As cell phones have now become a necessary item for most families, it becomes the teacher's responsibility to teach her students proper cell phone protocol, and establish firm rules about student cell phone use in the classroom.
In preschool?
That above paragraph is a standard blurb that comes home from my daughters' junior high and high schools. I read it every year, warn my daughters that if they use their cell phones inappropriately at school I will toss them in the pool, and mentally thank goodness I teach three-year-olds and don't have to worry about such things.
Until this year.
I always have broken and cast off cell phones in my classroom. They make terrific additions to the dramatic play center; the kids love to call each other and text. It is always fun to see them talk on the cell phone, cook dinner and hold a baby all at the same time. They are practicing multitasking!
But this year I have found them to be a distraction...
Me: "Come on everyone, time for our story!"
Jill, age 3, with a broken cell phone pressed to her ear, gives me the international signal for "Hold on, I am on the phone" - index finger raised in my direction. She then turns her back to me and says into the phone, "Sorry, I gotta go, my teacher is calling us for a story". Obviously, the pretend friend on the other end gave her a hard time, because it took her a bit to get to the carpet. And then she was mad that I started without her.
Ooookaayyy....
Another day, Sasha is in the library, laying on the couch, talking animatedly on a broken cell phone. A friend asks her to move over so he can sit on the couch and read a book. "NO!" she tells him emphatically, "I am ON THE PHONE!"
This escalated, and by the time I made my way over to the library to diffuse the situation, we had full blown tears. From Sasha, who thought that everyone needed to give her privacy in the library when she was on the phone.
Ooookaayyyy...
The final straw happened this week when while I am trying to read a story. Two friends had the cell phones and they were "texting" each other. One would pull the cell phone out of her pocket, tap on the keyboard, and then put the cell phone back in her pocket. A few seconds later her friend would squeal, pull the cell phone from HER pocket, laugh uproariously, tap on the keyboard, and then put the phone back in her pocket. And then friend A would squeal, take out her phone....you get the pattern.
I didn't let this go on for very long - I firmly established the rule: No cell phones during Story Time. I was asked the question, "Can we have them if they are on Silent?"
Argh!
This week, my students will discover that the classroom is blissfully cell phone free. They will have to their communication with the rotary dial phone in the dramatic play center.
.
Showing posts with label preschool themes. Show all posts
Showing posts with label preschool themes. Show all posts
Sunday, August 29, 2010
Thursday, August 19, 2010
Bodily Fluids and the New School Year
I had a milestone this year. It was the first year in four that I didn't get peed on on the first day of school.
Getting peed on, or puked on, are normal occurances in the life of a preschool teacher. After a while, you get really good at figuring out how to avoid these things, but it usually takes a few weeks when the school year starts.
Three-year-olds all have their individual "I need to pee" signals. The signals can be subtle, like a slight rocking back and forth, or very apparant like the grabbing the crotch and crossing the legs while still trying to play with that truck. Some kids also have very specific times when they need to go. After a few weeks, I get quite good at reading each child's signal or knowing their schedule, and can calmly and firmly lead them to the restroom when it becomes apparent that the need is there.
Today I spot a little guy making the international signal for "I need to go now!" and tell him it is time for him to go to the potty. (I have a bathroom in my classroom, so the kids can just head in there when the need strikes).
Little Guy: "But I don't need to go"
Me: "It is time, come on, I will go with you."
The little guy puts his head down, slouches his shoulders and shuffles over to the bathroom, glaring at me from the corner of his eye all the way over (like 10 steps). He gets to the bathroom and just stands in there, head down, looking put out.
Me: "It is time for you to go potty....go ahead, I will be right outside the door."
Little Guy: "I don't want to go!"
Me: "Don't you need to go?"
Little Guy: "I need to go really bad."
Me: "Then why don't you just go??"
Little Guy: "Because I DON'T WANT TO!"
And he drops his head to his chest and heaves a dramatic sigh. By the way, this whole exchange is taking place while he is still performing his "I need to go" dance.
Me: "It is time for you to go."
Little Guy huffs over to the potty, starts to pull down his pants and I close the door to give him his privacy. A few minutes later he comes out, having flushed the toilet and washed his hands without being reminded. He looks at me, beaming, and says, "Thanks for reminding me to go potty, I feel SO much better!"
The first few weeks of school also brings the inevitable mystery pile of poop on the floor. This is always fun. First of all...gross! There is poop on the floor! Everyone please stay away...no! Don't touch it!
But I, as the teacher, get to touch the poop. (Seriously, the absolute worst part of my job). How do I clean it up without actually touching it, all the while keeping an upbeat and cheery look on my face while at the same time trying to figure out whose poop it is?
This year, it was surprisingly easy. I was informed by a student to "check out what is over here on the floor!" I make my way to the offensive pile and start trying to identify possible suspects without actually having to use my nose.
Me: "Well, what happened here?"
Adorable new student, looking at me with the cutest eyes: "I pooped in my pants and it fell out onto the floor."
Well, that was easy.
Long story short, I cleaned up everything and everyone and I made a mental note to stock more baby wipes in my bathroom.
So, here's the thing. School is a big deal for these little people. It's new, different, exciting, and probably quite scary. Can you blame them for pushing the urge to go potty to the back of their minds? I mean, they are not me, where an unplanned sneeze is not a fun experience. They have so many other things to do and to see and to experience, going potty is just TOO boring. Plus, they might lose their turn with that awesome truck.
It is my job to learn their signals and routines, and help them understand that even if it boring, going potty is necessary.
One day last year, I went to the potty in the public restroom at the same time my students were in there (we go to the public restroom as a group after recess). This was apparently a big deal, because, I was informed quite seriously, that "teachers don't go potty!" The girls were so excited to tell the boys "Mrs. Velarde peed!". I was so famous for that incident that I vowed that future students would think I never went to the potty except to tell them to go.
So far...so good.
..
Getting peed on, or puked on, are normal occurances in the life of a preschool teacher. After a while, you get really good at figuring out how to avoid these things, but it usually takes a few weeks when the school year starts.
Three-year-olds all have their individual "I need to pee" signals. The signals can be subtle, like a slight rocking back and forth, or very apparant like the grabbing the crotch and crossing the legs while still trying to play with that truck. Some kids also have very specific times when they need to go. After a few weeks, I get quite good at reading each child's signal or knowing their schedule, and can calmly and firmly lead them to the restroom when it becomes apparent that the need is there.
Today I spot a little guy making the international signal for "I need to go now!" and tell him it is time for him to go to the potty. (I have a bathroom in my classroom, so the kids can just head in there when the need strikes).
Little Guy: "But I don't need to go"
Me: "It is time, come on, I will go with you."
The little guy puts his head down, slouches his shoulders and shuffles over to the bathroom, glaring at me from the corner of his eye all the way over (like 10 steps). He gets to the bathroom and just stands in there, head down, looking put out.
Me: "It is time for you to go potty....go ahead, I will be right outside the door."
Little Guy: "I don't want to go!"
Me: "Don't you need to go?"
Little Guy: "I need to go really bad."
Me: "Then why don't you just go??"
Little Guy: "Because I DON'T WANT TO!"
And he drops his head to his chest and heaves a dramatic sigh. By the way, this whole exchange is taking place while he is still performing his "I need to go" dance.
Me: "It is time for you to go."
Little Guy huffs over to the potty, starts to pull down his pants and I close the door to give him his privacy. A few minutes later he comes out, having flushed the toilet and washed his hands without being reminded. He looks at me, beaming, and says, "Thanks for reminding me to go potty, I feel SO much better!"
The first few weeks of school also brings the inevitable mystery pile of poop on the floor. This is always fun. First of all...gross! There is poop on the floor! Everyone please stay away...no! Don't touch it!
But I, as the teacher, get to touch the poop. (Seriously, the absolute worst part of my job). How do I clean it up without actually touching it, all the while keeping an upbeat and cheery look on my face while at the same time trying to figure out whose poop it is?
This year, it was surprisingly easy. I was informed by a student to "check out what is over here on the floor!" I make my way to the offensive pile and start trying to identify possible suspects without actually having to use my nose.
Me: "Well, what happened here?"
Adorable new student, looking at me with the cutest eyes: "I pooped in my pants and it fell out onto the floor."
Well, that was easy.
Long story short, I cleaned up everything and everyone and I made a mental note to stock more baby wipes in my bathroom.
So, here's the thing. School is a big deal for these little people. It's new, different, exciting, and probably quite scary. Can you blame them for pushing the urge to go potty to the back of their minds? I mean, they are not me, where an unplanned sneeze is not a fun experience. They have so many other things to do and to see and to experience, going potty is just TOO boring. Plus, they might lose their turn with that awesome truck.
It is my job to learn their signals and routines, and help them understand that even if it boring, going potty is necessary.
One day last year, I went to the potty in the public restroom at the same time my students were in there (we go to the public restroom as a group after recess). This was apparently a big deal, because, I was informed quite seriously, that "teachers don't go potty!" The girls were so excited to tell the boys "Mrs. Velarde peed!". I was so famous for that incident that I vowed that future students would think I never went to the potty except to tell them to go.
So far...so good.
..
Monday, September 7, 2009
Meteorology in Preschool
This week we studied the sun. I always start out the week by asking a question pertaining to whatever we are studying. This week my question was, "What does the sun do?". Here are the the responses I got...
It gets into your eyes.
It burns your eyeballs so you have to wear sunglasses.
It follows you.
It makes our mouths hot.
Makes you stay inside.
It stays in the sky.
