"How Can We Stop That Marble?"

Exploring Movement with Marbles and Tubes
The children have been exploring different ways to stop the balls and marbles that have been rolling away down the ramps and tubes.  This was a problem for the children and we decided to find a way to fix it.  The children initially tried stopping the marbles with their own body - trying to reach for it as it rolled down and others tried to use their feet, but typically were not in time to make contact.  

We explored two different tubes - solid ones and a few with holes in it.  The children did discover a few ways to stop the ball or marbles.  Some of them used a basket to catch it, but then discovered that it didn't come out of the tube unless he picked up the tube - so then he couldn't see the movement of the ball.  In the tube with holes, the children were provoked by adding thin wooden dowels to play.  They quickly discovered that they could fit the dowels in the tubes.  This sparked their interest and took their focus.  A teacher then asked, 

"What would happen if you put a marble in there now?" 

Then children tried it, but the marble passed through. So, they continued to add more and more dowels to the tubes.  Some of the children were able to catch the marble, and others were not able to close all the gaps.    

 "The marble is still falling through!"                                                   "Where is it? I can't see it."

"Maybe if we put all these sticks in, it will stop the marble.  It has to be a lot."

 We will continue to develop ways to change and stop movement.  The children are strengthening problem solving skills, developing teamwork, and language ability.  Throughout these investigations, the children are also exploring the ideas of trial and error.  

Constructing Animal Houses...Our Beginning Thinking...

The children began using the large wooden blocks outside – the teachers provided animals to provoke their thinking when using both of these materials together.  The children quickly focused on building homes for animals.  They took all the blocks and made it into a stage like structures.  The blocks are hollow, so they used that characteristics to act as the inside of the house.  Charlotte offered the idea that the top of the blocks were the “roof top”.  Rayan and Charlotte exchanged ideas and compromised on most.  When they used all the blocks, they began putting all the animals inside and putting them fall inside.  Charlotte said they would be safe inside there.  

 “We need to make a roof top.” – Charlotte

It’s big.  This one goes here.  For the animals.”      -Rayan

 “We have to push them all the way in so they cannot get out.”     -Charlotte

“They go inside.”

– Ryan R.

We are going to continue to explore the different environment animals live in - we will look at the different characteristics and create a deeper understanding of what they need to survive.  The children will continue to strengthen their language, cooperative play skills, and problem solving skills throughout this exploration.  

Sand Exploration

Sand Exploration

The students began an exploration of sand by manipulating the sand while utilizing materials such as shovels, rakes, and funnels. Afterward, water was added to a portion of the sand and students were then able to begin working with the wet sand as well.

The next activity included placing the two types of sand into a two-sided table, with dry sand on one side and wet sand on the other. Students were given the opportunity to compare the two types of sand by handling and manipulating each. Some students described the wet sand as “squishy” and “cold” while describing the dry sand as “soft” and “warm”.

Also, students used the sand to create mountains and hills and described the wet sand as easier to work with because you can “pack it” and “pat it”. Another mentioned that the mountain “cracks” when you tap on the bottom of the container.

During a Group Time, discussion on the differences between wet and dry sand, one student provided a description of dry sand of which he said felt like “soft hands”. Another recalled that the wet sand “doesn't move” but the dry sand “did move”. Students have been fully engaged in each of the activities related to sand thus far. The objectives of the sand activities include enhancing sensory skills by comparing and describing differences in texture between of wet versus dry sand; to enhance fine motor skills by manipulating natural materials in an effort to create structures; and to enhance social skills by working together with peers and teachers to compare the two types of sand and as well to collaborate to build structures. 

The next activities related to sand include allowing students to continue testing the movement of sand through the introduction of funnels as well as also participating in a painting activity, which includes using pictures of Sand Dunes as inspiration for creating a personal representation of the sand activity.  

How Does a Sprinkler Work?

"How Does a Sprinkler Work?"

As the first Block of Summer has come and gone, the children became interested in the sprinklers - playing in them, of course, but also in where the water was coming from.  The children also asked,           

 "Where is the water coming from?"

