything can eat carrot. I can eat. Leaf, I don’t eat because I don’t like it. Because my mummy and daddy say don’t eat leaf.”

Michelle is wondering why she cannot see the carrots.

  • Felix “I think it’s earth.” (referring to the soil)
  • Tyson “This is flower’s tummy.” (pointing to the stems)
  • Charlotte “Root of the plant. Trees have flowers. I think it’s going to be pink flower.”

 

What does it need?

  • Michelle “No water and sun. The flowers go down. Because no water. Turn down. People say no flower I want flower.”
  • Sarah “Need water, it will get tall. The leaf. I think sun.”
  • Felix “When there is too much water, then it goes down, the white things are holding the water then the plant don’t have too much.”

We talked about plants. Who eats them?

  • Sarah “Fish don’t like the leaf, fish eat fish food.”
  • Felix “The worms eat it.”
  • Felix “In Ms. Heidi’s room, fish eat the plants.”

Felix explained that the roots of plants cannot be eaten.

Charlotte and Felix had differing views about trees. Do trees have flowers?

We wonder where our inquiry may lead us…

Approaches to Learning (ATL’s)

Thinking Skills

Analysing

• Observe carefully.

Forming decisions

• Revise understandings based on new information and evidence.

Generating novel ideas

• Use discussion and play to generate new ideas and investigations.

• Make unexpected or unusual connections between objects and/or ideas.

Considering new perspectives

• Seek information.

• Practise some “visible thinking” routines.

Creating a Flower Arrangement

A group of students expressed an interest in creating flower arrangements. It was a way in which they expressed themselves.

A small group of students gathered around a table, there was a large box on the top of the table. The students were curious about what was inside the box.

Ms. Hannah opened a box carefully. There were some flowers inside.

  • Ruby “That’s very cool, I like this flower. Because expressing ourselves for flowers. In Australia, I have some sour stems of the flower. They are yummy.”
  • Sophia “I like to eat flowers.”
  • Lawrence “I like to eat flowers too.”

Ms. Hannah posed a question “Why are the flowers wrapped in a plastic bag?”

  • Ruby “Nobody can open it.”
  • Lawrence “因为拔出来有刺,会把教室弄脏。” [Because if you pull it out, it has thorns that will dirty the classroom.]
  • Zhisong “因为刺刺的。”[Because it’s spinous.]
  • Sophia “我同意。”[I agree.]

The students took turns to touch and smell the plastic bag that covered the flowers.

  • Lawrence “软的,湿的,青苔的味道。”[It’s soft, wet and has the smell of moss.]
  • Ruby “It smells like stems.”

Ms. Hannah carefully took the flowers out of the bag and placed them in a vase. She asked the students if the arrangement was nice or not, and why.

  • Lawrence “No.”
  • Zhisong “剪下来,因为太短会歪。”[Cut it off, otherwise it’s too short.]
  • Lawrence “这样不好看,因为歪了。”[It doesn’t look nice because it’s slanting.]
  • Ruby “I like it.”

The students explained that the stems were too long. Therefore, the flowers did not stand upright.

Ms. Hannah explained to the students how to cut off the stems and leaves nicely. She showed them two different ways of cutting the stems. The first was a vertical cut and the second a diagonal.

“What’s the difference? Why do we cut it like this?”

  • Sophia “一个尖的,一个不尖的,这个劈掉了。”[One is pointy, one is pointless. This one has been split off.]
  • Lawrence “为什么要斜着剪?” [Why do you cut like that?]

After a short discussion on why the stems were cut in a particular way, the students took turns to cut the stems and leaves.

One student cut off all the leaves of a flower. Ms. Hannah noticed this and picked the one without any leaves and another one with many leaves. She asked,

“What’s the difference?”

  • Ruby “Maybe it’s already broken.”
  • Lawrence “还有土壤,种子。”[And soil, seed.]
  • Sophia “叶子会死掉。”[The leaves will die.]
  • Ruby “I think if you put into water, it can still grow.”
  • Lawrence “叶子放水里会死掉,因为叶子在水面上有浮力。没有空气。空气就是风,一下小,一下大。”[The leaves will die if you put them into the water. No air. Air needs wind, sometimes it’s big sometimes it’s small.]