If you stay in the sun too long it could make you die.
It gets you sweaty.
It makes our eyes hot.
It stays yellow.
It makes the house shady.
It can dry us up.
It goes up and down.
During this week, we had a very rare cloudy day, so on a whim, I asked the kids, "What is a cloud?". And here are those responses...
They are made of fish.
They are white.
They are in the sky and fluffy.
I think if I could touch one, it would be hard.
If you look real hard, they sometimes can have a face.
They go under planes.
They are sometimes like stripes.
They are made of water, and when they get full they turn gray and then rain comes out. (This child obviously has studied the water cycle prior to coming to my class...).
They move in the sky.
It was a fun week. :0)
.
It gets into your eyes.
It burns your eyeballs so you have to wear sunglasses.
It follows you.
It makes our mouths hot.
Makes you stay inside.
It stays in the sky.
If you stay in the sun too long it could make you die.
It gets you sweaty.
It makes our eyes hot.
It stays yellow.
It makes the house shady.
It can dry us up.
It goes up and down.
During this week, we had a very rare cloudy day, so on a whim, I asked the kids, "What is a cloud?". And here are those responses...
They are made of fish.
They are white.
They are in the sky and fluffy.
I think if I could touch one, it would be hard.
If you look real hard, they sometimes can have a face.
They go under planes.
They are sometimes like stripes.
They are made of water, and when they get full they turn gray and then rain comes out. (This child obviously has studied the water cycle prior to coming to my class...).
They move in the sky.
It was a fun week. :0)
.
Wednesday, August 19, 2009
Chasing Kittens
School has started, and it is just as fun as ever. I love getting to know a new bunch of kids, and then tracking how much they grow over the next ten months.
This year's class has a lot of kids I have known since they were in utero. I find it miraculous that a mere three years ago my students were tiny babies that I held in my arms and cooed over, and now I am expecting them to pour their own juice and go potty in the toilet. Me? I haven't changed at all in the past three years, other than maybe a few more wrinkles.
The first few weeks of school are always chaotic. It always takes me a few weeks to get the paperwork figured out (correct spellings of names, student files complete, the parent helper calendar filled out, etc.) and to get back into the daily routine. And if it is challenging for me, imagine what it must be like for these three-year-olds. While I struggle with student files, they are struggling with being left in a new place, with a new grown-up. And this grown-up has the audacity to tell them what to do.
Which explains why when this new grown-up does make a suggestion, that it is more often than not ignored. I mean, why should they listen? They don't know me, and are fairly confident if they ignore me nothing bad will happen. And they are right.
Trying to get the kids to make the transition from outside time back to inside time is always the most challenging part of my day. By definition, recess is awesome, but we always try to make it super awesome - especially in the first few weeks of school. The kids get to feed Patton, our school's tortoise (Patton has the ability to make separation anxiety just disappear), spin endlessly on our tire swing, shoot some hoops, and, a current favorite, make rivers, canals, waterfalls and dams in our sandpit which we put the hose in. In Arizona it is a bazillion degrees outside now, so even if we get wet playing in the sand and water, we are dry before we walk the length of the playground.
So, with all this stuff to do, when I sing my special line up song, I am not at all surprised that not one kid lines up. So, I will gather a couple kids up, tell them how it is time to go in and have our awesome snack, and lead them over to the wall where we line up. And then go to gather a few more kids with the same speech. And as I lead the new set of kids over to the wall, I realize the original group I had placed there have gone back out to the playground. So, back I go to retrieve the kids that left. And when I get back, the other kids are gone.
We call this "Chasing Kittens". Those of us who teach three-year-olds always refer to the first six weeks of school as the Chasing Kittens phase. We actually "chase kittens" all day long, but it actually reaches the really, really funny level on the playground. The four-year-old and kindergarten teachers laugh hysterically as we chase these babies around, trying to convince them that actually going inside to a cool room with lots of cold water is preferable to being outside in the sweltering heat.
What's weird is even though I know I will be chasing kittens on the playground, I never allow enough time for it. I keep having to shorten music time to accommodate for the kitten factor.
It is now the second week of school, and the kids are starting to get it. I am starting to chase the kittens a little less, and in a few weeks the kids will start using peer pressure to get the last kittens to join the group. And while I love it when the kids start to know the routine, and do what is expected, I always feel a pang of sadness when I realize I won't have to chase kittens for another year. These babies are on their way to their scholastic careers, and will never be "kittens" again.
.
This year's class has a lot of kids I have known since they were in utero. I find it miraculous that a mere three years ago my students were tiny babies that I held in my arms and cooed over, and now I am expecting them to pour their own juice and go potty in the toilet. Me? I haven't changed at all in the past three years, other than maybe a few more wrinkles.
The first few weeks of school are always chaotic. It always takes me a few weeks to get the paperwork figured out (correct spellings of names, student files complete, the parent helper calendar filled out, etc.) and to get back into the daily routine. And if it is challenging for me, imagine what it must be like for these three-year-olds. While I struggle with student files, they are struggling with being left in a new place, with a new grown-up. And this grown-up has the audacity to tell them what to do.
Which explains why when this new grown-up does make a suggestion, that it is more often than not ignored. I mean, why should they listen? They don't know me, and are fairly confident if they ignore me nothing bad will happen. And they are right.
Trying to get the kids to make the transition from outside time back to inside time is always the most challenging part of my day. By definition, recess is awesome, but we always try to make it super awesome - especially in the first few weeks of school. The kids get to feed Patton, our school's tortoise (Patton has the ability to make separation anxiety just disappear), spin endlessly on our tire swing, shoot some hoops, and, a current favorite, make rivers, canals, waterfalls and dams in our sandpit which we put the hose in. In Arizona it is a bazillion degrees outside now, so even if we get wet playing in the sand and water, we are dry before we walk the length of the playground.
So, with all this stuff to do, when I sing my special line up song, I am not at all surprised that not one kid lines up. So, I will gather a couple kids up, tell them how it is time to go in and have our awesome snack, and lead them over to the wall where we line up. And then go to gather a few more kids with the same speech. And as I lead the new set of kids over to the wall, I realize the original group I had placed there have gone back out to the playground. So, back I go to retrieve the kids that left. And when I get back, the other kids are gone.
We call this "Chasing Kittens". Those of us who teach three-year-olds always refer to the first six weeks of school as the Chasing Kittens phase. We actually "chase kittens" all day long, but it actually reaches the really, really funny level on the playground. The four-year-old and kindergarten teachers laugh hysterically as we chase these babies around, trying to convince them that actually going inside to a cool room with lots of cold water is preferable to being outside in the sweltering heat.
What's weird is even though I know I will be chasing kittens on the playground, I never allow enough time for it. I keep having to shorten music time to accommodate for the kitten factor.
It is now the second week of school, and the kids are starting to get it. I am starting to chase the kittens a little less, and in a few weeks the kids will start using peer pressure to get the last kittens to join the group. And while I love it when the kids start to know the routine, and do what is expected, I always feel a pang of sadness when I realize I won't have to chase kittens for another year. These babies are on their way to their scholastic careers, and will never be "kittens" again.
.
Friday, July 17, 2009
Real Life Pretend Play
Ok, couldn't think of a good title for this blog...
So, our summer program has been progressing wonderfully this year. The kids and grown-ups have all been having a great time.
Last week, one of the classrooms was set up to be a grocery store. The kids were given a grocery list of items they needed to collect to prepare their snack. For example, one day the snack was Banana Dogs. On their list was a banana, a hot dog bun, and peanut butter. The classroom was set up into different areas, so they had to go to the "bakery" to get the hot dog bun, the "produce section" to get the banana, and the "canned good aisle" to get the peanut butter. Each child had a shopping basket, and when they found the item, they checked it off their list, and put it into their basket.
Because it was a pretend grocery store, of course we had to have a pretend check out area as well, complete with cash register, a scanner and pretend money. We thought the kids would have a great time playing store.
What if no one was manning the pretend register? The customer would stand there, looking irritated, and shout, "I need help here!" until another child would run over to check out the waiting customer.
So, our summer program has been progressing wonderfully this year. The kids and grown-ups have all been having a great time.
Last week, one of the classrooms was set up to be a grocery store. The kids were given a grocery list of items they needed to collect to prepare their snack. For example, one day the snack was Banana Dogs. On their list was a banana, a hot dog bun, and peanut butter. The classroom was set up into different areas, so they had to go to the "bakery" to get the hot dog bun, the "produce section" to get the banana, and the "canned good aisle" to get the peanut butter. Each child had a shopping basket, and when they found the item, they checked it off their list, and put it into their basket.
Because it was a pretend grocery store, of course we had to have a pretend check out area as well, complete with cash register, a scanner and pretend money. We thought the kids would have a great time playing store.And they did. But what happened is that they got it in their mind they needed to pay for their snack. They would stand in line at the one cash register, baskets in hand, and wait patiently to pay for their snacks with wads of crumpled pretend money. The lines would sometimes get as long as ten kids, all standing with the baskets on their hips, tapping their toes, and looking extremely bored. Just like everyone of us has done probably at least once a week since reaching adulthood. We did suggest to the kids that they could just go ahead and sit down, and not "pay"; "But that would be stealing!" we were told. Ok.
What if no one was manning the pretend register? The customer would stand there, looking irritated, and shout, "I need help here!" until another child would run over to check out the waiting customer.
We got the biggest kick out of this very unexpected twist to our grocery store. Did they want to pay because they had been standing in lines at grocery stores with their parents since infancy? Are we genetically programmed to stand in line after checking items off a shopping list? Who knows. But it sure was fun. And funny.
