Tag Archives: science

Science

We’re beginning the registration process for this year’s Summer Science and Arts Program (June 11 – July 19) at Learning Circle Preschool. The summer program features an integrated science and arts curriculum. What does summer science look like?

There’s a way in which everything young children do is science. Using one’s senses to explore the environment, investigating how things work, expressing curiosity, asking questions, observing, and then integrating all that new information to make more, or new, sense of the world, are all central to how children learn and experience their world. Teachers can follow children’s lead, stimulate new thinking, encourage deeper considerations, offer new information and tools, suggest steps or approaches to try, and join in as children explore together.

Science might look like:

• Open-ended and child initiated explorations of materials and space in the environment, either individually or in small groups
• Discussions and investigations of materials, photos, or books brought to a group by teachers or children
• Use of tools to observe the environment, and then to document those observations to share with others or to compare with other related observations from day to day• Questions posed to individual children or a small group with a problem to solve or a topic to consider:

– Can we make waves in the water table? What is making those waves bigger?
– What do you notice happening when we mix these ingredients in the “potion”?
– Let’s look at how this plant is changing day by day…
– What living things are we sharing space with when we use our playground? – How can we see the wind?
– How can we move this ball faster (or more slowly) up or down the ramp system? – What do we know about….

• Collecting data and noting changes using documentation or charts and graphs over time
• Making predictions and guesses about what will happen when actions are taken

Teachers find the best topics by setting up a stimulating environment indoors and outdoors, and then engaging with children in that space, watching and listening carefully to collect information on what seem the most meaningful to children. Then we make sure the right tools and opportunities are available for children to pose questions, make predictions, observe, document, reflect, and share.

Science is everywhere!

Enjoy these photos featuring science experiences at LCP:

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Early Sprouts at Learning Circle Preschool

Every year the teachers at Learning Circle Preschool identify areas of the program that we would like to focus on in more depth, improve, or refresh. This year one of those areas was our implementation of the Early Sprouts Curriculum.

As described on the webpage of the Early Sprouts Institute (http://www.earlysprouts.org/curriculum):

Early Sprouts is a research-based nutrition curriculum that encourages preschoolers to eat more vegetables by growing, harvesting, and preparing organically grown foods. It was developed as a collaboration between the Health Science and Early Childhood Education departments of Keene State College, New Hampshire. Over a course of 24 weeks, the curriculum cultivates healthy change by:

•Increasing young children’s preferences for wholesome foods

• Promoting healthy eating at school and home

• Reducing the risks and issues associated with childhood obesity

• Six target vegetables are the focus of the exploration and discovery in each of four components.

1. Organic gardening

2. Sensory exploration

3. Cooking and recipe development

4. Family involvement

A central theme of this curriculum is that we all benefit from repeated exposure to healthy foods. In the curriculum, exposures happen through sensory exploration of the vegetables, cooking the recipe, and packing ingredients to take home.

This year we decided to rush less, make sure as many children as possible have opportunities to engage with the early sprouts curriculum, and try to make it easier for parents to participate as well. We decided to be more intentional in assuring there is time for sensory exploration, separate from cooking.

On a day we aren’t cooking, we have designed small group opportunities for children to investigate the featured vegetable for that week. We may ask children to think about how they can open a pepper and then try. We may ask children to look for seeds as they snap green beans. We may tear chard, compare the colors and textures of chard stalks, and perhaps use crayons to do a rubbing so that we can feel the parts of the leaf as we work. We save the parts of the plants we won’t eat so that we can add it to our playground composter, to help keep our gardens healthy. These small group opportunities include a teacher to model, encourage children to use magnifiers and look for details, and to talk with children about comparative colors, sizes, textures, or smells of the vegetables. Follow up investigation might be included on the classroom science tables, where children freely use magnifiers, and where children are encouraged to draw or paint something about what they discover (document their findings).

On a different day later in the week when we cook, many children are involved in the process of preparing the recipe together, and then tasting the results at snack time. This is a time to share tastes (some will like it and some won’t like it yet), and think about the ingredients that went into the recipe. We’ve found conversations often include other family times children have tasted the featured vegetable, planted it, seen it growing at a local farm, or perhaps seen it at the market. And children often continue to talk about their investigations – finding the seeds, talking about the stems or leafy parts, etc.

Towards the end of the week, children pack a brown bag with as many of the ingredients as we can supply, along with a recipe, so that families have an easy way to try the recipe at home. We’ve found many children enjoy cooking with their families, even if they don’t like the recipe in question yet!