The students compared two flowers, the first had withered, and the second was a fresh new flower.

  • Ruby “This one is black, this one is not. They feel sick.”

“Why do you like to arrange flowers?”

  • Lawrence “我喜欢插花,剪花,还可以用来做手工。因为我本来不喜欢的,但是我看到我的姐姐剪花,插花,我就会越来越熟悉。我插花的时候想着姐姐会和我一起,我的心情是很开心的。”[I like arranging and cutting flowers, also you can do handcraft. I don’t like to do this in the beginning until I saw my sister was cutting and arranging flowers. I got more and more familiar with that. When I’m arranging the flowers, I feel like my sister is being with me, I feel so happy.]
  • Ruby “I like to play normal flower and also smell it because I like to eat flower. I like the sour. I like to cook it. We break the flower and put it in the pan then make sour juice. It’s super yummy. It’s like Batman drink! The flower is white and got the green stem. It has to be big and the small one. The small one is not ready. The big one is sour, and I like sweet and sour.”

Approaches to Learning (ATL’s)

Thinking Skills

Analysing

  • Observe carefully. 

Communication Skills

Listening

  • Listen to information.
  • Listen actively and respectfully to others’ ideas.

Speaking

  • Express oneself using words and sentences.
  • Participate in conversations.

Mushrooms

  • Ethan “它们不能吃,吃了会肚子疼。” “We can’t eat it, otherwise our tummy will feel hurt.”
  • Felix “I think this is a superman.”
  • Freida “I think it’s mushroom.”
  • Alejandra “This is we can’t eat it because it’s not wash. If we eat, tummy hurt. We need wash and cook.”
  • Amber “我觉得是蘑菇。切切切,洗一洗,煮一下,然后洗手吃掉。” “I think it’s mushroom. Chop, chop, chop, wash, wash, wash, and cook it. Then we wash hands and eat it.”
  • Ruby “Sometimes you touch the mushroom in the forest, your finger hurt.”
  • Jiwoo “Small one.”
  • Nicolas “I’ve seen on in the forest. I have one mushroom at home. I was thinking we could eat it.”
  • Ruby “I hold it gently. Then we bring it home and we wash it and cook it and then we eat it.”
  • Felix “I think this we need a map.”
  • Alejandra “If we open the cap, the white and black fall down.”

https://twitter.com/NISPreKK1/status/1061838105945067520

We are wondering…

  • What does it feel like?
  • Can we eat them?

The students drew pictures and created stories about mushrooms. 

Nicolas “I made a story about mushrooms. There are different shapes of mushrooms. Animals eat mushrooms, and when they finish, they have many shapes. I’ve seen mushrooms in the mountain, dinosaurs live there. And when the mushrooms grow up, they become apple trees.”

Jiwoo “Mushroom! Big mushroom, small mushroom!”

Thinking Skills

Analysing

• Observe carefully.

• Synthesize new understandings by seeing relationships and connections.

Generating novel ideas

• Use discussion and play to generate new ideas and investigations.

Considering new perspectives

• Seek information.

Research Skills

Formulating and planning

• Ask or express through play questions that can be researched.

Data gathering and documenting (audio recording, drawing, photographing)

• Gather information from a variety of sources (people, places, materials, literature).

• Use all senses to observe and notice details.

Communication Skills

Listening

• Listen to information.

• Listen actively and respectfully to others’ ideas.

Speaking

• Express oneself using words and sentences.

• Participate in conversations.

Strawberry Jam

We went on a trip to a strawberry farm.

We picked many juicy ripe strawberries. Our baskets were full!

We brought the strawberries back to school. Ms. Angie helped us make strawberry jam!

