Sprouting Seeds

A few years back, I started to get into sprouting. There are lots of health benefits to consuming sprouted greens - not that my own children were too keen on that aspect!  However, the thrill of watching little seeds evolve each day was very exciting. I was inspired to bring the seeds in, and try sprouting with the JKs in the atelier. 

Recording scientific observations in the atelier!

At first glance, the handful of clover seeds weren't terribly interesting. We noticed that they were small, and they were yellow and brown. We soaked them in water to wake them up! The inquiry had begun. We wondered what would happen? Would they grow bigger? Would they turn into something else? Did they need light?

Clover seeds getting a soak!

We drained the seeds and let them sit in the sprouting jar overnight. There wasn't much change by the next day. We wondered: Maybe they needed more light? More dark? We gave the seeds a shower, but drained them well so they weren't soaking.

We covered the jar with a towel. Soon, the seeds were sprouting little white tails. We recorded our observations in our science journal page, and made predictions about what would happen next. 

Some little scientists predicted that the seeds would turn into :

beans

monkeys

gorillas

apples

oranges

flowers

grass

volcanoes

feathers

the sun

water bugs

Observations: I see...

Before we knew it, the seeds had developed a sprout and had tiny green parts at the end.

In fact, we could observe little green leaves emerging.

In our sun dappled atelier, observations are recorded.

The children were a little surprised to learn that the sprouts could be put into a salad, or in a sandwich or a soup garnish. We didn't actually taste test them, because there were days that the sprouts missed their "showers", and there was likely bacterial growth. But, if you're vigilant about rinsing your sprouts twice daily, they can make for a fascinating science experiment and a tasty treat!

Documentation panel

Thank you for visiting our atelier.

Setting the Stage

We were very lucky to be an audience for "Blues in the School" this week. Each morning we attended a performance by celebrated musical artists - some nominated for Juno Awards! Each presentation was quite different, and the children were exposed to some fantastic live music!

This experience transferred back to the classroom, as the children created their own centre to celebrate their learning and music appreciation. We brainstormed what resources we would need to create a centre. It was determined that we needed a stage and microphones. They were off to the races!

"GOOS" paper (Good On One Side), paint brushes, primary pencils, 

and laundry detergent lids were used to create microphones.

The stage was constructed using the big wooden blocks.

However, there was some disappointment that hammers and nails could not be used to make the stage more stable. The children presented me with the problem, and had a solution to suggest. Tape.

 Tape proved to be somewhat successful!

Abandoned microphone on stage

Once the stage was constructed, the children were eager to prepare more for their performances. Chairs were assembled and the audience fell into place! Some members of the audience provided percussion for the performances. In some cases, catering was provided by our class "kitchen".

A friend clapping and providing percussion

Performing at the "Blues" centre

The song "Strong Mama" draws an audience

The children continue to grab microphones and perform a variety of tunes, including:

Let It Go

Rock n' Roll Snowman

There Was a Moose

Twinkle Twinkle

Old MacDonald

 ... and our feature "Blues" song of the week: Strong Mama .

Creativity! A bin of child created microphones.

Grab a microphone from the bin, and click on the link above to 

hear Eric Litwin's song Strong Mama. Enjoy!

Thanks for dropping by the atelier.

Marvellous Mittens

With sub-zero temperatures gripping us, (and more indoor recess than we all wish to count!) who could pass up an opportunity to introduce the old folk tale, The Mitten.

While we enjoyed the story, the children thought that it was great fun bringing their own mittens inside the class, and exploring. In our "focus groups", various math manipulatives were set up and the children set to "work".

Length is measured using wooden cubes.

 

Non-standard units of measurement were used to calculate length, height, and perimetre.

Counting and spelling - the big reveal!

Height is measured using pattern blocks.

Perimetre is measured with alphabet beads. 

 

We also presented the children with construction paper mittens with curious little dots around the perimetre.

 



Mittens were decorated.

Yarn strands were placed on the carpet,

enticing the children to try their hands at sewing.

 

The stitches in one version of "The Mitten"

may have come loose, but not these ones!

Fine motor coordination fun

 

While the interest in mittens was still strong, we moved along to the "Three Little Kittens". We sang the nursery rhyme as a song, and we turned it into a drama. Cut-out mittens became another math inquiry as we created number sentences in circle.

 

Perspectives were explored when the number sentence looked different to a student on the opposite side of the carpet. The first number sentence is depicted above. With brilliant insight, a child proclaimed that the sentence could be read another way. They changed the location of the equal sign and the sum (4), as seen in the picture below.

Emphasis was placed on "equal", and that the same number be represented in some form, on either side of the equal sign.

This is a little advanced for Junior Kindergarten. However, when the interest is keen, we can't ignore it!

We continued to work on number sentences in our "focus groups". While the concept is advanced for some, other children in the group were counting and mastering their understanding of number. Everyone is learning at the perfect pace for them!

When number tiles and number sentence strips were placed out with other materials, we discovered that some of the children gravitated towards them, and made it part of their play.

We feel privilaged to work with a class full of children who honour themselves by pursuing their interests and inquiry.

Thank you for visiting the atelier.

Glorious Gingerbread

"You can't catch me, I'm the gingerbread _______!" (Insert: man, boy, girl, bear,...)

 

 

 These past few weeks, the children have enjoyed reading the many versions of the classic tale of a gingerbread cookie that jumps out of the oven and runs away. Element of story was explored as the children compared and contrasted the characters & setting, and character/problem/solution. They were quick to observe how the stories were similar or different. The stories have "played" out in a variety of ways in our classroom, and been an ongoing theme of interest.