.
Sunday, June 28, 2009
Proven Wrong, Yet Again
Every year, I do a unit about Transportation. As part of this unit, we have a discussion about traffic lights. It is a good opportunity to talk about spatial relationships, colors, and introduce perennial favorite, Red Light/Green Light.
I get out my red, yellow and green circles, and arrange them on my white board, putting them in the correct order. We talk about how the red light is on top, the yellow light is in the middle, and the green light is on the bottom. And this is when little David raises his hand and says, "But really, green is in the middle."
I reply, with a note of condescension in my voice, "No, honey, green is on the bottom." And I reference my handy diagram on the white board to illustrate my point.
David, with a tone of condescension in his voice says, "Yes, there the green light is on the bottom. In a real traffic light, the green light is in the middle."
Obviously, David is confused. But, this is easily remedied, because the preschool is located right on an intersection, complete with traffic light. Field Trip!
I gather the class and we march outside to look at the traffic light. I was so excited to have the opportunity to use a real life example to show David this concept.
We all look up at the traffic light, and....from the top, here is the order of the lights. Red, yellow, green, yellow arrow, green arrow. Yes, The green light is in the middle. I am a dork, and obviously not versed in traffic light appearance in my city.
David, being a kind and understanding soul, did not jump up and down and yell, "In your FACE!" He simply said, "See? Real traffic lights are different than ones you make out of paper."
When will I learn that these kids know way more than me???
.
I get out my red, yellow and green circles, and arrange them on my white board, putting them in the correct order. We talk about how the red light is on top, the yellow light is in the middle, and the green light is on the bottom. And this is when little David raises his hand and says, "But really, green is in the middle."
I reply, with a note of condescension in my voice, "No, honey, green is on the bottom." And I reference my handy diagram on the white board to illustrate my point.
David, with a tone of condescension in his voice says, "Yes, there the green light is on the bottom. In a real traffic light, the green light is in the middle."
Obviously, David is confused. But, this is easily remedied, because the preschool is located right on an intersection, complete with traffic light. Field Trip!
I gather the class and we march outside to look at the traffic light. I was so excited to have the opportunity to use a real life example to show David this concept.
We all look up at the traffic light, and....from the top, here is the order of the lights. Red, yellow, green, yellow arrow, green arrow. Yes, The green light is in the middle. I am a dork, and obviously not versed in traffic light appearance in my city.
David, being a kind and understanding soul, did not jump up and down and yell, "In your FACE!" He simply said, "See? Real traffic lights are different than ones you make out of paper."
When will I learn that these kids know way more than me???
.
Monday, June 8, 2009
Lunch Conversation at Preschool
Our little preschool offers an after school program, where children can stay for an extra two hours after the school day is over. They can play on the playground, do crafts, and generally just have fun. They also get to eat lunch, which they bring from home.
I had the privilege of working Stay 'N' Play this year, and got to eat lunch with the students nearly every day. This is always fun. A highlight for the kids is when they ask me to help them open their fruit cup or yogurt. Because, inevitably, without fail, I would spill whatever it was that I was opening down the front of me. By the end of the year, I could seriously rock the "yogurt down the chest with Dole peaches splashed on top" look. My own kids absolutely loved it when I picked them up from their school sporting this look.
One of the best parts of working Stay 'N' Play for me was simply talking with the kids. I love listening to how they interact with each other, the things they say and how no matter how outrageous the lunch conversation might be, no one under the age of 6 ever bats an eyelash. Those older than 6? Well, I for one have blown Diet Pepsi out my nose on more than one occasion.
The following is a lunch conversation that took place during the last week of school....
Lynn: I haven't pooped in a long time.
Kobey: I pooped just now. It stank.
Lynn: My mom says I need to poop everyday. She said my poops are all stuck in my butt.
Lilly: Why would they want to stay in your butt? Mine always want to come out.
Lynn: My mom says I need to eat different food to make the poop come out. I have an apple and a bagel (holds them up for all to see). She said if I eat these the poops will come out.
Me: Well, go ahead and eat them.
Lynn: But I don't want them to come out here!
Me: It will take at least an hour for that food to make the poops come out. Your mom will be here before then.
Lynn looks at me doubtfully as she begins to munch on her apple.
Lilly, to me: Do you know Zack?
Me: Yep (Zack is Lilly's older brother, and one of my former students)
Lilly, to everyone else: Well, Zack, he is my brother, and he is a dude. Dude means he is a boy.
Everyone else: nods in understanding and agreement.
Lynn: I don't have a dude for a brother. I only have a sister. Who's a girl.
Lilly: Well, since Zack is a dude, he has a penis. And I am not allowed to touch his penis because that is his private place. Mom tells me over and over to respect his privacy.
Bob: I have a penis - does that mean I am a dude?
Lilly: Yep. Only dudes get to have a penis.
Bob: You know what I have? (I am expecting the worst here) A new Lego set.
Kobey: Cool!
Lilly: I don't like legos.
Lynn: My dad likes Legos.
Me: I love Legos, but I can't make cool things out of them
Bob, with exasperated eye roll: No, you can't, Mrs. Velarde, Legos are for KIDS.
And so the conversation continued in that vein. I think they eventually jumped to Star Wars. What struck me about this whole exchange is that I was the only one freaking out about the topic selections. Everyone calmly ate their sandwiches and drank their juice boxes while I was was mentally trying to figure out how to delicately change topics without anyone's feelings getting hurt or causing some other emotional damage. But my intervention was not needed, because, to little ones, talking about their body is as natural as talking about their toys.
Gosh, wouldn't it be nice to have that ability as an adult?
Colleague: Wow, you seem a little off today.
Me: My poops are stuck in my butt.
Colleague: Did you eat an apple? That always makes my poops come out.
Me: No, but thanks for the advice!
Yeah, that will never happen.....
.
I had the privilege of working Stay 'N' Play this year, and got to eat lunch with the students nearly every day. This is always fun. A highlight for the kids is when they ask me to help them open their fruit cup or yogurt. Because, inevitably, without fail, I would spill whatever it was that I was opening down the front of me. By the end of the year, I could seriously rock the "yogurt down the chest with Dole peaches splashed on top" look. My own kids absolutely loved it when I picked them up from their school sporting this look.
One of the best parts of working Stay 'N' Play for me was simply talking with the kids. I love listening to how they interact with each other, the things they say and how no matter how outrageous the lunch conversation might be, no one under the age of 6 ever bats an eyelash. Those older than 6? Well, I for one have blown Diet Pepsi out my nose on more than one occasion.
The following is a lunch conversation that took place during the last week of school....
Lynn: I haven't pooped in a long time.
Kobey: I pooped just now. It stank.
Lynn: My mom says I need to poop everyday. She said my poops are all stuck in my butt.
Lilly: Why would they want to stay in your butt? Mine always want to come out.
Lynn: My mom says I need to eat different food to make the poop come out. I have an apple and a bagel (holds them up for all to see). She said if I eat these the poops will come out.
Me: Well, go ahead and eat them.
Lynn: But I don't want them to come out here!
Me: It will take at least an hour for that food to make the poops come out. Your mom will be here before then.
Lynn looks at me doubtfully as she begins to munch on her apple.
Lilly, to me: Do you know Zack?
Me: Yep (Zack is Lilly's older brother, and one of my former students)
Lilly, to everyone else: Well, Zack, he is my brother, and he is a dude. Dude means he is a boy.
Everyone else: nods in understanding and agreement.
Lynn: I don't have a dude for a brother. I only have a sister. Who's a girl.
Lilly: Well, since Zack is a dude, he has a penis. And I am not allowed to touch his penis because that is his private place. Mom tells me over and over to respect his privacy.
Bob: I have a penis - does that mean I am a dude?
Lilly: Yep. Only dudes get to have a penis.
Bob: You know what I have? (I am expecting the worst here) A new Lego set.
Kobey: Cool!
Lilly: I don't like legos.
Lynn: My dad likes Legos.
Me: I love Legos, but I can't make cool things out of them
Bob, with exasperated eye roll: No, you can't, Mrs. Velarde, Legos are for KIDS.
And so the conversation continued in that vein. I think they eventually jumped to Star Wars. What struck me about this whole exchange is that I was the only one freaking out about the topic selections. Everyone calmly ate their sandwiches and drank their juice boxes while I was was mentally trying to figure out how to delicately change topics without anyone's feelings getting hurt or causing some other emotional damage. But my intervention was not needed, because, to little ones, talking about their body is as natural as talking about their toys.
Gosh, wouldn't it be nice to have that ability as an adult?
Colleague: Wow, you seem a little off today.
Me: My poops are stuck in my butt.
Colleague: Did you eat an apple? That always makes my poops come out.
Me: No, but thanks for the advice!
Yeah, that will never happen.....
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Tuesday, March 17, 2009
Creating Static
As part of my unit on electricity, I decided to talk a little about static electricity as well. Static electricity is a fun concept, there are lots of experiments to demonstrate it in action. And while I had pages and pages of fun demonstrations, I wanted to at least introduce the some of the science behind it.
So, I did some research. As I read through the information, my brain slowly started to go to mush. If this stuff is boring me to tears, how will I explain it to a room full of young children? I started again, trying to figure out the key things I wanted to get across. Atoms (ok, we had talked about those); protons and neutrons (covered those, too); electrons (yep, also familiar territory); positive and negative charge (ack! what? my brain hurts).