  • Mia “我们可以做草莓酱。(We can make strawberry jam.)”
  • Lawrence “太脏了。(It’s too dirty.)”
  • Ruby “It looks like yucky strawberry.”
  • Lawrence “Ms. Hannah, 为什么我的草莓不粘了? (Why isn’t my strawberry sticky?)”
  • Reggie “ We need to mix around and squash it.”
  • Tyler “我觉得这个饮料会很好喝。(I think this drink will be very delicious. )”
  • Mia “看这个叉。(Look at this fork.)”
  • Hannah “看我的叉叉,我先压,然后你再压。(Look at my fork, I press first, and then you press.)”
  • Mia “我们是医生,医生就是这样做的,护士也来帮忙。 (We are the doctors, the doctors do it this way, and nurse help too.)”
  • Hannah “Mia, 不要压在我的叉子上。 (Mia, don’t press on my fork.)”
  • Ryan “Look at mine! It’s so hard.”
  • Hannah looked at Mia and said… “Mia,你要把手放在碗上,这个碗就不会倒了。(Mia, you need to put your hand on the bowl, so the bowl wont tip over.)”
  • Lawrence “看我们草莓有多脏吗? (Look how dirty our strawberry is!)”

Mia saw one child eat the mashed strawberry from the table, so she told him not to eat it.

  • Mia “ 吃生的草莓会生病的。 (Eating the raw strawberry will make you sick.)”
  • Alejandra “我们的太少了,我们要多一点。 (We have too little, and we need a bit more.)”
  • Cornelis “We need to mix it really fast.”
  • Amber says to Yusei “Fast Yusei! Go fast!”
  • Cornelis “This is amazing, right Abby?”
  • Abby “Right.”
  • Cornelis “We will make strawberry jam, and we will put it in the oven.”

The students then make scones to eat with the jam!

SLO’s

  • reflect on past experiences
  • make a plan
  • sequence events
  • explain a process
  • question to find out more
  • listen to others
  • build on others’ ideas

Flowers

We need to make some props for the ‘Arts Showcase‘. We need to create some ‘BIG‘ flowers. We had a discussion. We have seen flowers around us and can name some flowers.

We brought some books from the library, to help us with some ideas. We wondered what types of flowers we can make.

We decided to draw some flowers. 

Here are some of our ideas!

SLO’s

  • draw simple drawings to express what they see/study
  • have an appreciation of own environment and all living things in it
  • develop a sense of wonder and curiosity

Bug Walk

  • Teacher “What have you found?”
  • Cornelis “We found the water worms.”
  • Kai “They look like worms.”
  • Cornelis “There are so many of them.”
  • Abby “I can see some too.”
  • Teacher “Why are they wriggling?”
  • Reggie “Because they like to move.”
  • Cornelis “I think they are swimming.”
  • Reggie “Here are the red wriggly things.”

  • Cornelis “Look what we found.”
  • Abby “I see a snail.  I see a snail shell.”
  • Teacher “Where is the snail?”
  • Abby “It went out, it’s eating a leaf.”
  • Cornelis “No the snail is hiding inside the shell.”

  • Teacher “Why are there so many holes in these leaves?”
  • Cornelis “That caterpillars came and ate them.”
  • Kai “This is a beetle.”
  • Abby “There are lots of them under the rock.”
  • Cornelis “It’s their home.”
  • Abby “They like to live under there (points to the ground).”

Cornelis “There are so many here, they are going deeper underground.”

SLO’s

  • how to take care of things
  • appreciation of own environment and all living things in it
  • a sense of wonder and curiosity
  • enthusiasm and respect for nature and Earth

The Silkworms

A group of students were observing the silkworms. They have been taking care of the worms and watching their growth.

  • Cornelis “They are growing. They are getting longer and longer and stretching.”
  • Kai “They are getting longer and longer.”
  • Franz “They are all the trees. If the silkworms eat all the tree leaves, then the tree like a ghost tree.”
  • Reggie “It’s a tree with no leaves.”
  • Reggie “There is a lot of poo in there. They got bigger. There is also a place for the poo and dried up leaves, and when it fills up we empty it into the bin.
  • Reggie “They are kind of lazy. Because they eat up to 2 leaves a day, because they are so hungry.”
  • Cornelis “If all the silkworms go on the branch, the bottom branch will break then there will be no more trees. If you put too many leaves with water the silkworm will die. They don’t like wet leaves.”
  • Reggie “You need to wash them and dry them and then give it to them.”
  • Ryan “Silkworms not like water.”
  • Amber [in Mandarin] “The silk worms came from the eggs.”
  • Reggie “I just saw a little bit of silk on mine.”
  • Cornelis “It means that is it going to climb on the trees. That guy is on top of the other! The long one is in the very private parts of the other! Look at all that POO! I think they are getting longer because they are going to get into their cocoon.”

