This very short week in class, the students started gearing up for the 100th day of school. Over the past few months the students have worked on how many days we have been in school using a place value chart, units and tens bars. They have counted to the number of the day by 1s and have practiced counting to 100 by 5s, 10s and 25s. We have done this using songs, base ten blocks and coins. The students have also been working on writing out their numbers during our daily number routine. This week the students looked at different patterns in a 100s chart each and how these patterns help them predict which number comes next.
During learning buddies with the grade 6&7 students, our kindies had the opportunity to explore the number 100 in a variety of fun ways. They used the 2D solids to see if they could build the number 100. They also played a game called roll to 100 where they had to see who could get to the number 100 first. The students also were given the materials to make a necklace with 100 beads. As a fine-motor and counting activity, the students also counted out 10 groups of 10 beads using tongs and muffin tins. They also played with number tiles.
For sensory play, the students played with pretend snow and magnets. They were challenged to count by 10 in order to 100. We also made our weekly batch of playdough. With cookie cutters and base ten units the students were also challenged to make different numbers to 100. We are certainly all set to celebrate the 100th day of school on Monday!
This week we continued to build our dragon for our Lunar New Year parade. As we built our dragon, Lightning challenged us to look at patterns in our dragon with colour and sound. The students created AB patterns in our dragon with yellow and red streamers. They also learned that they could create patterns with sound and movement for our parade. The students created drums and made patterns in sound, used ribbons to create dance patterns. As we did this we looked at the pattern core, AB, AAB, and ABC patterns.
In studying the colours in our dragon float, the students also continued to learn about primary and secondary colours. We reviewed how red (magenta), blue (cyan) and yellow were primary colours. We learned how these three colours could mix together to make the secondary colours. Students had the opportunity to make the secondary colours with lenses and paint.
This week we also got a message from Felicity the Fairy letting us know that there was a contest going on in Fairyland for the Lunar New Year. She told us that if the students built dragons with the pattern blocks the images would be printed in The Fairytimes Newspaper. Students quickly got to work. After they were done they wrote about their creations and identified which shapes they used.
We ended our week with our dragon parade through the school. The students proudly showed off our dragon through the high school, our elementary school and the preschool. While doing so they danced and sang our Chinese New Year song. It was a wonderful event to build community and showcase what we had learned this week.
This week when the students walked in they found a note from Lightning. He told the students that he left them a box some books and a song. He wanted the students to infer what he wanted them to make with the box based on what they learned from the song and the stories. After listening to the song and stories, the students figured out that we would be making a Dragon for Lunar New Year. We learned that in Chinese culture dragons are a symbol for a river and rain spirit. On New Years Day fireworks are set off to wake up the dragon so that this spirit may bring on the rain and the Spring.
Before we started creating our dragon, we reviewed our 3D shapes and looked to see if we had any of these shapes that we could incorporate into our dragon's head around the class. The students uncovered that we had cylinders (toilet paper rolls), styrofoam spheres and a square-based prism (cracker box) that we could add to the creating. We explored measurement as we followed a recipe to make papier mache paste.
As we continued our research into the customs of Lunar New Year, we learned that on this occasion, families give each other red envelopes that contain money. We learned that by giving the money to children, elders are hoping to pass on a year of good fortune and blessings. Another version is given by the younger generation to their elders as a blessing of longevity and a show of gratitude. Students used red envelopes to match coins to the corresponding number on the front. They also put two envelopes together to add the money together.
Students explored Lunar New Year using their senses as well. We made playdough as a class on Tuesday and experimented with putting it in different Chinese moulds. To help build their fine motor skills while exploring symbols from Lunar New year, students were given the opportunity to use chopsticks.
Jane also taught the students the symbols for the animals in the lunar calendar. Students were shown how to make these Chinese symbols using brush painting. This magic paper let the students paint on it with water over and over again as when it dried it was a clear canvas again!
Last week, the students started thinking about what their goals would be for the year. We spoke about how we are all different and how we all have unique goals and things we want to get better at. The students took their time to draw their self-portrait and write their goal for the year.
After they had done the first step of their portraits, the students learned about 3 star colouring. They worked hard to do their personal best on their pictures.
This week when the students walked in, they found a message from our classroom character Lightning. He said that when he walked outside that morning he was welcomed with so many different snowflakes. He told the students that the snowflakes reminded him of all of the students in the class. This was because each child in our class was different and unique. With the New Year, he wondered what unique goals the students had for the upcoming year. With this, each student in the class started working on a self-portrait and a goal for 2020. Stay tuned for these wonderful creations!
In our daily math lessons, the students learned that snowflakes are not only symmetrical but they are formed with radial symmetry. Radial symmetry is when if you cut the object into fractions from a central axis, each fraction would be identical. Students explored this concept in many ways through art and different materials. In one example I presented the students with a circle and proceeded to cut this circle into half (1/2)and then into eighths (1/8). They learned that to be a fraction each piece must be the same size and a fair share. They learned that an eighth meant that it was one out of eight identical pieces.