I decided to touch on the very basic aspects of static electricity, using the terminology we had already touched on while talking about electricity. Using my atom diagram, I explained that sometimes when you rub two items together (I used a balloon on the carpet), the electrons from one item will jump to another item, causing it to have more electrons than it needs. Now these extra electrons need a place to go, and when the item with the extra electrons find another item with no extra electrons, the electrons will jump to the other item, making the other item stick to the first item. Ok - after all of that does your brain hurt?
As I blathered on, I used the balloon and the carpet. As I rubbed the balloon on the carpet, I explained how the balloon was getting extra electrons. Then I held the balloon over some scraps of tissue paper, and as the tissue paper jumped onto the balloon, I said, "Now the balloon is giving its extra electrons to the tissue paper." I demonstrated the same concept by sticking the balloon to the ceiling, to the wall, as well as holding the charged balloon over a child's head to make his hair stand on end. I eventually gave each child their own balloon, and they all rubbed it on the carpet to "get extra electrons", and then wandered around the room trying to figure out "where they could get rid of the extra electrons"..
To illustrate the concept of having too many electrons (and to toss in a little math), I brought out a simple balance and a bunch of milk bottle caps with the letter "E" on them. As I rubbed the balloon on the carpet, I added "electrons" to one side of the balance until it tipped to heavy side. "Now the balloon has too many electrons". As the tissue paper stuck to the balloon, I removed "electrons" from the heavy side of the balance, until the two sides were once again even. The kids then had a good time playing with the balance, and figuring out exactly how many electrons were too many. (Not being all that accurate of a balance, that number kept changing.)
So, I did some research. As I read through the information, my brain slowly started to go to mush. If this stuff is boring me to tears, how will I explain it to a room full of young children? I started again, trying to figure out the key things I wanted to get across. Atoms (ok, we had talked about those); protons and neutrons (covered those, too); electrons (yep, also familiar territory); positive and negative charge (ack! what? my brain hurts).
I decided to touch on the very basic aspects of static electricity, using the terminology we had already touched on while talking about electricity. Using my atom diagram, I explained that sometimes when you rub two items together (I used a balloon on the carpet), the electrons from one item will jump to another item, causing it to have more electrons than it needs. Now these extra electrons need a place to go, and when the item with the extra electrons find another item with no extra electrons, the electrons will jump to the other item, making the other item stick to the first item. Ok - after all of that does your brain hurt?
As I blathered on, I used the balloon and the carpet. As I rubbed the balloon on the carpet, I explained how the balloon was getting extra electrons. Then I held the balloon over some scraps of tissue paper, and as the tissue paper jumped onto the balloon, I said, "Now the balloon is giving its extra electrons to the tissue paper." I demonstrated the same concept by sticking the balloon to the ceiling, to the wall, as well as holding the charged balloon over a child's head to make his hair stand on end. I eventually gave each child their own balloon, and they all rubbed it on the carpet to "get extra electrons", and then wandered around the room trying to figure out "where they could get rid of the extra electrons"..
To illustrate the concept of having too many electrons (and to toss in a little math), I brought out a simple balance and a bunch of milk bottle caps with the letter "E" on them. As I rubbed the balloon on the carpet, I added "electrons" to one side of the balance until it tipped to heavy side. "Now the balloon has too many electrons". As the tissue paper stuck to the balloon, I removed "electrons" from the heavy side of the balance, until the two sides were once again even. The kids then had a good time playing with the balance, and figuring out exactly how many electrons were too many. (Not being all that accurate of a balance, that number kept changing.)We also played with static electricity using a plastic spoon and pepper...rub the spoon on carpet (getting extra electrons), then hold the spoon over the pepper (getting rid of the electrons), and the pepper jumps up to the spoon. Pretty cool.
There are a kajillion activities to illustrate static electricity. As this was my first time doing this, I chose only to touch lightly on this topic. Next year, I am thinking I will spend a little more time, and go a little deeper (positive and negative charges? possibly...). Possibly introduce magnets as a preview to static electricity. Now that I have tackled this topic, and that it was such a roaring success, I will do it again, and hopefully do it a little better.
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Monday, March 16, 2009
The Return of Patton
Our little preschool has a pet, a little desert tortoise named Patton. This little guy is on loan from Mrs. M's son, and he lives in our garden. The kids take great joy in watching him walk around the garden, feeding him lettuce, and being told "Look with your eyes, not with your hands!"
Last November, Patton went missing. Now, desert tortoises usually hibernate during the cold part of the year, and most of us assumed that Patton had simply dug himself a cozy place way down deep in the garden, and had settled down for his long winter's nap. But Mrs. M was worried...what if he had escaped? What if he was trying to make it on his own in the cold, cruel, world? How would she explain his absence to her son?
Mrs. M brought Mr. M to school, and the two of them dug around in the garden for hours, but their was no sign of Patton. Distraught, Mrs. M decided to tell her son that Patton is hibernating, and deal with the consequences later.
I, on the other hand, was confident Patton was in the garden somewhere. I helped install these gardens, unless he grew really long legs and walked away, or hired a backhoe and tunneled his way out, he was in that garden somewhere.
Months pass. The weather starts to warm up.
One sunny afternoon, Mrs. A and I were outside, sitting on the garden wall, when Mrs. A asks me, "So, do you think Patton will ever show up again?"
And, at that moment, right on cue, out pops Patton from the dirt! He was dirty, and hungry and thirsty, but seemed pretty happy to see us, and once again become the focus of lots and lots
(that's him right in the middle)
and LOTS of attention.
.
Last November, Patton went missing. Now, desert tortoises usually hibernate during the cold part of the year, and most of us assumed that Patton had simply dug himself a cozy place way down deep in the garden, and had settled down for his long winter's nap. But Mrs. M was worried...what if he had escaped? What if he was trying to make it on his own in the cold, cruel, world? How would she explain his absence to her son?
Mrs. M brought Mr. M to school, and the two of them dug around in the garden for hours, but their was no sign of Patton. Distraught, Mrs. M decided to tell her son that Patton is hibernating, and deal with the consequences later.
I, on the other hand, was confident Patton was in the garden somewhere. I helped install these gardens, unless he grew really long legs and walked away, or hired a backhoe and tunneled his way out, he was in that garden somewhere.
Months pass. The weather starts to warm up.
One sunny afternoon, Mrs. A and I were outside, sitting on the garden wall, when Mrs. A asks me, "So, do you think Patton will ever show up again?"
And, at that moment, right on cue, out pops Patton from the dirt! He was dirty, and hungry and thirsty, but seemed pretty happy to see us, and once again become the focus of lots and lots
(that's him right in the middle)
and LOTS of attention.
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Friday, February 27, 2009
It's Electric!
This week my theme was Electricity. I have never taught Electricity before in preschool, so this was my beta test. Could I break the whole electricity thing down into concepts three and four year olds could grasp? Well, I was going to give it a try.
I had an electricity kit that I had received at my Steve Spangler Science in the Rockies conference last summer. The unit included a UFO ball, batteries, wires, single Christmas lights and a knife switch. Also included was a lot of information on how electricity does its thing.
To start, I decided to Google "electricity activities preschool". Not surprisingly, not a lot came up. All stuff regarding electricity is geared toward older kids. I did find a couple of cool examples of static electricity, so I decided I might want to figure out how to incorporate that too.
So, what do I want to get across to the kids? Hmmm...P=IV? No...How to measure amperage? No...How about just something as simple as why a light goes on and off. Ok, I started from there. I also wanted to talk about static electricity, and that would make a discussion of atoms necessary. Well? Why not? Using the Velcro Theory, I decided I would just toss a whole lot of information at them, and see how it went.
To introduce the topic, I asked the question, "What is electricity?" This stumped them, at first. Then a little boy pipes up, "Isn't what makes the lights go on?" "Yes! What else do you turn on?" And I got all kind of answers....tvs, computers, the Wii, my nightlight, the dishwasher...we were on the right track.
Then I asked. "What if we didn't have electricity?" A sea of blank faces. I try again, "Has the power ever gone off at your house during a storm?" (Summer monsoons knock the power off a couple of times every summer here). "When the power goes out, it means you have no electricity."
"I remember when the power went off! I couldn't watch TV, and my fan didn't turn on". This comment then sparked a discussion about what doesn't work without electricity. Everyone agreed that it was VERY dark at night with no electricity, but they liked holding flashlights.
I then read "Electricity". This book compares tasks that are done with and without electricity. Like sewing by hand versus using a sewing machine. Except my students had never seen either (with one exception), so at this point we went into a detailed discussion about how clothes are made. (I now have a sewing center in my classroom). This book sparked the idea for an experiment...would a wet paper towel dry faster hanging outside or inside with a blow dryer inside. Of course, the blow dryer method proved to be the most efficient.
Using electricity to dry the paper towel
To teach them the idea of an open circuit versus a closed circuit, I got out the Energy Ball, and had the class sit in a circle and join hands. I touched one side of the ball and the child next to me touched the other. As long as everyone was touching, the ball lit up and made noise. But if just one person let go of his friends hands, the Energy Ball shut off. Just like shutting off a light. The circuit is open when we are holding hands because the atoms are flowing around us. But if I let go of your hand, the atoms don't flow, and the ball shuts off. We experimented with touching different part of the body; the ball lit up when we all held hands, when we all touched each other's noses, and even when we touched each other's elbows. The kids figured out that as long as you were touching skin, the ball would light up. It didn't take them any time at all to figure this out on their own. Soon they were sitting in small groups, making "circuits" to light up the Energy Balls. (I had a few out)
Since I mentioned the word "atoms" in our discussion, I thought I would ask if anyone knew what an atom was? "It's a guy that lives in your neighborhood!" was the answer I got. While, that is true, I said, an atom is also a very, very, very, VERY, small part of everything we see, and it is also what helps make electricity. I showed them this picture ("Wow, that looks like science a little girl exclaimed when I held it up").
