We started our new study about reduce, reuse, and recycle. The boys and girls are excited! This study offers opportunities for children to explore a topic that not only interests them but allows them to become more aware of the world around them, and solve problems. Our class is observing, gathering data, exploring our community, learning new information, and proposing solutions to problems. One of the ways the children decided to help was to make a recycling center in our classroom. They enjoy sorting and reusing the trash collected.

Make Everyday Earth Day

During our discussion about Earth Day and how to reduce, reuse, and recycle we decided to make a collage. We used old newspapers to paint a picture of earth and recyclable items we collected. Preschoolers need three separate skills in order to make a collage: ripping, cutting, and gluing. These skills are "process oriented" art skills and the child’s final product is often just part of that process. Children should be encouraged and praised not only for the final product but also for their progress in handling scissors, coordination in ripping, and the ability to use glue.

Making a Greenhouse

After learning about the life cycle of a plant, we made our own greenhouse.

What is environmental print?

Letters and words surround us all day, every day! There are labels on everything we use and signs everywhere we go. This is called environmental print. Environmental print is often a child’s very first exposure to print. Exposing young children to environmental print is crucial to early literacy because it allows them to understand that words and symbols convey messages. We used materials from our recycling center and made flowers. As the children glued on their petals, they could tell me what it was from.

Jelly Bean Graph

Not only is graphing with jellybeans a yummy way to spend some time, it’s also educational; there are so many learning concepts packed into this small activity. Obviously, the main is graphing. But graphing is just the umbrella that covers several mighty and oh-so important math principles. In this particular instance, the children must rely on their color knowledge to sort and classify the jelly beans. After placing the candy on their graphs, they will use their counting skills (one-to-one correspondence) to count and match the number of beans, in a row, to its corresponding number below. Graphing also incorporates the concept of more/less/same.

CLASSIFYING

GRAPHING

ESTIMATION BASKET

After each child looked at the basket full of bunnies, I asked them to give me an estimate of the number of bunnies. We then counted the bunnies and discussed what was the same/difference.

Jelly Bean Measuring

Our focus question was who uses balls? We had a chance to build a wrecking ball, play soccer, and tennis. The boys and girls had a blast!

I’m thinking of a shape

This activity is based on a game I've played with my own children. We take turns telling 3 clues about the shape and wear it may be located. This physical activity will help your child develop their mathematical shapes and positional word vocabulary. It was wonderful to see the children cheer as each person found their shape. At home, see if your child can identify 3 dimensional shapes.

Number Wall Ball

This is a fun way to identify numbers. The children were given a number and they had to hit it with the ball.

WHAT MAKES BALLS MOVE?

Children play with balls in many different ways. They throw them, catch them, kick them, and roll them with seemingly endless delight. We are learning how natural forces, such as gravity and friction, affect the movement of balls. We discussed the meaning of force and how we can use it to move a ball. Using forced air from a blow dryer, we discovered how the air can effect a balls movement. Then, I gave each student a straw and pom pom balls to move with their breath. We discussed how the ball's weight or how hard air blew made a difference in the distance traveled.

WHICH HAS MORE?

After inspecting two jars with different balls, I asked the boys and girls "Which has more?" We recorded our answers and counted the balls. Adults play a significant role in helping children to learn mathematical vocabulary, concepts, and process skills. If children are to develop the knowledge needed for later formal learning, they need frequent practice with materials in play settings and adult-guided activities that include meaningful discussions and applications.

WHAT'S THE SAME/DIFFERENCE BETWEEN A CIRCLE AND A SPHERE?

One thing that interested the boys and girls is how a sphere is not flat and a circle is. We also discussed circumference and how to measure a sphere or circle. As a group we added chain links together to measure the circumference of a ball. We then laid the chain flat and I asked each child to give me an estimate of how many chain links we used. Josiah was the closest with an estimation of thirty and we counted thirty one. Afterwards, each student was given a ball to measure. We then determined which spheres were the largest or smallest.

OUR LITTLE CHICKS

We painted with balls last week and the kids thought it was funny. This week I asked them to paint a baby chicken with a fork. Their faces were priceless. Fork painting is such a fun and clever painting technique. It allows for different textures and lines and creates something far different than a paintbrush. Definitely worth giving it a try!

What’s inside the box?

This week, we started our new study, “Balls.” To introduce our new study, I asked the students a question, “What’s inside the box?” I had placed two small balls into a box and had the boys and girls try and guess what was inside. Their first clue was that it started with the letter B. While they took turns shaking and smelling the box, I gave them some other clues. What can you bounce? What can you throw? The children guessed a ball.

Outdoor Learning!

We used a parachute to bounce a large, medium, and small ball. The kids had a blast!

Ball Art

Using balls as are paint brushes, we made shamrocks for St. Patricks Day.