Students learned to draw a snowflake that used radial symmetry in a circle that was divided into fractions. They made sure that each fraction held the same picture. Students also created snowflakes that used radial symmetry using loose parts.
Students also explored this concept by using colouring pages, 2D pattern blocks and 3D connecting cubes. Many students were very excited when they discovered that the bleyblades they loved creating used radial symmetry.
Students also explored the theme of snow through with our weekly themed sensory bin and playdough.
The highlight of the week though was when Scientist Cathy from Scientists in the School came into our classroom. Here we were able to explore what snowflakes were made of. Which is water! Students then looked at the different properties of water. They learned that water can be formed in three states: solid, liquid and gas. They learned that when water is a liquid it takes the shape of the container that it is in. They learned that solid water is called ice and water as a gas is called vapour.
The students explored how moving water can give energy to objects to make them move and how different currents can steer the direction of these objects. They learned what materials repel and which ones absorb water. The students noticed that if a material has holes in it, it is more likely to absorb water.
Students also explored which objects float and which sink in water. They made sailboats and found that they needed moving air or water to move. When the students uncovered that there was no wind in our class, they blew on the sails of their sailboats or rocked the water to make waves to make their boat move.
While the students explored water as a liquid, they were given a lesson on capacity. Here student observed how when the same amount of water was poured into two different shaped containers, even though the water level appeared higher in one container, the amount stayed the same.
This week, the students found another series of notes from Ginger the Gingerbread man. In Ginger's first note he let us know that he had gone to learn about Kwanzaa. He then gave us clues to where in the school he went to learn about Kwanzaa. One day the students followed the trail and found Ginger sitting in the Runnymede office with a book on Kwanzaa. On another day they followed the clues and found him with another book in with our reading buddies in room 125. Through reading different books on Kwanzaa, the students made connections to how Christmas, Hanukkah and Kwanzaa were similar. The students found that all of these celebrations involved lights. The kinara which holds 7 candles reminded the students of a menorah. The colours of Kwanzaa are red, green and black which the students found were very simialar to Christmas colours. The students also found that these celebrations also involved family, food, music and presents.
After the students had finished studying Christmas, Hanukkah and Kwanzaa they shared with holidays and traditions were important to them. Over the course of the week, the students completed artwork surrounding their favourite family celebration on tradition. Some students wrote and drew about family trips to the cottage each summer, decorating the Christmas tree or playing dreidel with their family over Hanukkah. The students worked to create patterns around the border of their artwork using fingerprints or symbols.
To celebrate the last week of school before the holidays, the students had the opportunity to participate in a variety of holiday/winter crafts and activities. They made winter soaps, had the chance to meet Santa, make holiday trees and gingerbread houses. The students also made gingerbread play-dough and made their own gingerbread people.
This week, when the students came in on Monday, they found that our classroom fairy had left us a poem about December celebrations. As we had studied Hanukkah last week the students began talking about other celebrations their families celebrated this month. We uncovered that Christmas was another holiday many of our students celebrated with their families.
The students had the opportunity to explore symbols from this holiday in many hands on ways. We made our weekly batch of play dough as a Christmas tree themed batch. The students were able to create and decorate Christmas trees during sensory play.
As we read books about Christmas and learned factual information around this holiday we also looked to see if we could find any similarities between Christmas and Hanukkah. The students made the connection that both of these holidays use lights. One students said that during Hanukkah Jewish families light candles on the menorah each night and families who celebrate Christmas put lights on their trees and sometimes outside their homes. Another child pointed out that the Star of David is an important symbol during Hanukkah and during Christmas many people put a star on the top of their Christmas tree. Another student said that during Christmas they liked to eat lots of yummy food with their families and during Hanukkah families ate lots of food together too.
During a discussion about what kinds of treats the students like eating at Christmas time a few students spoke about how much they love to eat gingerbread and decorate gingerbread houses. The next day after this conversation the students found a gingerbread person waiting them in the class. Ginger the Gingerbread person had told the students that she loved our class. She was wondering if they could build a home for her using 3D shapes that we had been learning about.
The students used examples from the song Geometric Shapes to decide which shapes they would incorporate into their houses for Ginger. They build pyramids, triangular and rectangular prisms and cubes for Ginger to live in. The students took pictures of their work and wrote about what they had created for Ginger. We also extended this writing piece by having the students write letters to Ginger. Magically, Ginger answered all of the students' questions in his daily letters.
After attending the grade 6&7 musical instrument symposium our Kindergarten class started asking if they could work with these students to create their own musical instruments. This provided us with a wonderful opportunity to build community in our school and work on a special project for our Kindergarten yard. Last week for the first time, the grade 6&7 students gathered to start working on a music wall. As they took turns rotating through centres and building together it worked to strengthen our community as the students got to know each other in a meaningful way.
Later in the week, all of the Mountview classes gathered together for the first time to rehearse the finale for our school concert. As they did so we started to look at how music can bring us together as a community over the holiday season and throughout the year. This led to student talk around holidays, traditions, ceremonies and memorials that they experienced throughout the year. During this study, we started to look at one holiday that some of our students celebrate in December. This celebration was Hanukkah.
