While we waited for the trout project to start, I looked for learning opportunities that arose through student's curiosity and conversations.
Below you will find where the student led inquiries took us...
Flower Exploration...
While we waited for the eggs to arrive in January, I used student interest to investigate other life cycles...
One of our children was reading a book about the lifecycle of a butterfly, and asked if the plants are alive too? We decided to explore a vase of flowers that was starting to wither, to understand where the seeds were and how it's form was changing. The children looked at the details with magnifying glasses, explored textures, recorded them through rubbings, and dissected them with tweezers. We connected it's end of life cycle to Fall, and explored which plants outside were at the end of their cycle and which would return after winter. We will return to this topic again throughout the year, especially in Spring when we can investigate the early stages of seeds to plants.
One of our children was reading a book about the lifecycle of a butterfly, and asked if the plants are alive too? We decided to explore a vase of flowers that was starting to wither, to understand where the seeds were and how it's form was changing. The children looked at the details with magnifying glasses, explored textures, recorded them through rubbings, and dissected them with tweezers. We connected it's end of life cycle to Fall, and explored which plants outside were at the end of their cycle and which would return after winter. We will return to this topic again throughout the year, especially in Spring when we can investigate the early stages of seeds to plants.
Snakes...
While watching a song about vertebrates and invertebrates, the children became curious about what animals have spines, and began a heated debate: if a worm did not have a spine, then a snake must not have one either because they look so similar. We jumped on this conversation as an opportunity to investigate more about snakes...
The children built a KWL chart to start their investigation. They explored how a snake moves through videos, movement games, dance, X-rays and made comparisons to other types of movement. They analyzed physical features of snakes to predict whether they were venomous or not. They explored habitats, and learned about local species, threats to their safety, predators and prey, and nutrition needs.
One of my favourite explorations was *Looking* like a scientist...
The children watched Ron Berger' video "Austin's Butterfly: Excellence in Student Work"
They then created scientific drawings of a snake of their choosing, using photographs. They brought their drafts to their classmates for group critique and returned to adjust their work accordingly after these discussions. This process was an awesome opportunity for practicing growth mindset, offering positive feedback for change to peers, team work and motivation within the group. In their final work they analyzed details, and color patterns. They then sorted their scientific drawings to predict whether their snakes were venomous or non-venemous according to their physical attributes.
For our final exploration I reached out to a local snake owner, who brought in nine snakes for the children to see and interact with. Their in-depth research before hand led to amazing conversations about each snakes type of birth (live birth or eggs), the role of the mother for caring for her youth, domestic breeding, pet ownership versus local species, caring for the animals, and stewardship of our local species.
The children were able to explore two snake skins and predict what snake they came from. They were introduced to a variety of species, exploring their skin patterns and discussing their natural habitats and camouflaging abilities. They measured the different lengths and discussed their ages. They held baby snakes and interacted with full grown animals.
Native Culture...
Another thread of student led inquiry is an on going investigation into ancient native culture and practices.
We began at Thanksgiving with a discussion of the origin of the holiday, the history of native peoples in Canada, and European settlers. In our investigations, students were challenged to be archaeologists. The children investigated their own cultural ancestry, and shared the meaning of their first names and why their family chose it, along with the geographical origins of their last names.
We investigated 'Lakota Winter Counts' through an online exhibit designed by the Smithsonian National Museum of Natural History. We discussed the idea of record keeping and how it connects us with our past. The children made their own versions of 'Winter Counts' and used a picture to record each of the blessings in their lives.
We began at Thanksgiving with a discussion of the origin of the holiday, the history of native peoples in Canada, and European settlers. In our investigations, students were challenged to be archaeologists. The children investigated their own cultural ancestry, and shared the meaning of their first names and why their family chose it, along with the geographical origins of their last names.
We investigated 'Lakota Winter Counts' through an online exhibit designed by the Smithsonian National Museum of Natural History. We discussed the idea of record keeping and how it connects us with our past. The children made their own versions of 'Winter Counts' and used a picture to record each of the blessings in their lives.
The children were fascinated by how things were done in the past, and we built another KWL with things we could pursue through out the year; including, how tools, clothes, and homes were made in the past, and how people hunted, etc.
Parents were invited to send in any artefacts to contribute their personal experiences. One parent sent in a stone arrowhead she found on the beach in Newfoundland along with information about the local Mi'kmaq culture that was part of her familie's heritage.
The children were fascinated by how people were able to carve stone. We invited a local artist in to do a stone carving workshop with us, Leslie Bjur from the Creative Center for the Arts. She introduced the children to soap stone, explaining how it was harvested years ago by pouring water into cracks in the rock and letting it freeze through the winter and crack pieces off as the water expanded. They talked about methods that were used to form tools. They carved soap stone sculptures with a focus on various grit sand paper, rasps, abstract form, using your sense of touch to feel surfaces, and connecting abstract form to real imagery. They used oil to unveil the natural color of their stones, and many chose to wear their sculptures as pendants or gift them to family.
Parents were invited to send in any artefacts to contribute their personal experiences. One parent sent in a stone arrowhead she found on the beach in Newfoundland along with information about the local Mi'kmaq culture that was part of her familie's heritage.
The children were fascinated by how people were able to carve stone. We invited a local artist in to do a stone carving workshop with us, Leslie Bjur from the Creative Center for the Arts. She introduced the children to soap stone, explaining how it was harvested years ago by pouring water into cracks in the rock and letting it freeze through the winter and crack pieces off as the water expanded. They talked about methods that were used to form tools. They carved soap stone sculptures with a focus on various grit sand paper, rasps, abstract form, using your sense of touch to feel surfaces, and connecting abstract form to real imagery. They used oil to unveil the natural color of their stones, and many chose to wear their sculptures as pendants or gift them to family.
"A Box Can be Many Things"
-Dana Meachen Rau
With our new school we had some fabulous big boxes. Nobody can resist the imaginative power of a box! We talked about our new school and the various workers that were vital to building it. Some of the children had family that worked on the construction. Students came up with job titles they knew... architect, builder, carpenter, dry wall, plumbers, painters.
I showed them the giant boxes. We read the book "A Box can be Many Things". The children came up with ideas, and voted on their favourite. They decided to make a haunted house. We looked at photos for inspiration, drew plans, critiqued and revised them, while exploring 2d and 3d shapes. They made final drafts from multiple perspectives practicing measurement as they went. When it was time to construct they enjoying getting in to each 'workers' role, and practiced communication and planning as a team.
While we constructed our building we explored spiders, spider webs, and bats through research, summarizing, math/symmetry, and art.
I showed them the giant boxes. We read the book "A Box can be Many Things". The children came up with ideas, and voted on their favourite. They decided to make a haunted house. We looked at photos for inspiration, drew plans, critiqued and revised them, while exploring 2d and 3d shapes. They made final drafts from multiple perspectives practicing measurement as they went. When it was time to construct they enjoying getting in to each 'workers' role, and practiced communication and planning as a team.
While we constructed our building we explored spiders, spider webs, and bats through research, summarizing, math/symmetry, and art.