 

Serving gingerbread, fresh from the oven

 

When I brought this huge box into school, I had anticipated that the children would use their imaginations and create a rocket. Before we knew it, the children were closing the flaps and jumping out while reciting the rhyme/song/chant from any given version of a gingerbread story. They turned the box into an oven - and they were the cookies!

 

Literacy was embedded at play. Not only were they practising rhyme, but they also added a sign to the oven to let peers know that it was hot! 

 Kid print.

 

Someone suggested that a timer be added. We found just the thing. I notice that someone must have have been "keeping time", as there are numbers written on the box. It always impresses me when I see that the children are using and representing numbers, in meaningful contexts.

Numeracy initiated in dramatic play.

 

 We recorded the rhyme/song/chant from the books on the oven, reinforcing an awareness that writing can convey a message.

 Exploring rhyme.

 

Gingerbread man, or pan?

 

When the children broke into focus groups one day, they met paper & stuffed gingerbread cookies, animal toys & puppets and various dolls & blocks as provocation for a story retell.  

"The gingerbread boy is going into the oven for 8 minutes.

This is the oven."

 

 

This small group created the bridge depicted in a few versions of the story,

and explained that they had created the path that the

gingerbread man was chased down.

 

 

"And the little old woman chased her gingerbread baby."

 

 When the story retell using props has run its course, story "maps" were available for the children to tell their version of the story, should they wish. Illustrations were used to support their retell and comprehension of the text. We offered to scribe their stories, and we were impressed at how the children transferred their knowledge and made use of sequence words : First, then, next and finally.

 

 

 

 

Story retell, using the flannel board.

 

Their hunger for play & learning inspires us. We are excited to see the direction the children will lead us in the new year! We wish you a Merry Christmas, Happy New Year and all the best over the holiday!

 

Thanks for stopping by the atelier!

Trimming the Tree

Our little tree sat at the front of the room for weeks. Unadorned, it waited patiently for me to drag out a bin of Christmas decorations. Green and red ornaments, and a long strand of silver garland awaited the children one afternoon. They quickly got to work, and cooperated with each while debating how to take takes, and how to 'balance' the tree. We stood back to take it in. Beautiful.

"We need a star."

The children found yellow construction paper and tackled that problem. We jogged our memories and recalled the morning when we practiced drawing stars on the white boards - way back when we were still learning to put the lids on the markers. The next task was to figure out HOW to attach a paper star to the tree. We had three stars, and three different ways were utilized. There were deliberations over how to display the stars. This too was solved - some are staggered, and some are visible from different angles.

But still more children wanted to decorate. Hmmm. Who could say no to more promising collaboration? A bin of lacing beads was lugged over. Several got to work sorting colours, while others sorted by shape, and others still created simple patterns. The tree is quite decorated now, and we have found the right balance so that it no longer falls over. This was a challange, and now nobody dares even sneeze near it!

Beautiful garland of AB patterns initiated

by the children 

And while some were sharing stories about their pet cats and Christmas trees (pure entertainment!), some children were keen to record the procedure we went through to create such a beautiful and festive sight. The steps were transcibed onto the large mobile white board.

We used "sequence" words: first, then, next, finally.

The children are hoping you will get a glimpse of the tree at the concert.

Thank you for dropping by the atelier.

Grumpy Grizzlies!

A while back, one of our friends brought in a birthday book to share with us, and it was non-fiction text on bears. Bears have weaved their way in and out of our days, and sit quietly with us in the reading centre.

More recently we have been reading stories about what bears do in various seasons, and singing/playing our song, "Grumpy Grizzly". Bears have also made their way onto the carpet for small world play.

 

Recently, we got on board with other classes who had planned a pyjama day. The children asked if they could bring in a stuffed animal too. Hmm. Opportunity knocked, and we welcomed their bears to come to school. We read a story titled: O'Reilly and the Real Bears, written by Dorothy Butler. It is a story about a stuffed bear who is dressed in clothing, and wants to know what it's like to be a "real" bear. He goes out in the woods and is taken in by a family of bears. He climbs trees and sleeps in a cave on a mattress of rocks. In the end, he misses his boy and returns home. He ditches the clothes and decides that a bit of exercise is good. 

We asked the children:

 

What would your bear learn if it went into the woods to be a "real" bear for a while?

 

Lots of ideas were shared:

 

"They'd eat berries."

"He would catch fish."

"They'd scratch a tree."

"He would growl."

"They would learn to hibernate."

"They'd learn to sleep on a bed of rocks."

 

 While the children were at gym, we got to work and transformed the classroom and relocated some bears.

 

 

 

 

The children were thrilled with the surprise, and created more bear caves of their own using sheets, shower curtains, blankets, and tunnels we borrowed from each of the other kindergarten classes. Tremendous fun! Some bears were learning to hibernate and slowing their heart rate! Some of the mama bears were getting ready to have cubs of their own!

 

And at the atelier, the children wanted to make more bear caves. We scrounged around and grabbed some supplies from the science centre and cupboard.

 

Pieces of moss, pine cones, twigs, leaves and milk weed adorned the pages to create a winter scene and den for a bear to hibernate in. In a box of odd and ends, I found a chunk of faux fur. The "bears" snuggled in for their long winter rest. No doubt, after such a busy and exciting day, the teddy bears and their keepers had a good rest of their of own at home.

 

Thanks for dropping by the atelier.