The children explored the sprinkler while the water was off.  They found the different holes that the water came out of.  Together they began counting them.  The children found holes on the ground and others on the "tanks".  A few of the children recognized that some of the holes on the ground do not spray out water, but rather the water goes down the holes.   

After the children had time to explore the sprinklers, they took time to create their own representations of the sprinklers.  They talked about the shapes and where the water was coming from.

"The holes come from outside.  All the water comes out."

"It's big and a circle.  I can go through it."

"Those lines bring out the water."

"The drain has big holes."

"The water comes from tanks."

The children have also had opportunities to discuss their finding together in whole groups.  We made a list of our ideas of sprinklers and explored different types of sprinklers.  

"The hose brings the water to the sprinkler." 

"It makes the water move!"

While working together and investigating sprinklers, the children are strengthening their ideas about movement, how things work, cause and effect, and communication.  

 We are going to continue exploring where the water comes from and how it gets to the sprinklers. As small groups, we will explore hose like materials and investigate the water pipes - where we turn on the big sprinkler.    

Introducing Musical Instruments

Introducing Musical Instruments and Song

The children have shown an interest in music. We have focused on making beats - fast, slow, soft, loud.  They have also focused on how to incorporate singing into their music.  The sounds the children imitate is a chanting style of music.  We have listened to different types of chant to provoke our ideas about different music and sounds.

Using the big drum, the children worked together to discover different sounds and rhythm.

"If we all hit the drum, then it is really loud.  We are doing it hard."   

"If we tap on it the drum will be very soft. It's so quiet."

Throughout the morning, the children made different beats, discussed rhythmes, and identified patterns. 

The children use the instruments during different times of the day - it seems to be something that they want to incorporate during other activities too.

 Using the rhythm sticks, the children heard different sounds, developed new patterns, and made beats along with their favorite songs.  

They discovered that when they rub the sticks together it made a new sound.


"It sounds different.  It's softer."

 We had the opportunity to listen to and play a Grand Piano.  We played along with the pianist and watched how all the keys moved.  Experiencing this new instrument was important for our new interest.  


The children enjoyed working together - They watched each others actions and imitated one another.  

This past week, the children are strengthening skills of listening and identifying some patterns, learning to follow along to another beat, and continuing a beat they are listening to. 

As this next week continues, we will bring out materials that will encourage children to create new sounds together, work as a team, and develop their own music based on their interests in sounds. 

Exploring the Movement of Bubbles

How can we make bubbles move?

The students were learning how to move bubbles along aluminum foil. They learned that bubbles are able to be moved along foil using the bubble wand as well as by gently blowing on the bubble. We also made a special bubble solution consisting of cornstarch and water which created larger bubbles to the amazement of the children. The objectives of the lessons include enhancing communication skills between and among students and teachers by engaging in collaborative activities; encouraging students to develop and test predictions by engaging in hands-on activities; encouraging students to develop new strategies for creating and manipulating bubbles through the introduction of materials such as aluminum foil and increasingly larger-sized bubble wands; and encouraging students to express their thoughts and impressions regarding their work with bubbles by creating drawings which represent their newly developed understanding involving the movement of bubbles.

It was interesting to watch the children experiment with the creation of bubbles in a new way. The aluminum foil allowed for the movement of bubbles and the creation of bubbles which do not pop as easily. The children enjoyed the opportunity to work with bubbles in a new and exciting way.

 "It's moving" and "You can move them too" are a few comments children made regarding the movement of bubbles along the foil. Also, other students were able to combine two and even three bubbles together to create a new, larger bubble. For example, one child said, "Look what I have" and counted "one, two" as he described the new bubble he created using two smaller ones.

We also made a special bubble solution consisting of cornstarch and water, which created larger bubbles to the amazement of the children. The children were really excited to create bubbles in the solution with their new,  larger bubble wands made from straw connected by  string.

 The children were given the opportunity to represent their understanding and experiences with bubbles and their movement through art. The pictures below are examples of the interpretations children have related to bubbles.

Next week children will continue to learn about the movement of bubbles. Planned activities include testing the effects that removing aluminum foil will have on the students ability to move bubbles, observing the movement bubbles exhibit within themselves, as well as color changes which occur naturally within bubbles as a result of exposure to light (natural and artificial-flashlights).