“Underwater Environment”

“Underwater Environment”

Exploring the movement of underwater sea animals.

We started our underwater environment exploration when the children began to show  a lot of interest in the sea animals at investigation time. The children would have their sea animals swim around the room, or the children would pretend they were the animals swimming around the room.

 The water table was filled with sea animals, rocks, and sea shells for the children to explore. The children explored the water table with the sea animals and other ocean like materials.

The children observed and explored the movement of sea animals  at the water table with a backdrop of a video “Ocean  habitats.” 

The children are learning the different movements sea animals use to swim around in the ocean and making connections that they use their feet to move around and sea animals use different parts of their body to move around in the ocean.

   The children will further explore the different movements of sea animals in water and sand,how sea animals move around different obstacles in the ocean, and ways the sea animals move fast or slow.

Movement in Shaping Clay

The children have started thinking about clay and how we can move it and change it in different ways. Initially, we introduced clay with rollers - to give the children a focus and to begin a purpose.  The children pounded, hit, and rolled the clay for several days. 

While working on these strategies - the children recognized that they were not always making the clay flat. As the semester continued, the children used their hands as tools to make the clay move and change in shape.  We started with finding ways to flatten the clay.  The children suggested several different ways:

• Rubbing
• Patting
• Pounding
• Tapping
• Pressing 

We then explored these ideas.  The children recognized that they need to use a lot of pressure to make the clay flat.  Emmett used both hands to press extra hard on his piece.  Abe continued to roll and use other pieces to press together to make the clay flatter. 

The children began to notice more changes in the appearance as they moved the clay in different ways. 

Emmett noticed the clay coming off on his hands and Abe focused on the pieces that were coming off as the clay wore thin. 

This is a piece of Emmett's finished piece of flattened clay. He continued to use his hands as a tool until he envisioned it flat enough. You can see the different impressions of his knuckles and fingers. 

    

While exploring the ideas of flattening clay, some children began to recognize that once the clay was flat, that they could begin creating on it - like a base or stage. Ali is making different animals with his flattened clay and other pieces he rolled up. He began using the technique of pinching to form his pieces together. This will be the next step in our clay exploration when the children are familiar with flattening it with purpose. 

Throughout this process, the children have developed a stronger sense of cause and effect, strengthened fine motor skills, and supporting different ideas of communication - whether it be through language or through art. As our investigation progresses, I intend to introduce the children to different strategies and techniques that will give them opportunities to manipulate clay for a purpose of representation of their ideas in a 3D form. 

Exploring Watercolor Painting

 In the beginning of this semester, we proposed the idea of exploring watercolor painting with the children.  We investigated the paints and all the materials that are used with watercolors to represent.  Together as small and whole groups we discussed the process to watercolors and how to make them work best for what we were intending. 

The children began to focus on techniques and observed each other as they practiced different strategies. Many of the children were making discrete marks and lines. They are also discovering that mixing colors changes the effects on the paper and can develop a different look.  

We discussed the amount of water we use, the type of brushes that work best, and we are beginning to have discussions about the different brush strokes to use.  The children have been very intentional in their decisions when painting.

Throughout this investigation so far, the children have strengthened vocabulary, enhanced fine motor skills, and developed a stronger conversation base among each other.  We will continue to explore these materials in different ways to extend our thinking and learning through representation. 

Building a Tree House

We have been having a lot of conversations about habitats, animals, and zoos.  We proposed the idea of Tree Houses to the children.  We asked the children: "What is a Tree House?"

"It's a bird house."

"It's made of mud."

"It's made of wood."

"It's for people."

"It is big."

From there we looked at pictures of tree houses and then discussed some of the materials we had available to us if we wanted to build our own Tree House.  We found some log blocks, rocks, and tiles to help make our environment exactly how we wanted it.  

The children went to work right away and worked together to make decisions about what it should look like.  Many of the children wanted to build it tall, while others focused on bridges to walk across.  

Thinking that the children would focus on a different type of houses for people - thinking outside of the box, the quickly went to the idea that this structure was for animals.  

Liam decided that the animals need a bridge to walk across.  He thought that creating steps would help the animals get up easier.  

  

The children had discussions with each other about how the animals would get up the tree house, what they needed, and developed ideas together to create our final structure.

Throughout the process of our structure, the children brought over animals to explore and see what else they needed.  They mentioned that the animals needed water and grass.  Our next step is to create these aspects into our work. 

While working together the children strengthened a lot of their discussion skills, spatial awareness, developed a stronger concept of what animals and people need to survive, and understand a little deeper about environments. 

Finding A Shadow

We proposed the idea of shadows to the children and investigated our own shadows outside.  The children were quick to discover that the light from the sun created a shadow on the ground. 

The children used the playground and a bright sunny day to investigate where they could find their shadow. They found out that under the awning there were no shadow.  They then began relating the warmth of the sun to the creation of the shadows on the ground.   

"My Shadow is right here.  It gets big!"

"There is no shadow here because it's not hot here."

"My shadow is backwards."

"Not it is forwards."

"The shadow is there. (Pointing to the ground)."

 "Look, I see my shadow!" 

"When I am in the sun I see it.  When I move here (in the shade) I can't see it."

"I am drawing my shadow.  It's on the floor."

"It's here!  It's running!" (He started running with his shadow.)

"There is no shadow here because it's in the shade, but in the sun I see my shadow."

"When I back up it gets smaller, when I go forward it gets bigger."

Some of the thinking that was emerging was the movement of shadows, the size of shadows, and how we could change them.  These concepts that we will explore.  

While exploring shadows, the children were strengthening language skills, exploring their environment, and developing a stronger sense of cause and effect. 

"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.