Science Tools

In order to become scientists, we need to now how to use tools the right way.  Scientists use tools to help them observe, experiment, and learn about the world around them.  As new scientists, we might not know how to use these tools.  Below is our experience learning about and using our tools.

The first thing we did was discuss the importance of safety.  We went over guidelines and discussed terms of a contract we put in our science notebooks.  This is something we refer back to weekly (or daily if needed!)

Every few days I introduce a science tool.  We discuss what they are made of, what they are used for, what the tools tell us, how we can use them in the classroom, and how the tools can help us become better scientists.  From there we use the tools.  Most of the time it has been something small, like using tweezers to grab the rocks out of the sand box.  By using the tools for a task, we are practicing how to use them correctly.

More recently we used two tools at once to help with our first experiment.  We answered, "how many drops of water can fit on a penny?"  We made predictions based on observations, preformed the experiment, and used a magnifying glass to help us draw our observations.  Many of us wanted to erase our predictions to write down the correct answer.  This gave us a great opportunity to talk about the importance of predictions and that it is okay if they aren't close to the actual answer.

We still have more tools to explore, but I just wanted to keep you updated on the types of things we are doing!

What is a scientist?

This week I introduced personal science notebooks to the children.  It is going to be a place for us to store our observations, experiments, and ideas regarding science topics.  To start this process I asked the question, "What is a scientist?"  

"A scientist makes potions."
"A scientist is a smart person."
"A scientist can make monsters."
"A scientist can learn about things."

We talked briefly about the types of scientists (geologist, zoologist, architect, etc...)  and found out that there were a few scientists in our families!  We chose notebooks and drew what we knew or maybe would like to know about scientists.

doctor

smart person

We went over notebook guidelines that we will refer back to when needed.  Soon we will be discussing tools and sign a safety contract on how to use those tools.  Look forward to that blog post soon.

Welcome!

Welcome new Junior Explorers!  Here you will see a tour of your classroom and how it will look for you the first week of school.  I set it up to how I think you will like it.  Look around and make a plan of what you would like to do your first day of school!

This is the writing area.  Here you have many supplies to draw, create, and write whatever you feel.  This is where we keep the paper, pencils, markers, scissors, and tape.

This is the dramatic play area.  Here you will find the baby dolls, pretend food, dollhouse furniture, and stuffed animals.

This is the block area.  It is also where we have meeting time.  Here you will find blocks, Legos, animals, and K'nex.  We sit together in this space to talk about a lot of things as a whole group.

This is the literacy area.  Here is where you will find books, puzzles, and letters. Right now there is a small collection of books, but soon we will organize them by subject.  I am waiting for you to do this!  This is also where we keep our technology.  Each day you will be able to work on the iPads and computers.

This is the rainbow table.  I usually sit in the middle and have small groups (or large groups!) of children around me.  This is where we can sit and talk about things and focus on what we need to.  

You might notice some shelves look empty and the walls may be bare.  I left these things this way because I want to know what you like to play and learn with.  That way I can bring new materials when I need to.  We will also fill the walls up in no time!  Enjoy the weekend and I will see you soon!

"It smells like nature"

What can the earth provide us?
This was a question asked to the children.  Answers varied from rocks, trees, bees, toys, God, and love.  I narrowed it down to Earth's materials.  We talked about rocks, water, landforms, and dirt.

From there we spent more time talking about dirt.  And what better way to understand it other than sticking our hands in it!  I grabbed dirt right from the garden and brought it in the classroom.  What words did we use to describe what we knew and observed?

smelly
hard
soft
damp
black
rough
crumbly
smells like nature
smells like potatoes
wonderful

When we looked closer, we saw many things besides dirt.  I wonder how they got there and why they were there.

Analyzing the dirt and taking apart what we saw, we got to the bottom of it.  What is dirt made from?

This garden dirt is made from wood chips, sticks, plants, rocks, leaves, roots, plants, bugs, and dirt (leftover black stuff).  This dirt was very dynamic.  It had so many things we might have never paid any attention to.  

Another type of earth material is sand.  It is very similar to this dirt.  We borrowed some sand from Ms. Molly and came up with attributes just like before. These are some of the words we came up with:

smells like nothing
mushy
soggy
smooth
crunchy
breaks apart
smells gross
cinnamon
pepper
grainy

While coming up with these words, we noticed there were some similarities, but mostly differences.  Both materials came from the earth.  They both were wet when we touched them.  They both broke apart and had rocks in them.  In order to compare and contrast these items in an easy way, we brought our written words outside to give us more space.

Two different earth materials can have similarities and differences.  It is important for sand and soil to be different.  They are great for certain things.  Which one is easier to play in?  Which one is better for an animal's habitat?  Is soil better for a cactus plant or a lettuce plant?  Can a plant grow the same in each type?  

A child suggested an experiment and we all thought it was a good idea.  Why don't we plant the same seeds in different types of dirt and see what happens?  Many children predicted nothing would grow in the sand.  We will let you know what we find out!

Finished Stuffed Animals

Back in March we started on a project involving sewing.  The children were inspired to make creatures with fabric, needles, and stuffing.  The first blog post (here) details the source of our thinking.  There was an update (here) showcasing our progress.  

At the end of it all, we were very proud of what we had done.  It took longer than I think anyone was expecting, but it was worth it.  The animals went home, back to school, back home, and to school again.  They are still very important.  

Check out our first plans and last pictures below!

Timelines

I'm sure at this point if you have a child in my classroom, you are aware I recently got married.  With this absence, the children have been initiating a lot of conversations about life events.  

"Ms. Sarah, what was your wedding like?"

"Did you have a party?"

"How did you meet?"

"Did you always know he was going to be your husband?"

"Are you having a baby?"

In life, we usually have a timeline of events.  First I was born, then I got older, then I became an adult, then I met my husband, and then we got married.  I started asking the children to think of their own lives.  What is the same between each person?  What in our timelines is different?  Yes we were all born and learned to talk, but when did you learn to tie your shoe?  A discussion the other day led us to learn some children built their first lego house before kindergarten and some children built it after coming to school.  This one way our timelines differ.  

I have written/drawn sentences on separate tiles and ordered them with the children.  

I learned to walk.

I said my first word.

I was born.

I ate in a high chair.

Which of these goes first?  Last?  What could be added in between?

This concept is a kindergarten standard for me to cover with the children, so it comes together naturally.  Along with a historical timeline, we have been making fictional timelines.  Some of the children are thinking about their own future!   This is also a good chance to summarize the short timelines of stories as well.  Below are some "from scratch" timelines we made.

First: I got out of my mom's belly.  Then: and cried.  Last: and I went to my mom.

Let's see if you can figure out this timeline.  Hint: the words say "find a boyfriend."

This is the story of little red riding hood!

Sewing Work Update

I wanted to give you a look into where we are at as far as our sewing work goes.  We are slowly but surely coming along.  Some children have started stuffing already!  Take a look at the pictures below to see how it's going.  I wonder how they'll look in a few weeks!