While at the playground watching his friends on the swings through his binoculars, one student jumped back in surprise when he perceived that he might be in the path of an oncoming swing. He was never in any danger, as objects, when viewed through binoculars, are, in fact, much further away than they appear! It was also very interesting to see how a magnifying glass became a dramatic play prop when one student held it like a detective and looked for things that might be “suspicious.” So fun!
On several of our recent trips outdoors, we brought binoculars and magnifying glasses with us. By offering these tools at many familiar locations (forests, ponds, and parks), we got to observe the children using the materials in a variety of both predictable and unexpected ways. The students used the binoculars and magnifying glasses to look for wildlife and examine insects up close. They were very curious, and asked many interesting questions about what they were noticing on the ground and in the sky.
While at the playground watching his friends on the swings through his binoculars, one student jumped back in surprise when he perceived that he might be in the path of an oncoming swing. He was never in any danger, as objects, when viewed through binoculars, are, in fact, much further away than they appear! It was also very interesting to see how a magnifying glass became a dramatic play prop when one student held it like a detective and looked for things that might be “suspicious.” So fun!
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Mme Hulskramer prepared a forest scavenger hunt that offered the students a wonderful opportunity to explore familiar natural spaces with a specific purpose in mind. Independently or in small groups, the children searched for les feuilles, les vers de terre, les oiseaux, et les roches. The use of French allowed new vocabulary to be introduced and reinforced. Interestingly, the earthworms that were plentiful on rainy days were much more elusive when it was dry. To solve this problem, the students needed to consider earthworms’ habitats. “Where might worms go when it’s hot and sunny outside?” The children overturned logs and dug in the soil. The students also had to use their senses to search for something crunchy, something wet, something soft, and something an animal might eat.
As they located the items, the students used pencils and clipboards to record their observations using pictures and/or words, thereby allowing for multiple entry points for both JKs and SKs. Writing in the early years passes through many identifiable and sequential stages. We noticed students using lines, squiggles, letters, inventive spelling, and stick drawings when they recorded their observations. We also saw recognizable words and very sophisticated illustrations. All of these attempts at print are developmentally appropriate! Bonjour !
Next week, we will be making community soup, bread, and fruit salad. This is a great activity that allows children the opportunity to see how providing just one small item can create something great. We will go over kitchen/cooking safety measures as we prepare and cut our fruit, and cook our soup. Please send in vegetable broth, a vegetable, or a fruit so your child can add their own special ingredient. For example, apples, bananas, grapes, oranges, pineapple, berries (or frozen berries); potatoes, broccoli, carrots, celery, beans, spinach, etc... Should be yummy! Miam !!! Merci ! Two students had an idea to set up a hair salon in the classroom. When asked about what tools and supplies they might need, the girls drew pictures of a comb, brush, water spray bottle, scissors, blow dryer, apron, hair straightener, etc. With the assistance of Mme Hulskramer, the students learned the French words for many of these items and labeled their illustrations.
By the following school day, Mme Hulskramer had collected many of the supplies requested by the girls. Many other students quickly joined in the play. After reassurances that salons are definitely not “just for girls,” several boys found roles in the hairstyling team. The children cooperatively shared the supplies and took turns styling each other’s hair. After a short while, the salon expanded to offer many spa services as well. “Clients” were soon offered manicures, makeovers, and facials, complete with cucumbers! The students used their emerging literacy skills when they created a graphic organizer of the supplies they would need to launch their salon. Pictures, letters, and words were incorporated seamlessly and authentically into the children’s play because they were writing with a specific purpose in mind. The students displayed teamwork when they collaborated to make hair creations. They practised fine motor skills by twisting elastics, fastening barrettes, weaving braids, painting nails, and applying pretend make-up. From the beginning when the children brainstormed and recorded the supplies they required, to the evolution of the salon into a spa, this play experience was planned and guided entirely by the children. Bravo! May 24th - Pottery to Go
May 27th - Scientists in the School - We would love to have some volunteers for this activity. Please send an email if you are available to assist with this activity. Merci !!! Father's Day Celebration - June 14th - 1:30pm Guelph Lake FDK Year-End trip - June 13th - 8:45am departure from school - Please be on time as our session starts early Play Day - June 24th It was so lovely to have Mums come and join us for a small Mother’s Day celebration! You are all so wonderful!
As part of our exploration of ocean life, the children created three-dimensional underwater worlds. They began by using plasticine to form sharks, octopuses, turtles, clown fish, seahorses, and other creatures we have been learning about. Creating familiar species helped the children make connections between these animals, their shapes, colours, and textures, and their habitats. As they began their week at school, the children were slightly restless. Sculpting with their hands invited a calming and grounding focus as they used their manual dexterity to squeeze and shape the plasticine.
The students were then given a clear plastic cup. When they pressed their creatures against the inside wall of the cup, the animals appeared to be swimming. Additional thought went into other elements of the creatures’ environments: What do they eat? Where do they hide and sleep? The children began including plant life and rocks. As they worked, stories began to unfold about the creatures and their interacting elements. The unique perspective of working inside the clear cup allowed the students to see their work from both the inside and the outside. The three dimensional layers of their work gave them a sense of the foreground, middle ground, and background of their space. This depth perception fostered extra spatial understanding. The final step of collaging coloured tissue paper on the outside of the cup created added dimensions of colour and layers to their work. When holding the cup up to the light, the children could see the shadows and outlines of their sculptures, simultaneously noticing the images from the inside and outside. Turning the cup in the light offered a beautiful kaleidoscope effect. Excellent! Amazing Forest DiscoveriesWith spring finally in the air, we have noticed many changes in the forest. The grass is turning green, leaves are unfurling from their buds, and flowers are beginning to sprout. On a recent walk, we came across a patch of daffodils in the forest. We talked about how daffodils usually grow from bulbs people intentionally plant in their gardens. Why are they growing randomly in the forest? Those rascally squirrels must have dug them up last fall and buried them in the forest to eat later. Amazing animal transplanters!
Further in the forest, wedged in the crook of a tree, we also stumbled upon a geocache. We felt very lucky to discover the container by chance during our explorations because we weren’t using a GPS to find a specific location marked by coordinates. Inside the jar was a collection of trinkets and a notebook containing the names and dates of others who had found the cache before us. The earliest recording was from February 22, 2016! We added “Fred A. Hamilton Kindergarten” to the logbook. A few students came to school the following day with personalized messages and small toys. We returned to the site in the forest and added the items to the jar. We will be very interested to see if others also find the jar. There are likely many other geocache sites in Preservation Park within close proximity of the school. Please let us know if you have any experience with geocaching or a willingness to help us learn! We will continue to spend lots of time outdoors. Temperatures fluctuate during the day and it is common for the children to add or remove layers of clothing as needed. The children love to play near the creek and the forest is still very muddy. Extra dry socks always come in handy. When warmer, drier weather arrives, please send your child with a hat, water bottle, and sturdy outdoor shoes. For safety reasons, no sandals or flip flops, please! Please apply sunscreen at home at the start of the day. We really appreciate your ongoing support! Merci! Bonjour !
You will be receiving a form regarding an amazing visual arts lessons where the children will be learning about the steps in creating an individualized piece of pottery. The cost of this lesson is $7.25. Please not that it is not covered by the school. If you do not wish to have your child participate in this particular lesson, please send me a note within the next week. (Shhhhhhh......It is a Father's Day (or special person) gift). Merci ! |
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