An atom is made up of three parts: neutrons, protons, and electrons. The neutrons and protons are in the middle, and the electrons are around the outside. I drew a atom on the board as I described it, and stuck on paper circles labeled with N's, P's and E's in the proper spot as I talked. The kids then had to go and make their own atoms, with N's and P's in the middle, and E's on the outside.
Throwing in a little bit of literacy with my science, I had dozens of paper circles in various colors labeled with "N", "P", or "E". I gave each student a blank atom on a handout (a circle in the middle of a couple of large ovals, the circle representing the nucleus, and ovals representing the path of the electrons.) The student had to identify the letter and place it in the proper spot of the atom. And, believe it or not, everyone of them did it!
Now it was time to actually make a circuit. Hmmmm.... First thing I did was connect the wires to the battery, the knife switch and a Christmas light, and then had the kids take turns turning off and on the switch. Then I removed the battery. "Why won't the light go on?" Everyone of them figured out pretty quick that it was the battery. Because, as I was told, EVERYTHING uses batteries.
So, I reconnected the battery, but didn't connect one of the wires. "Why won't the light go on?" This one was harder. They thought, and moved things around, when suddenly a little boy yells out, "They aren't holding hands!"
Me: "Huh?" ( I am generally pretty slow on the uptake)
Eric: "The light isn't going on because the atoms aren't going around because the wires aren't holding hands" He holds up the loose wire and shakes it at me. "This needs to be holding hands with the other wires!" Wow....he got it. He used the example of the Energy Ball and all of us holding hands and then letting go. And when I explained the concept to the rest of the class using that terminology, the rest of the class got it too.
I then constructed a circuit diagram using pictures* of the things we were using (as opposed to the scientific symbols) that illustrated the first circuit I created. After everyone had had a turn constructing the circuit, we rearranged the pictures creating different combinations of the components. It didn't take them very long to figure out what combinations worked and what didn't.
*(I downloaded actual pictures of the components we were using, laminated them and then hot-glued them to magnets, so we could construct circuits on my magnetic board)
During one of these demonstrations, my light didn't light up, even though it should have with the configuration we were building. I thought maybe my battery was dead, so I ran and got a couple of other batteries to test out. And another learning opportunity was born. What battery makes the light shine brighter? We ended up testing out all different sizes of batteries, and were amazed to discover that a bigger battery didn't necessarily mean a brighter light.
This ended up being a very successful and exciting unit. (I also touched on Static Electricity, that is the next post...). I think the kids really got a lot out of it. The week following this unit I set up an Electricity Center, where they could construct their own circuits and test batteries on their own. They absolutely loved it.
.
I had an electricity kit that I had received at my Steve Spangler Science in the Rockies conference last summer. The unit included a UFO ball, batteries, wires, single Christmas lights and a knife switch. Also included was a lot of information on how electricity does its thing.
To start, I decided to Google "electricity activities preschool". Not surprisingly, not a lot came up. All stuff regarding electricity is geared toward older kids. I did find a couple of cool examples of static electricity, so I decided I might want to figure out how to incorporate that too.
So, what do I want to get across to the kids? Hmmm...P=IV? No...How to measure amperage? No...How about just something as simple as why a light goes on and off. Ok, I started from there. I also wanted to talk about static electricity, and that would make a discussion of atoms necessary. Well? Why not? Using the Velcro Theory, I decided I would just toss a whole lot of information at them, and see how it went.
To introduce the topic, I asked the question, "What is electricity?" This stumped them, at first. Then a little boy pipes up, "Isn't what makes the lights go on?" "Yes! What else do you turn on?" And I got all kind of answers....tvs, computers, the Wii, my nightlight, the dishwasher...we were on the right track.
Then I asked. "What if we didn't have electricity?" A sea of blank faces. I try again, "Has the power ever gone off at your house during a storm?" (Summer monsoons knock the power off a couple of times every summer here). "When the power goes out, it means you have no electricity."
"I remember when the power went off! I couldn't watch TV, and my fan didn't turn on". This comment then sparked a discussion about what doesn't work without electricity. Everyone agreed that it was VERY dark at night with no electricity, but they liked holding flashlights.
I then read "Electricity". This book compares tasks that are done with and without electricity. Like sewing by hand versus using a sewing machine. Except my students had never seen either (with one exception), so at this point we went into a detailed discussion about how clothes are made. (I now have a sewing center in my classroom). This book sparked the idea for an experiment...would a wet paper towel dry faster hanging outside or inside with a blow dryer inside. Of course, the blow dryer method proved to be the most efficient.
Using electricity to dry the paper towel
To teach them the idea of an open circuit versus a closed circuit, I got out the Energy Ball, and had the class sit in a circle and join hands. I touched one side of the ball and the child next to me touched the other. As long as everyone was touching, the ball lit up and made noise. But if just one person let go of his friends hands, the Energy Ball shut off. Just like shutting off a light. The circuit is open when we are holding hands because the atoms are flowing around us. But if I let go of your hand, the atoms don't flow, and the ball shuts off. We experimented with touching different part of the body; the ball lit up when we all held hands, when we all touched each other's noses, and even when we touched each other's elbows. The kids figured out that as long as you were touching skin, the ball would light up. It didn't take them any time at all to figure this out on their own. Soon they were sitting in small groups, making "circuits" to light up the Energy Balls. (I had a few out)
Since I mentioned the word "atoms" in our discussion, I thought I would ask if anyone knew what an atom was? "It's a guy that lives in your neighborhood!" was the answer I got. While, that is true, I said, an atom is also a very, very, very, VERY, small part of everything we see, and it is also what helps make electricity. I showed them this picture ("Wow, that looks like science a little girl exclaimed when I held it up").
An atom is made up of three parts: neutrons, protons, and electrons. The neutrons and protons are in the middle, and the electrons are around the outside. I drew a atom on the board as I described it, and stuck on paper circles labeled with N's, P's and E's in the proper spot as I talked. The kids then had to go and make their own atoms, with N's and P's in the middle, and E's on the outside.
Throwing in a little bit of literacy with my science, I had dozens of paper circles in various colors labeled with "N", "P", or "E". I gave each student a blank atom on a handout (a circle in the middle of a couple of large ovals, the circle representing the nucleus, and ovals representing the path of the electrons.) The student had to identify the letter and place it in the proper spot of the atom. And, believe it or not, everyone of them did it!
Now it was time to actually make a circuit. Hmmmm.... First thing I did was connect the wires to the battery, the knife switch and a Christmas light, and then had the kids take turns turning off and on the switch. Then I removed the battery. "Why won't the light go on?" Everyone of them figured out pretty quick that it was the battery. Because, as I was told, EVERYTHING uses batteries.
So, I reconnected the battery, but didn't connect one of the wires. "Why won't the light go on?" This one was harder. They thought, and moved things around, when suddenly a little boy yells out, "They aren't holding hands!"
Me: "Huh?" ( I am generally pretty slow on the uptake)
Eric: "The light isn't going on because the atoms aren't going around because the wires aren't holding hands" He holds up the loose wire and shakes it at me. "This needs to be holding hands with the other wires!" Wow....he got it. He used the example of the Energy Ball and all of us holding hands and then letting go. And when I explained the concept to the rest of the class using that terminology, the rest of the class got it too.
I then constructed a circuit diagram using pictures* of the things we were using (as opposed to the scientific symbols) that illustrated the first circuit I created. After everyone had had a turn constructing the circuit, we rearranged the pictures creating different combinations of the components. It didn't take them very long to figure out what combinations worked and what didn't.*(I downloaded actual pictures of the components we were using, laminated them and then hot-glued them to magnets, so we could construct circuits on my magnetic board)
During one of these demonstrations, my light didn't light up, even though it should have with the configuration we were building. I thought maybe my battery was dead, so I ran and got a couple of other batteries to test out. And another learning opportunity was born. What battery makes the light shine brighter? We ended up testing out all different sizes of batteries, and were amazed to discover that a bigger battery didn't necessarily mean a brighter light.This ended up being a very successful and exciting unit. (I also touched on Static Electricity, that is the next post...). I think the kids really got a lot out of it. The week following this unit I set up an Electricity Center, where they could construct their own circuits and test batteries on their own. They absolutely loved it.
.
Saturday, January 10, 2009
Santa vs. Trains
I haven't written for a few weeks - I actually stayed away from the computer for most of my winter break. Weird for me, but I did spend some good, quality time with my family.
But preschool is back in session, and so is my need to share it with you.
The day before school let out for break, we had a small Christmas celebration. We made cookies, had a small gift exchange, and most exciting of all, someone special came to pay a visit. A hint...he wears red and says, "Ho, ho ho!"
Santa has been coming to the school for years. Even though it is a busy time of year for him, he always makes sure he is able to pay our little preschool a visit.
I told my students of the planned visit a couple weeks in advance. I always like to feel them out...is anyone scared of Santa? not know who Santa is? When I told the class "Santa will be coming to visit us in 14 more sleeps!", one little boy was almost speechless, with a smile that took over his whole face. He was so excited, it took him a couple of tries to get these words out, "Does that mean I won't have to wait in line forever to see Santa?" "Yep!" I replied. He was on cloud nine the rest of the day. When his mom arrived to pick him up, he informed her, "We don't need to go to the mall to see Santa, he will be at my school in 14 more sleeps!"