We’re only a few weeks into our school year, and we can already see that giving children more time to engage with the vegetables is making a huge difference. The enthusiasm with which recipes are shared with family members is clear, and many children are excited to bring their graph of family tastes back to school so that we can talk about their experience together. We’ve seen exposures to the foods, with no pressure to eat them, makes a difference. And we are hearing children recognize that their tastes may change over time. For example:

One child, who was in the class last year, when cooking with peppers said to a teacher, “Do you remember last year when I didn’t want to eat any peppers at lunch if they were in my lunch box? I didn’t like peppers yet. But then later I tried them, and I found out that now I really like peppers. My tastes changed – I didn’t like it yet but now I love them!”

Another child was eager to cut into tomatoes when we had child safe knives available to cut into them, look for seeds, and compare varieties. She insisted she would not eat any tomatoes as she did not like them. When a teacher gave her a spoon to scoop through the tomato to find seeds, she could not resist trying the juice, and found she liked it.

Here are some photos of the first few weeks of our early sprouts investigations. We look forward to a year filled with engaging investigations, healthy gardens, and good recipes to share!

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Night Forest Project

A good classroom project has a beginning, middle, and end, and as we finish the ninth week of our woodland and night forest project we are beginning to look for a way to share our work and find closure.

Back in October, we saw a strong interest in forest animals and the changing season. We stimulated the children’s thinking with a side table featuring seasonal leaves, pine cones, bark and twigs, and forest animals that children used to create pretend games. It seemed that even with many other activities and classroom investigations present, strong interest in this side table continued to grow.

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As we listened in on the pretend themes in the forest, we heard a variety of stories about animal families, animals looking for food, and animals looking for warm spaces. It became clear that we could connect the children’s interest in forest animals with storytelling experiences, and with our own relationship to the changing season, with its shorter days and cooler temperatures.

There were many informal opportunities to make connections, and we were conscious to use many. When children brought in a warm coat to play outside, we thought together about how animals might stay warm. We watched leaves change color and then fall from our playground trees. When we raked leaves outdoors, we thought about who might live under a pile of leaves and what that might feel like. We watched Canada geese flying overhead when we were on the playground, and thought together about where they might go. And we encouraged children to think about whether it was starting to be darker when they woke up in the morning or when they went to bed as we head towards the shortest days.

As children thought more about Halloween, walks in the dark, and worries in the night, conversations shifted a bit towards night time animals. What happens outside when we go to sleep? Which animals come out and which ones sleep when we do? Where do they sleep?

Flannel board and felt stories offer children a wonderful, and physical, way to focus their stories, so we used felt day and night time forest scenes at science to encourage storytelling. It became clear that the interest in night was strong. One child, who is a wonderful storyteller, created story after story about animals outside in a night time forest, and we began to see owls featured in many of the children’s stories.

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A visit from a local naturalist, who brought a great horned owl in for us to observe closely, stimulated an even stronger interest in owls and other nocturnal animals. We decided it was time to offer children an opportunity to create their own representation of a forest.

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We brought in a large box (thanks to the parent who donated it!) and asked the children what we might do with it. Children were fairly quick to agree they wanted to make a forest. Our storyteller stated that it should be a night time forest and our collaborative plan began.

Our first step was to ask children what they would need to do to change a box into a forest at night. We collected ideas over a few days:

  • We could paint the box black
  • We could use cardboard and sticks to make trees
  • We need leaves, feathers, grass and ground
  • We need stars and the moon – very bright white stars
  • We’ll add animals to the forest. Some will be in their homes. Some will be out in the forest. Some will be sleeping. Some will be out at night.
  • When the animals go home some will be in the ground, some in the trees, some in bunny holes, and some in a cave
  • Birds, squirrels, bumble bees, ladybugs, spiders and other insects will be sleeping
  • Owls, fox, skunks, raccoons, snails, and opossums will be out in the night
  • The animals should be with their families

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We’ve been working on our box – painting the inside and outside, adding stars and the moon, deciding how to build trees, over many days. Lately we’ve used the box with the same forest animals we used in October, and will be making some of our own animals soon. We may not realize all the ideas shared through our planning process, but when we all feel finished, we’ll invite our friends and family to celebrate our forest and our growing collaborative skills!