SLO’s

  • how to take care of things
  • appreciation of own environment and all living things in it
  • a sense of wonder and curiosity
  • enthusiasm and respect for nature and Earth

Carrots!

K1A came in with invitations written in Chinese and English. They wanted to present us with the information they had collected during their research into ‘carrots‘.

We decided to reflect on what we already know about carrots.

  • Ruby “I like to eat it. They come from the vegetable shop.”
  • Lawrence [in Mandarin] “I saw carrots in a rectangle shape.”
  • Reggie “I like to eat carrots. They let you see in the dark.”
  • Alejandra [in Mandarin] “I like carrots.”
  • Amber [in Mandarin] “The carrots are like triangles. I like this one the best. My mum always fries the carrots.”
  • Ryan “The carrots look like rectangle shape. The front of it looks like a triangle.”
  • Cornelis “When the bunnies eat the carrots, they like to eat it most. The farmer feeds them. They like to eat it really fast. And then when it rains…”
  • Kai “…it will come on top of the carrots! I love them. I always eat them because I like them. Carrots come from the garden. You have to grow it with a seed.”
  • Michelle [in Mandarin] “Carrots, I eat all of them. They are orange. They come from the bowl we are eating.”
  • Yusei “Orange.”
  • Tyler [in Mandarin] “I like to eat the carrots. It tastes sweet. It is very healthy. You can grow up when you eat lots of carrots.”
  • Franz “I like to eat carrots because carrots are orange. The carrots are long and the rocks are big. They grow in the sand.”
  • Jasmine [in Mandarin] “I like to eat carrots because it is healthy. I share it with my big sister.”
  • Mia “Carrots are good, because I like to eat carrots. It is my favourite.”
  • Hannah “I like to eat carrots because carrots are yummy.”

What do you know about carrots?

Nature Walk

We went of a nature walk around the pond. We were on a mission to observe how the plants and trees around us are changing, as the weather has begun to change.

  • Cornelis “Maybe it is spring and all the leaves have changed colour.”
  • Abby “In winter they shrink.”
  • Mia “Look at the pink flower.”

The teachers encouraged the students to think about the changes they have noticed.

  • Cornelis “That bush turned into flowers.”
  • Ryan “Bees!” [Ryan noticed some small bugs flying around the tree.]

We wondered why there were bees [bugs]. Why did they come?

  • Ryan “Bees come and go.”
  • Cornelis “Bees collect the nectar and then it melts into honey.”
  • Hannah “This is bee’s house.”

We looked around to find the house.

  • Hannah “Bees like flowers.”
  • Franz “Bees visit it for honey.”

We looked around to see if we can spot any bees.

  • Franz “Bees are on the flowers.”

We decided to take a closer look.

  • Mia “It’s like little flies.”

We continued our walk. We noticed a small shoot growing at the base of a tree.

  • Cornelis “The tree is going to grow.”
  • Abby “The acorn is going to grow.”
  • Cornelis “It will take ages and ages to grow.”
  • Teacher “Why will it take ages?”
  • Cornelis continued to explain how plants take a long time to grow. “It will grow in the afternoon.”

We looked closer at the tiny leaves that have just begun to grow. We noticed how the tree was full of flowers but had very few leaves.

  • Reggie “It looks like cauliflowers.”

The students touched the flowers gently.

We will continue to observe the changes in our environment.

What do you notice?

The Garden

The students began to brainstorm ideas for the Early Years Production. The theme this year is ‘The Garden“.

They used pictures to express their ideas.

 

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