The day of Santa's visit, as a surprise to the boys in my class, I brought out the school's train collection to play with. Normally, I don't break out the trains until I do a Transportation unit, but there are several train enthusiasts in this year's group, and I thought it would be fun for them to play with the trains on their last day of the before break.
Big mistake.
The boys LOVED the trains. The immediately created a complex track system that covered the circle time rug, and developed complicated schedules for the trains to follow, as well as made buildings and villages along the tracks. But when Santa came in, booming, "Ho! Ho! Ho! Merry Christmas!" the boys didn't give him a second glance. "Santa's here? Oh, hey Santa. Look, we have trains!"
Santa didn't mind too much that he was being overshadowed by trains - I guess in his line of work this sort of thing happens a lot. But I had promised the kids' parents pictures with Santa, so I had to convince the boys to stop what they were doing and come talk to Santa. Which they all did, albeit reluctantly. And in each one of their pictures, instead of looking adoringly at the big guy in red, they are looking wistfully over their shoulders at the trains that are waiting for them to come back.
Note to self...next year, bring out the trains AFTER Santa visits.
.
But preschool is back in session, and so is my need to share it with you.
The day before school let out for break, we had a small Christmas celebration. We made cookies, had a small gift exchange, and most exciting of all, someone special came to pay a visit. A hint...he wears red and says, "Ho, ho ho!"
Santa has been coming to the school for years. Even though it is a busy time of year for him, he always makes sure he is able to pay our little preschool a visit.
I told my students of the planned visit a couple weeks in advance. I always like to feel them out...is anyone scared of Santa? not know who Santa is? When I told the class "Santa will be coming to visit us in 14 more sleeps!", one little boy was almost speechless, with a smile that took over his whole face. He was so excited, it took him a couple of tries to get these words out, "Does that mean I won't have to wait in line forever to see Santa?" "Yep!" I replied. He was on cloud nine the rest of the day. When his mom arrived to pick him up, he informed her, "We don't need to go to the mall to see Santa, he will be at my school in 14 more sleeps!"
The day of Santa's visit, as a surprise to the boys in my class, I brought out the school's train collection to play with. Normally, I don't break out the trains until I do a Transportation unit, but there are several train enthusiasts in this year's group, and I thought it would be fun for them to play with the trains on their last day of the before break.
Big mistake.
The boys LOVED the trains. The immediately created a complex track system that covered the circle time rug, and developed complicated schedules for the trains to follow, as well as made buildings and villages along the tracks. But when Santa came in, booming, "Ho! Ho! Ho! Merry Christmas!" the boys didn't give him a second glance. "Santa's here? Oh, hey Santa. Look, we have trains!"
Santa didn't mind too much that he was being overshadowed by trains - I guess in his line of work this sort of thing happens a lot. But I had promised the kids' parents pictures with Santa, so I had to convince the boys to stop what they were doing and come talk to Santa. Which they all did, albeit reluctantly. And in each one of their pictures, instead of looking adoringly at the big guy in red, they are looking wistfully over their shoulders at the trains that are waiting for them to come back.
Note to self...next year, bring out the trains AFTER Santa visits.
.
Sunday, December 14, 2008
Santa's Reindeer
My class has been doing a lot of pretend play the past few weeks revolving around Christmas. I set up a wrapping center in my room, complete with gift wrap, ribbons, bows and lots and lots and lots of tape. This served as the jumping off point for a game that has continued all week - Santa delivering presents. There are elves that wrap the presents, children who sleep while waiting for Santa, the big guy himself, and of course, the reindeer that pull the sleigh.
"I'll be Rudolph!"
"I'll be Dancer!"
"I'll be Donner!"
"I'll be Prancer!"
and...
"I'll be Blister!"
You all remember Blister, Santa's reindeer whose shoes were too small?
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"I'll be Rudolph!"
"I'll be Dancer!"
"I'll be Donner!"
"I'll be Prancer!"
and...
"I'll be Blister!"
You all remember Blister, Santa's reindeer whose shoes were too small?
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Saturday, December 6, 2008
Birthdays, Then and Now
I am celebrating a birthday in a couple of months. And the number is kind of a big one. I have found that if I practice saying it a couple of times a day in the months leading up to the fateful day, it is easier to accept it once I get there.
One of my students turned 4 yesterday. She walked onto the campus her head held high, a spring in her step, and a smile that lit up her face. As she walked up to me, I said, "Whose celebrating a birthday today?". The look she gave me was a mixture of disdain and pity.
"Mrs. V., of COURSE it is me. Can't you tell by looking at me that I turned 4 today?"
I love how little ones look so forward to getting older and getting bigger. I love how each birthday represents an achievement, and an automatic check in the "I am more grown-up" column. And how once they reach these landmark birthdays, they look back on their younger years with such nostalgia.
"I remember when I was three, I didn't know how to take turns" one little boy said to me earlier this week, shaking his head as he looked at his classmates squabbling over a block. "Now, that I am four, I know how to share." It should be noted that he has been 4 for about 10 days.
The age technique is one that I keep in my arsenal of Behavior Management Tools. Few words have the affect on a 4-year-old as "Wow, for a minute there, I thought you were three again". The usual reaction is one of horror, like being three was just this side of prison, and then the mistaken behavior usually ends immediately. "I didn't mean to take the firetruck from you and then hit you on the head with it."
I would like to pinpoint the exact age when getting older and getting bigger is no longer an achievement, but an embarrassment.
"Happy Birthday! I had no idea it was your birthday until I looked up your Facebook page. How old are you?"
And you either answer...
"...cough..forty cough..cough four" into your hand
or
"None of your business! I am changing my Facebook profile this intstant!!"
Why can't I answer, with my head held high, a confident spring in my step and a smile that lights up my face, "I am 44! And I remember when I was 43, I was embarrassed about my eye wrinkles. But now that I am 44, I know that eye wrinkles rock!!"
*marin thinks about changing her attitude about her birthday. those 3-year-olds have the right idea, I think...*
.
One of my students turned 4 yesterday. She walked onto the campus her head held high, a spring in her step, and a smile that lit up her face. As she walked up to me, I said, "Whose celebrating a birthday today?". The look she gave me was a mixture of disdain and pity.
"Mrs. V., of COURSE it is me. Can't you tell by looking at me that I turned 4 today?"
I love how little ones look so forward to getting older and getting bigger. I love how each birthday represents an achievement, and an automatic check in the "I am more grown-up" column. And how once they reach these landmark birthdays, they look back on their younger years with such nostalgia.
"I remember when I was three, I didn't know how to take turns" one little boy said to me earlier this week, shaking his head as he looked at his classmates squabbling over a block. "Now, that I am four, I know how to share." It should be noted that he has been 4 for about 10 days.
The age technique is one that I keep in my arsenal of Behavior Management Tools. Few words have the affect on a 4-year-old as "Wow, for a minute there, I thought you were three again". The usual reaction is one of horror, like being three was just this side of prison, and then the mistaken behavior usually ends immediately. "I didn't mean to take the firetruck from you and then hit you on the head with it."
I would like to pinpoint the exact age when getting older and getting bigger is no longer an achievement, but an embarrassment.
"Happy Birthday! I had no idea it was your birthday until I looked up your Facebook page. How old are you?"
And you either answer...
"...cough..forty cough..cough four" into your hand
or
"None of your business! I am changing my Facebook profile this intstant!!"
Why can't I answer, with my head held high, a confident spring in my step and a smile that lights up my face, "I am 44! And I remember when I was 43, I was embarrassed about my eye wrinkles. But now that I am 44, I know that eye wrinkles rock!!"
*marin thinks about changing her attitude about her birthday. those 3-year-olds have the right idea, I think...*
.
Birthdays in Preschool
A couple of my students celebrated birthdays this week. We make a big deal out of birthdays in my class; we make cupcakes! The birthday child gets to choose what kind of cake and frosting he wants (I always have a couple of choices on hand), and then we make the cupcakes as a class.
This is a great exercise in beginning recipe reading. Cake mixes now have the pictures of the ingredients right on the box, and the kids take great joy in being able to tell me exactly what ingredients we need to get. By the end of the school year, and the celebration of many birthdays, the students can differentiate between different measuring utensils, and they understand the idea of following the steps in a recipe.
The hardest part of these birthday rituals is trying to convince the kids that they can't lick their fingers, and then stick them back into the bowl. Because, ewww. I have tried several methods to try to curb this temptation. I have gone into long detailed explanations about the transfer of germs via fingers and mouth, but found that by the time I had finished this diatribe that there were about 6 children up to their elbows in cake batter. I have also tried to detail the dangers of e-coli in raw eggs, but this lecture had the same result as the germ lecture. My current strategy is simply saying the rule is no licking fingers at school. This technique has had better results; only two children end up elbow deep in cake batter as opposed to six. I comfort myself that very few germs can survive 10-12 minutes in a 350 degree oven.
We make mini cupcakes, and after they are cooked each child gets a plate with a cupcake, a dollop of the chosen frosting and a small pile of sprinkles. Each child decorates their own cupcake, some with care and detail, some with reckless abandon. Some kids eat each part separately. Last year, I had one little boy who would stuff the whole cupcake in his mouth, and then tell me, mouth full of cupcake, that I forgot to give him his cupcake. He tried this on every single birthday celebration. I am happy to report I only fell for it twice.
