Captured in a Woodland Forest Once upon a time, on a spring night, a troop of fairies were visiting a woodland forest. Owls hooted and small animals were scurrying in the forest. The fireflies were dancing among the trees and the little fairies tried to catch them. When they got bored, they began to play […]
Captured in a Woodland Forest Read More »
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!
Brainstorming for Exploring Power, Force, and Motion Read More »
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
What makes things go fast if they dont have a motor? Read More »
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
Choose a tentative topic Read More »
Observe/identify an interest or topic through exploratory activities, active listening, focused discussions, and representations of childrens initial ideas about their thinking This study was initiated by a team of two teachers (Mary and Jane) and their assistants, working with a group of twenty-eight 4- and 5-year-old children. It started with observations they made early in
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
What does it tell me about the childrens needs, interests, knowledge, and skills? Read More »
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
learning and interests Read More »
Arranging the environment Finally, Phyllis ordered the insect larvae kit online and made a “to-do” list. Stephanie made a trip to the public library and worked with her assistant to construct the teacher-made materials. They referred to the plan for week one to set out the items needed in centers for exploration and play and
Arranging the environment Read More »
Preparing materials and resources With plans in hand, the teachers then took stock of available materials and supplies and made a list of those to add to the classroom centers and what was needed for teacher-directed small- and large-group activities (Table 6.5). In the book list, they noted with an asterisk those they would have
Preparing materials and resources Read More »