The Frog Class just finished an extensive study of marbles.  During their exploration, they gained knowledge in cause and effect, physics, balance, engineering and problem solving.

They began working with a wooden set with grooves and holes that they used to construct into marble runs.   Many students began bringing in other block materials to enhance their structure. We knew that their interest was building so we brought in a different marble set.

The second marble set that we brought into the classroom was a little more intricate and required more problem solving.  When they mastered this set they began to work in other areas.  We then knew that to further fuel this learning we should bring in an even more advanced set.

We were able to purchase a set that had multiple different pieces and involved a lot of planning to assemble it.  Their interest exploded!  Many of the students were spending all of their free play working with the marble sets.

The children played with this set for about a month.  They were really interested in making a marble run and then changing it up to do different things.

Their excitement and deep interest inspired us to further this learning.

One evening, a student was playing with a long tube.  He put a car inside of it and tilted it and was so excited to see the speed at which it barreled out!  He exclaimed ” WOW!  I want to put marbles in!”.  This is how the recycled material marble run began.  We brought in lots of things for the children to use and manipulate to create intricate runs.  Families donated recycled materials and children began to keep an eye out everywhere for things that could be used in the marble run.  They brought in chairs to create inclines and also attached string to hang the tubes from the ceiling.   They also taped the tubes, cardboard and cups to the wall.

This sequence of work went on for about three months.  We all enjoyed the process and excitement!

Teacher Leah

APRIL FOOLS!

On April Fools Day I wanted to ‘get them good’…

I told the children that we had just bought some brand new finger paint and I was really excited to try it out.

What they didn’t expect was that I tasted it!

They really enjoyed painting and EATING our ‘new’ paint!

WHAT!?

Thank goodness it was only organic vanilla pudding with food coloring!

We placed the pots in the windowsill, and watered them every day. The children watched as their peas grew bigger and bigger.

When the pea plants were big enough the children planted them in our organic garden.  They were planted at the base of the tee-pee so that they could grow up the sides.

Ethan chooses the ingredients that he wants to add to his egg to make Bee-Bim Bop.

Aedan enjoys eating while reading about Bee-Bim Bop.

Over the course of many days, Sean’s students learned that their ears can hear, their eyes can see, and their tongues can taste. The children were interested in learning more about our senses, so Sean planned a special circle time activity. Katelynn assembled the sampling dishes containing salt, sugar, and lemon juice.

Sean Introduces the flavors

When circle time arrived, the class joined together to review what our tongues can sense. When they had discussed our sense of taste, Sean gave each child a turn tasting the different flavors.

Aedan tries the first sample

The other children watched in fascination as their friends tasted these strong flavors! Some children made very dramatic faces, much to the other children’s enjoyment.

Jerren tastes while Baeden looks on with interest

After the circle time taste exploration, the children were very interested in discussing the flavors of their food during breakfast and lunch. Kaylyn, Katelynn, and Sean continued diologues with the children about taste and flavors by asking questions, encouraging further explanations from children, and talking about their own experiences of taste while eating. They also extended the learning through art projects related to our senses, reading books about our senses, as well as bringing up the vocabulary and concepts of our senses during dramatic play in the block and house area.

The discussion continues at snack time

This sort of curriculum planning is known as integrated emergent curriculu. Sean began his planning by observing the children in his classroom and establishing educational goals based on the children’s needs and interests. He observed that two and three year olds were interested in their bodies, but needed to build vocabulary to better understand what our sense can do. He planned curriculum over the course of several weeks, and as new interests emerged in the classroom he built further projects based on those interests. The integrated curriculum approach views children’s learning across all subject areas, and the talented teacher uses a project approach to introduce a concept that is interesting to the children while meeting educational goals in every subject area. This project covered science, art, language (both verbal and written), and social studies. The integrated project approach allows each child to learn important information at his or her own pace, and apply the knowledge to their understanding of the world around them. It builds life long learning skills, and a life long love of learning!

Tavi claps for his friends during circle

Another popular weaving activity involves pipe cleaners, and sometimes beads.

All materials are always available on nicely presented trays in the art area. CHildren are free to choose any art job that they feel like doing, take it to a table, and work on it for as long as they wish. This approach to art helps children build skills through their experiences with teacher-lead group work, and then apply those skills over annd over again during self-directed work.