The birthday child gets to take the leftover cupcakes, frosting and sprinkles home to decorate with their family.
By the end of the year, my students can whip out a batch of cupcakes in record time. And that is an important life skill.
.
This is a great exercise in beginning recipe reading. Cake mixes now have the pictures of the ingredients right on the box, and the kids take great joy in being able to tell me exactly what ingredients we need to get. By the end of the school year, and the celebration of many birthdays, the students can differentiate between different measuring utensils, and they understand the idea of following the steps in a recipe.
The hardest part of these birthday rituals is trying to convince the kids that they can't lick their fingers, and then stick them back into the bowl. Because, ewww. I have tried several methods to try to curb this temptation. I have gone into long detailed explanations about the transfer of germs via fingers and mouth, but found that by the time I had finished this diatribe that there were about 6 children up to their elbows in cake batter. I have also tried to detail the dangers of e-coli in raw eggs, but this lecture had the same result as the germ lecture. My current strategy is simply saying the rule is no licking fingers at school. This technique has had better results; only two children end up elbow deep in cake batter as opposed to six. I comfort myself that very few germs can survive 10-12 minutes in a 350 degree oven.
We make mini cupcakes, and after they are cooked each child gets a plate with a cupcake, a dollop of the chosen frosting and a small pile of sprinkles. Each child decorates their own cupcake, some with care and detail, some with reckless abandon. Some kids eat each part separately. Last year, I had one little boy who would stuff the whole cupcake in his mouth, and then tell me, mouth full of cupcake, that I forgot to give him his cupcake. He tried this on every single birthday celebration. I am happy to report I only fell for it twice.
The birthday child gets to take the leftover cupcakes, frosting and sprinkles home to decorate with their family.
By the end of the year, my students can whip out a batch of cupcakes in record time. And that is an important life skill.
.
Friday, November 28, 2008
Clouds!
In Scottsdale, Arizona, it is sunny a lot. I mean A LOT. It never rains, and rarely are there clouds in the sky. Try doing a unit on It Looked Like Spilt Milk; the students all lay on their backs, look at the sky and say, "Clouds? What clouds?"
I gave up doing the weather as part of my circle time after two years of...
"What's the weather today?"
"Sunny and hot"
The student who got to say "Cloudy" or "Windy" or "Rainy" was a hero; on the few cloudy or windy or rainy days we got, there were tears - everyone was desperate for the opportunity to change the little sunshine picture to another picture. I decided that weather in Scottsdale was not only boring when you are three, but a little too intense as well. When it rains in this town, we celebrate, we don't cry because it is not our turn to do the weather.
So we sing songs now.
But doing the weather is a part of Kindergarten. And this week, the weather in our fair city turned. We had clouds, cool temperatures and a chance of rain. And if it was your day to do the weather in kindergarten, it was an excellent day.
I was outside on the playground with my class, when the kindergartner weather watcher of the day stuck his head out of the door. And it is hard to describe his delight. A big smile lit up his face, and he literally jumped for joy. "It's cloudy! It's cloudy! I get to take down the sun!" His announcement was met not with groans of disappointment and tears from his classmates; but the question, "Do you think it will rain?" I guess two more years of living in the desert has taught these now wise kindergartners that while it is a bummer not to get to replace the sun with clouds on your weather day, the chance of rain makes that slight disappointment worth it.
And, it rained buckets that night. So, so, so awesome.
.
I gave up doing the weather as part of my circle time after two years of...
"What's the weather today?"
"Sunny and hot"
The student who got to say "Cloudy" or "Windy" or "Rainy" was a hero; on the few cloudy or windy or rainy days we got, there were tears - everyone was desperate for the opportunity to change the little sunshine picture to another picture. I decided that weather in Scottsdale was not only boring when you are three, but a little too intense as well. When it rains in this town, we celebrate, we don't cry because it is not our turn to do the weather.
So we sing songs now.
But doing the weather is a part of Kindergarten. And this week, the weather in our fair city turned. We had clouds, cool temperatures and a chance of rain. And if it was your day to do the weather in kindergarten, it was an excellent day.
I was outside on the playground with my class, when the kindergartner weather watcher of the day stuck his head out of the door. And it is hard to describe his delight. A big smile lit up his face, and he literally jumped for joy. "It's cloudy! It's cloudy! I get to take down the sun!" His announcement was met not with groans of disappointment and tears from his classmates; but the question, "Do you think it will rain?" I guess two more years of living in the desert has taught these now wise kindergartners that while it is a bummer not to get to replace the sun with clouds on your weather day, the chance of rain makes that slight disappointment worth it.
And, it rained buckets that night. So, so, so awesome.
.
Tuesday, November 25, 2008
What is Thanksgiving?
My first year of teaching, I posed this question to my three-year-olds, naively thinking that they would be well-versed in Pilgrims, Indians, the Mayflower and such. What I got in response to my question was a sea of blank stares, with one exception. Interestingly, I had one student that year who was able to explain to me exactly what Thanksgiving was; this student had just moved from Australia - where they don't celebrate Thanksgiving. Obviously, the preschool program in that country rocks, what with the focus on American traditions and all. (Trying to return the favor, later in the year we all tried Vegemite. Um....it was gross).
In general, my students have no clue what Thanksgiving is. And, seriously, how could they - I mean, they are three! They have celebrated maybe three Thanksgivings, and only one they may possibly remember. So, after that first year, I dropped the whole Pilgrim, Mayflower, Indian thing and concentrated on what I personally think Thanksgiving is about. Being thankful for what you have and your family.
Explaining "thankful" is tough. At three, you really have no need to be thankful. You are loved and well cared for and the world revolves around you (ideally; I like to think all three year olds are this blessed). So I explain "thankful" as the feeling that makes you feel happy and good inside. I read Thanks for Thanksgiving, which does a pretty good job of listing things that make you feel happy and relating it to the holiday. We spend about a week talking about what "thankful" is, and then I ask the class, "What are you thankful for?" Some answers this year were...
Candy corn
Everyone and everything
The "Tinkerbell" DVD
Dance class
Santa bringing me a puppy
My friends
Mrs. V (I swear, I didn't give hints!)
My mom and my dad
My new baby
All the colors
My family
I think they more or less got the concept. I know there are some days when I myself am thankful for candy corn and my friends. Of course, chocolate is always on my list, too.
I do still ask the question, "What is Thanksgiving?", always curious about what the kids will say. This year, I had the usual sea of blank stares, with one exception. One little boy raised his hand and said, "Thanksgiving is a day when you eat lots of turkey and food, and you spend all day with your family, and you tell them you love them."
Wow, this little guy pretty much nailed the holiday for me. I couldn't have said it better myself.
Happy Thanksgiving!!
.
In general, my students have no clue what Thanksgiving is. And, seriously, how could they - I mean, they are three! They have celebrated maybe three Thanksgivings, and only one they may possibly remember. So, after that first year, I dropped the whole Pilgrim, Mayflower, Indian thing and concentrated on what I personally think Thanksgiving is about. Being thankful for what you have and your family.
Explaining "thankful" is tough. At three, you really have no need to be thankful. You are loved and well cared for and the world revolves around you (ideally; I like to think all three year olds are this blessed). So I explain "thankful" as the feeling that makes you feel happy and good inside. I read Thanks for Thanksgiving, which does a pretty good job of listing things that make you feel happy and relating it to the holiday. We spend about a week talking about what "thankful" is, and then I ask the class, "What are you thankful for?" Some answers this year were...
Candy corn
Everyone and everything
The "Tinkerbell" DVD
Dance class
Santa bringing me a puppy
My friends
Mrs. V (I swear, I didn't give hints!)
My mom and my dad
My new baby
All the colors
My family
I think they more or less got the concept. I know there are some days when I myself am thankful for candy corn and my friends. Of course, chocolate is always on my list, too.
I do still ask the question, "What is Thanksgiving?", always curious about what the kids will say. This year, I had the usual sea of blank stares, with one exception. One little boy raised his hand and said, "Thanksgiving is a day when you eat lots of turkey and food, and you spend all day with your family, and you tell them you love them."
Wow, this little guy pretty much nailed the holiday for me. I couldn't have said it better myself.
Happy Thanksgiving!!
.
Tell me About Your Family
I love listening to three year olds describe what is important to them. As part of my Thanksgving theme, I asked my students to talk about their parents. I asked them to "tell me about your mom and dad". And here is what some of them said....
My mom looks the same as me in a different way
My dad is tall and he has a neck. He works sometimes.
My mom has red hair and clothes and ears
My mom has brown hair and lots of shoes
My dad drinks beer and red bull and gives me vitamins
My mom is short and has yellow hair. She cooks apples and then she eats them.
My mom has blond hair. I just love everything about her
My dad has black hair and he tells me stories at night
My mom takes care of my little brother. She doesn't take care of me, I'm too big. My mom looks like a mom. But my daddy looks like my brother and he takes care of me.
My mom is pretty and she wears ponytails. I love her because she takes care of me
My mom looks like my mom because she is my mom. I just love her.
My dad is tall and he loves me so much.
Her looks pretty. She is a girl. She has a girl face. My dad is my dad. He has a boy face.
My dad has short hair and he is big and nice.
Each of the kids made paper dolls to represent their parents, I wrote down what they said next to the corresponding doll.
When my kids were in preschool, I treasured these little bits of insight their teachers captured for me. Interestingly, a common theme from all of my children were, 1. I was always cleaning (weird because I have never met a dust bunny I didn't like) and 2. I was drinking beer. Hmmmm....what kind of home life did my kids' teachers think they had???