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Ramp Play

Children in every classroom have been deeply engaged in the physical sciences and engineering through use of ramps. We’ve found that large groups of children have designed, solved problems and worked together for extended periods of time every day when ramps are available. For some, ramps are spontaneously designed as part of a block construction or city scene. This exploratory stage is an important one, and gives teachers ideas about the kinds of questions or problems we might pose to children as they play. First by joining play, describing what we see, and posing informal challenges, and then later by proposing specific problems for children to consider, we encourage children to form hypothesis, make predictions, observe, and reflect, and connect experiences to deepen knowledge.

To quote Betty Zan’s Article, Physics in Preschool? (https://www.communityplaythings.com/…/teaching-stem-with-ra…)
“Classroom activities such as these engage children in actively exploring their environments, making sense of them, and using what they learn to design things. Although to a casual observer, these experiences may look like mere child’s play, to a knowledgeable early childhood educator, they are rich learning experiences. Children are learning how to engage in important scientific and engineering practices, such as how to ask questions and pursue the answers, identify and solve an engineering problem, plan and carry out an investigation, make close observations, construct explanations based on evidence, and communicate their conclusions with others. They are also engaging with important science concepts, such as cause and effect (when I make the ramp higher, the marble rolls faster), patterns (when I alternate the direction of the blocks, the base of the ramp is more stable), systems (when I move one segment of the ramp, it affects the entire structure), and energy (the heavier marble will knock down a block at the end of the ramp, but a lighter marble just bounces off). ”

To support this play, we connect ramp play to other materials which with objects are in motion – for example, marble painting, water play, using scarves, small parachutes or streamers in the wind, etc. And we connect our discussions of ramps to some good reasons to use them in design. For example, our school ramp makes it possible for someone in a wheelchair to access our space, and in block play a good ramp system can assure that our dolls that use wheelchairs have access too. And if children are designing a harbor system we have to find a way for boats to move off the trucks or cars that carry them so that they can access the water.

Right now there are extensive investigations of ramp systems and velocity among some of our older students, who spend long periods of time, often in teams of 2, experimenting and discovering. The interest in ramps for these children began when children took materials from a sink and float experiment and began using them in different ways. They used a Styrofoam container and a marble to roll the marble back and forth and were very interested in how the marble moved. They noticed that they could rock the Styrofoam to make the marble move slower or faster. When ramps were introduced, children were encouraged to make predictions and hypothesis about how the marbles would move down the ramps. They have been working on ways to change the angles of the ramps they use in their designs to see what would happen. A next step was to create traps for the marbles to get caught in.

We know that this rich play is only beginning, and will take different forms over the course of our year together. We’ll continue to observe, ask questions, pose challenges for the children, and offer a wide range of materials, including materials with which to create new ramp systems, so that this deep engagement in understanding how things work continues.

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Food Day Festival 2015

We recently celebrated our fourth annual Food Day Festival here at Learning Circle Preschool with a fantastic group of volunteers, engaged children, and visitors from the community.

Children spent the morning on our playground cleaning out garden beds and planting garlic, printing with fruits and vegetables, investigating and documenting observations of a variety of heirloom squash and other plants, snapping beans, exploring rainbow chard, reading books about gardens and harvesting and more. There was tremendous interest among both children and adults in composting. We have our new compost container in position, and we’ve already begun to collect “good garbage” for the compost in every classroom! We hear that families are starting to compost at home too.

In one classroom, children spent some classroom time chopping apples to make applesauce. What a wonderful sensory experience – the smell of that sauce filled our school!

We had two neighborhood walks to Brookwood Farm. On the way, we looked carefully for signs of life near the stone walls we passed, and enjoyed familiar landmarks we pass on our way to the farm. Children noticed how steep and rocky the reservation land across from us is (we are at the foot of Great Blue Hill) and noticed the many vibrant colors of leaves around us. When we arrived at the farm, we saw work in progress as beds were being cleared, and spent time in the sensory garden, observing and experiencing the variety of seeds, smells, textures, and plants of the season.

Sharing a beautiful fall day like this is truly inspiring. It gives renewed energy to the work we do with children through our early sprouts curriculum and with the many aspects of our curriculum that help children connect with their environment and the natural world. Thanks to all of you who shared your time and enthusiasm with us.

We hope you’ll find time to share these photos with your children as you remember the day. And for those who could not attend, please don’t hesitate to ask questions and share your ideas about how these themes will continue through the projects and themes we share with children throughout the school year.

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