Students listened to books to understand the tradition and celebrations surrounding Hanukkah. They learned that Hanukah is also referred to as The Festival of Lights. The students learned that more than 2,000 years ago, the Jewish people fought against an enemy who would not allow them to practice their religious traditions. Their enemy destroyed the Temple in Jerusalem, which contained many holy objects including a sacred lamp called the menorah. One small band of people, called the Maccabees fought their enemies and won. When they returned to the Temple in Jerusalem the first thing they did was restore the sacred lamp. But there was almost no oil left -- only enough for one day. The lamp was filled with this oil and lit. Instead of lasting only one day, it burned brighter, and brighter, lasting eight days. This was considered a miracle!
During our daily math routine, the students continued to study 2D & 3D shapes. At one centre they were given the opportunity to make menorahs and the Star of David using pattern blocks. After being introduced to a dreidel game, some students participated in the STEM challenge of building a spinning dreidel with connecting cubes. They then counted how many cubes they used.
As a sensory & math activity, the students looked at different symbols of Hanukkah and used hollow dreidels to explore capacity. After learning that Hanukkah lasts 8 nights they were able to use loose parts to build pretend candles and represent numbers from 1-8 on a tens frame.
Students also had the chance to examine a menorah. After they learned that a menorah has 9 candles they were able to examine a menorah and make one out of plates, paint and clothespins.
After studying how animals adapt to the changing seasons, the students were curious about why we have different seasons. We started researching this topic together. In our first mini lesson, the students learned that the earth travels around the sun. The sun spins on its axis once every 24 hours. By spinning this way, we experience day and night. The students also learned that the earth makes one complete trip around the sun every year. One student shared that he had experienced this trip 4 times in his life! The students learned that the earth is on a tilt of 32 degrees. As it travels around the sun when it is most tilted towards the sun we experience summer and when the area where we live is most tilted away from the sun we have winter. The students had the opportunity to pretend to be the sun and use a flashlight to create day and night. Some students tilted their bodies as they acted as the earth and traveled around the sun to create the different seasons.
In our sensory bins the students had the chance to play with a mini solar system. One student was overheard dropping a marble and explaining to another student how the reason this marble dropped was because of a force called gravity. This pulls all things in the atmosphere to the earth. In this kinesthetic play the students were also introduced to the concept of 3D solids. They learned that the shape of the earth was called a sphere.
As we collectively made our weekly batch of playdough the students had the opportunity to study the surface of the earth. As they have been learning our continents song for the past couple of weeks they reviewed the idea that the land on earth was divided into 7 continents. They built the water around these continents with our blue playdough.
To extend their knowledge of 3D solids the students learned a new math song called geometric shapes. They were introduced to the attributes of the following shapes: a sphere, a cube, a cylinder, a cone, a pyramid and a rectangular and triangular prism. Students were given the opportunity to explore these shapes by building them out of marshmallows and toothpicks. They explored cubes in our base-ten blocks and practiced their counting skills.
Students also played with 3D solids during building time. They made ramps and towers for different spheres such as marbles and wooden balls.
Upon finding animal tracks in the snow the students began to question how the animals who did not hibernate or migrate for the winter managed to survive the cold. They also wondered which animals stayed active in the winter. Felicity the fairy left us pictures of different animal tracks. As a weekly recipe the students worked together to make salt dough. Using potato stamps, playdough tools and toy bird feet the students had the chance to make their own animal tracks in the snow.
During one daily game show lesson, the students learned that some birds such as cardinals, blue jays, chickadees, and woodpeckers stay in Toronto for the winter. They learned how the birds survived the cold by growing extra feathers, fluffing out their feathers and snuggling together. The students also learned that because food can be scarce for birds in the winter as the seeds, tree nuts and berries may be harder to find, we can help them by making bird feeders. Many students loved designing and then making their own bird feeders.
Students also had a chance to play with this theme in a kinesthetic way with our themed playdough and sensory bins. It was neat overhearing the students go in role as birdies and explain to their friends how they stay warm in the winter time.
In math, students continued to look at 2D shapes by building birds with hexagons, rhombuses, parallelograms, triangles and squares. They also continued to look at symmetry by cutting out silhouettes of chickadees and cardinals. They also explored patterns and pattern cores.
cDuring our outdoor inquiry time the students noticed the leafy nests at the top of many of our school trees. At first they thought they belonged to birds. Together we learned that the dens were in fact built by squirrels as a winter den. They learned that in the fall squirrels store/hoard a lot of food and bury it in different holes in trees and underground. They also bulk up and store fat inside of their body. This is so they can spend much of the winter snuggling up to their squirrel friends in their dens and keeping warm. Squirrels sleep long stretches and then get up to eat. When they are very cold they shiver, which helps bring up their body's temperature. Students acted this out while we are outside and cuddled-up to their friends. They also played throughout the week with squirrel Calico Critter characters.