Making adaptations to the plan as the unit progresses based on observations about 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 larvae. As anticipation built for their eventual release in the garden, Stephanie observed that the children framed the event as a birthday party. She explored this idea at circle time and in small-group discussions and decided to help the children make a birthday cake, decorations (ladybug hats and butterfly antennae), and invitations to the party (younger children in the adjacent classroom).
As the third week began, Phyllis observed that interest in insects had not waned but continued at a high level. Flowers had emerged on the strawberries and tomato plants by this time, questions about pollination continued, and the children began to ask questions about bees. In addition, they knew that unlike the innocuous ladybugs and butterflies, bees have stingers, and they wondered what they were for. Phyllis decided to continue the unit with her group of children for another week to focus on bees, adding to her concept and activity maps. Figure 6.8 displays the additional activities and materials she selected for learning about bees.
At the end of the fourth week, Phyllis was pleased that she had made the decision to extend the unit on insects, as she recorded the following statements/quotes the children offered during discussion about what they learned: