One of the children asked us many times if we might try cooking the corn. We asked them how we should cook it. After a bit of thinking, they decided that their mom makes corn in the oven. We weren’t sure where this experiment might lead, but we thought it was certainly an interesting prospect.
The temperature and baking time were suggested by the experimenting student.
These cooked quietly in the science lab while we finished our choice time in the classroom. The children helped us set a timer so we wouldn’t forget to pull them out of the oven. Two students watched the timer carefully for the last 9 minutes.
When Miss. Davis brought them in, the pan was still hot. We noticed they didn’t look too different. We did, however, decide that we should keep them separate from the other corn so we could compare them. One child suggested making a label and another wrote it out for us.
Once we looked a bit closer, we could see some differences between the cooked and uncooked corn. What do you notice?
Now that Applefest has wrapped up, we are finding lots of treasures left behind on the playground. Yesterday morning, the children discovered a few dried corn cobs that had fallen off of the decoration stalks. The cobs moved to the outdoor Maker Space where a makeshift factory was set up. Small fingers patiently and diligently removed every kernel.
This activity continued in the afternoon. Sadly, we discovered that our original corn collection had been accidentally misplaced by the older students. (Chalk it up to practicing perseverance.) No worries! We found more ears of corn to work with and many more classmates joined in on the project. In addition to the kernel factory, an airplane was built nearby where corn kernels could be delivered via leaf plates for hungry passengers.
As we worked, a few of the children came up with a plan for the corn. One child wanted to know if we could cook it. Hmm….we’ll see how that experiment works a bit later. (Don’t worry, we don’t plan to eat it.)
Today in Art class, the students learned about the artist Michelangelo and his work. They read a story about his life and how he sculpted a number of very famous pieces that people travel all around the world to see. They also learned about when he painted the Sistine Chapel and how he had to paint laying down on scaffolding as he covered the entire ceiling with beautiful scenes from the heavens. It was great deal of hard work but the result was a masterpiece.
The pre-k got a chance to create some of their own masterpieces just like Michelangelo did so many years ago.
Today, we introduced the students to a new chapter of Forest Fours by implementing a writing component to our day. Each child received a special journal that travels with us while on the trails. The students are allowed to draw pictures of the games that they are playing, the structures they build, or the specimens they see while out in nature (fungus, birds, rocks, deer, etc.). They also are allowed to collect things like leaves or small pieces of moss and tape them into their journals for safe keeping.
In addition to the journals, we borrowed four Polaroid cameras from Mrs. Weber so that the students can take pictures of items that would be too big to fit in their journals. The pictures are then taped onto a page and the students write about what they observed. The journals will travel with us each time we venture into the woods and the children are allowed to fill their journals to their heart’s content whenever they deem it necessary.
Since it’s inception, our class has used Forest Four days to play in an unstructured setting so that they could explore and create at their will. The addition of the forest journals allows students to extend their learning by giving them the opportunity to write, even while outdoors. Through this activity, the students are practicing skills such as fine motor development, phonemic awareness, self-regulation, observation, categorization, identification, and much more. We look forward to sharing our journal entries with you in the future!
“I took a picture.”
This week, the students became interested in a plank of wood that had been used as a part of the circuit on the nature playground. Our students decided to repurpose it and make a bridge on the large rocks. We spent many sessions working out how it could be used safely and problem-solving how to make it more stable for the students to walk on. Today, when the students ran outside to play with the “bridge” they realized that it had been moved to the ground by some of the older students. They immediately started trying to move it, but it appeared to be too heavy/large for just two students to move by themselves, so they began to enlist the other students from different sections of the playground to help.
When more people showed up to help, they positioned themselves around the plank of wood, lifted it up, and started swiftly moving around the rocks. Once they got near the rock that they wanted the bridge, they had to figure out how to maneuver the plank without squashing anyone who happened to be on the other side. With some trail and error, a decent amount of determination, and a little bit of communication they had solved their problem! Not only did they get the bridge back into place, but they were able to stabilize their bridge so that students could safely walk across.
Some days we are delighted to find that the students latch onto an idea or hypothesis and just run with it. Today, we were lucky enough to have one of our parents volunteer to read a story called Just A Little Bit by Ann Tompert that involved an elephant and a see saw. The whole book, the elephant tries to play on the see saw, but it just won’t work. He’s too big. Many animals try to come to the rescue by piling on the other side of the see saw but nothing happens. Nothing seems to work until a beetle lands on the animal group and the elephant finally gets to pop up in the air on the other side.
We talked about how this book teaches us about science and that we’re all really scientists. We do science experiments every day without even realizing. When you tell a silly joke and your friend doesn’t laugh, that’s an experiment. When you try a new food that you’re sure is going be disgusting and it’s actually delicious, that’s an experiment. When you launch yourself off the couch and land on your brother, that’s an experiment. (Let’s be honest, some experiments are safer than others.) Sometimes the experiment works and sometimes it doesn’t. What is most important is to ask “why?”. Why didn’t it work? What went wrong? How can you fix it?
Once the story was over, the students jumped at the chance to build their own see saws with our outdoor blocks. Many of the students started on a smaller scale with just one block as the base, while other’s were determined to make their see saws higher. After lots of tinkering and testing, it was decided that the higher see saws were not quite as safe and so we down-graded the amount of blocks that were being used. Some children added the colorful blocks to act as handles, while others used them as a weight so that they could try to see saw by themselves. Even Mrs. Forst joined in on the see saw fun!
There’s nothing better than a recess full of problem solving and physics.
Taking appointments at your convenience!