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Provide materials and resources to support multiple possibilities for directions the inquiry might take As with thematic unit planning, teachers use brainstorming to organize their ideas about potential activities and explorations. Mary and Janes brainstorming included the ideas represented in Figure 6.9 to investigate the questions and theories represented in the childrens KWL chart. Since […]

Brainstorming for Exploring Power, Force, and Motion This graphic organizer indicates Mary and Jane’s initial thinking about open-ended activities that would help direct the project. Place Your Order Here!

What makes things go fast if they dont have a motor? Chart on Power, Force, and Motion K: What We Know W: What We Want to Know L: How We Can Learn/Find Out Water is strong. Water has invisible powers. Water cant go up. Wind is strong. Wind is invisible, like water, but you can

Choose a tentative topic As the teachers revisited their observation journals and looked back through the childrens writing journals, their insight was that the concepts of power, force, and motion were themes the children had already been exploring for months; but because the contexts for this exploration had seemed so disconnected, they had not recognized

Materials for Insect Unit Emergent Project: Power, Force, and Motion Planning for an emergent study represents the other end of the road-trip analogy, a “bottom-up” process. This type of planning focuses on identifying starting points for the exploration of an idea or topic, developing insightful observations via teacher-child interactions, documentation about what is happening, and

Week Four: Bees Activities focusing on honey and bumblebees were added to the unit, some as extensions of activities already in place and others new. Table 6.5: Materials List for Insect Unit Books/Media Manipulatives and Props Food Art Supplies I am a Caterpillar Very Hungry Caterpillar Ten Little Caterpillars Butterfly Alphabet The Butterfly Kiss *Over

learning and interests As the unit progressed, both teachers made notations in their daily journals, jotting down anecdotes, observations, and questions as they conducted activities and guided exploratory experiences. They rearranged some of the materials and noticed in particular that the children were very excited and engaged in the progress of the ladybug and butterfly