.
My mom looks the same as me in a different way
My dad is tall and he has a neck. He works sometimes.
My mom has red hair and clothes and ears
My mom has brown hair and lots of shoes
My dad drinks beer and red bull and gives me vitamins
My mom is short and has yellow hair. She cooks apples and then she eats them.
My mom has blond hair. I just love everything about her
My dad has black hair and he tells me stories at night
My mom takes care of my little brother. She doesn't take care of me, I'm too big. My mom looks like a mom. But my daddy looks like my brother and he takes care of me.
My mom is pretty and she wears ponytails. I love her because she takes care of me
My mom looks like my mom because she is my mom. I just love her.
My dad is tall and he loves me so much.
Her looks pretty. She is a girl. She has a girl face. My dad is my dad. He has a boy face.
My dad has short hair and he is big and nice.
Each of the kids made paper dolls to represent their parents, I wrote down what they said next to the corresponding doll.
When my kids were in preschool, I treasured these little bits of insight their teachers captured for me. Interestingly, a common theme from all of my children were, 1. I was always cleaning (weird because I have never met a dust bunny I didn't like) and 2. I was drinking beer. Hmmmm....what kind of home life did my kids' teachers think they had???
.
Saturday, November 15, 2008
The Air Popper
As part of my unit on cows, I talk about corn. Because cows eat corn, you see. So, we talk about corn, and all the different things we eat that come from corn, usually steering clear of high fructose corn syrup. But it's fun to help the kids discover that corn on the cob, popcorn, tortilla chips, corn flakes and corn bread are all made from corn. It blows their minds, and I usually have a couple kids doubt me.
Last year I had a student proclaim, "There is no way that cornflakes come from corn on the cob - they are not even the same color." This little guy marched away from me in a bit of a huff, certain that I was telling tall tales.
It wasn't until after he had peeled kernels off a piece of Indian corn, and ground them with a mortar and pestle and compared his result with cornmeal that I had bought from a store that he maybe thought I was onto something. He was dubious about the cornflakes ("they are brown, not yellow!"), but he could wrap his mind around the fact that corn was in lots of things he ate.
Every year, as part of this unit, I drag out an old air popper to pop popcorn with. I set it up on my carpet, on top of a clean piece of butcher paper, and I let the popcorn just come out of the popper and onto the paper, and the kids eat it right up. This is always a good time.
In years past, I always had a couple of students know what the air popper was. But it was still fun to eat the popcorn off the floor. This year is the first year none of my students had a clue as to what I was about to do.
I showed them the air popper, "What's this?" I asked. A sea of blank faces stared back at me.
I showed them the bag of popcorn kernels, "What's this?"
"Popcorn kernels!" they all scream back. No surprise here; we have had popcorn in the sensory table all week, even if they hadn't seen popcorn kernels in the clear plastic bag before, they had certainly heard me say, "Keep the popcorn kernels in the table" a thousand times.
"How do you make popcorn at your house?" I asked the class.
A confident little girl raised her hand, "At my house, the popcorn comes in white squares. We put them in the microwave this side up, press the popcorn button, it has a picture of popcorn on it, and then the square gets popcorn in it!" she stated triumphantly. The rest of the class assured me this was the same procedure that was followed in all of their homes, although one little boy noted he had to use numbers on his microwave as opposed to the button with the picture of popcorn on it.
"Well," I said to the class, "I am going to make popcorn by pouring this," as I held up the bag of popcorn kernels, "into this" and I pointed at the air popper. As I was greeted with the chorus of, "No Way's", I dumped the kernels into the popper.
As the kernels spun around, I told the kids to use their noses to see of they smelled anything. And then to keep their listening ears wide open to see if they heard anything. Before long, the scent of popcorn filled the room, and all the kids sniffed excitedly, "I smell popcorn!" I had to get the kids calmed down so they could hear the first "pop, pop, pop". The excitement that filled the room when they heard the popcorn start to pop was amazing. And then, the looks on their faces when the popcorn starting spilling onto the butcher paper? They were beyond thrilled.
"Do it again!!" they all yelled. And this was before they had even tried the popcorn. I encouraged them to take a taste. Wow! It tasted just like "real popcorn"!
So I did it again. And again, and again. Their excitement never waned. For such a simple thing, the kids had such a great time. I loved hearing what they said to their parents at pick up time, "She put popcorn seeds in that thing and then popcorn came out all over the floor and I smelled it and heared (not a misspelling, just an exact quote) it!"
It makes me think I might need to invest in one of these old fashioned contraptions for my own home. The popcorn is healthy, and maybe my own kids would get even a quarter as excited as my students did. And that would be worth the cost.
.
Friday, November 7, 2008
Election Day at Preschool
First of all, the following idea was not mine at all. All credit goes to the wonderful Mrs. M., who is a fabulous kindergarten teacher.
Not too long ago, we added a really cool, humongous, concrete turtle to our playground. This cute guy was in desperate need of a name, so we asked all the parents to come up with some possibilities. From that, we teachers chose the three we liked best, and decided the kids could vote on what name they wanted on Election Day. That way, they could participate in their own very election.
The names that were up for election: Pago, Flash, and Desi.
Election week arrived, and the kindergartners started campaigning heavily for the names they wanted.Our little campus was covered with the campaign signs they created. What was really cool is that all the little ones knew what these signs were - after all, campaign signs had been all over their neighborhoods for months. I had to read each one of them to my class. Several times.
Election Day arrived, and the kindergartners made a ballot box, complete with sign to let us know where to vote.
Each student filled out a ballot, and solemnly placed their vote in the ballot box. It was interesting that almost everyone of them got what voting was. Of course, we had been talking about it in class, but I think because of how huge the presidential election was, most kids were learning about the voting process at home as well.
Of course, after they voted they got the "I voted today" sticker, except theirs had a tortoise on it as opposed to the red, white, and blue.
The kindergarten painstakingly calculated the results, and the name "Flash" won by an overwhelming majority. There was celebrating on the playground as the kids joyfully ran up to the tortoise and called him by his new name.
All in all, a very successful lesson.
Not too long ago, we added a really cool, humongous, concrete turtle to our playground. This cute guy was in desperate need of a name, so we asked all the parents to come up with some possibilities. From that, we teachers chose the three we liked best, and decided the kids could vote on what name they wanted on Election Day. That way, they could participate in their own very election.The names that were up for election: Pago, Flash, and Desi.
Election week arrived, and the kindergartners started campaigning heavily for the names they wanted.Our little campus was covered with the campaign signs they created. What was really cool is that all the little ones knew what these signs were - after all, campaign signs had been all over their neighborhoods for months. I had to read each one of them to my class. Several times.
Election Day arrived, and the kindergartners made a ballot box, complete with sign to let us know where to vote.
Each student filled out a ballot, and solemnly placed their vote in the ballot box. It was interesting that almost everyone of them got what voting was. Of course, we had been talking about it in class, but I think because of how huge the presidential election was, most kids were learning about the voting process at home as well.
Of course, after they voted they got the "I voted today" sticker, except theirs had a tortoise on it as opposed to the red, white, and blue.
The kindergarten painstakingly calculated the results, and the name "Flash" won by an overwhelming majority. There was celebrating on the playground as the kids joyfully ran up to the tortoise and called him by his new name.
All in all, a very successful lesson.
Monday, November 3, 2008
Oooohh...Spiders!
I don't really do much of a Halloween Theme during Halloween time, but I do use this time of year to talk about two facets of Halloween celebrations - spiders and pumpkins. My Spider Theme this year went quite well. I think most of my students learned a thing or two, which, of course, is always a goal when teaching.
I use what my mom calls the "Velcro Method" of teaching. I throw out a whole bunch of information, and if some of it sticks, it's all good. When teaching about spiders, I want them to know that spiders have eight legs, and use their webs to catch pesky flies and mosquitoes. I throw out other terms like arachnid, cephalothorax, spinnerets, and the like, and if some of the kids pick up on these I high five myself (and them!)
I use Eric Carle's The Very Busy Spider as my book for this theme.
The morning of our first day of studying spiders, a colleague who loves to do face painting with the kids asked what I was studying this week. When I answered, "Spiders," she asked if she could paint spiders on the kids' hands. As she painted each child"s hand, she had them count the body parts (2), and the legs (8) as she painted them. This turned out to be a stroke of genius, because this simple act really helped cement those two concepts in the kids' minds. (Thanks, Katie!)
I made a huge Very Busy Spider and hung it on my ceiling. It was a simple construction paper job, nothing fancy, but the kids figured out right away who it was supposed to be. I told them the spider would be busily spinning a web on our ceiling all night.
For the next day of class, I made a huge spider web constructed from scotch tape on my ceiling, with the sticky side facing down. The kids were absolutely delighted that the Very Busy Spider had really been busy! I gave each student a handful of cotton balls, and told them that the cotton balls were pesky flies and mosquitoes, and that the Very Busy Spider needed them on her web. The challenge was for the kids to figure out how to get the cotton balls on the web. The kids are very small, the web was way up there on the ceiling....hmmm...how to get those cotton balls up there? The one rule I laid down - no grown-ups could help. The kids had to figure this one out all on their own. And they did. Their solutions were ingenious, ranging from using a chair to throwing up a clump of cotton balls together. I loved how not one of them gave up; they all wanted to make sure the Very Busy Spider got her food.
The next day, the students became Very Busy Spiders. I gave each one of them a skein of yarn, and had them weave their own webs all over the classroom. (I got this idea from Family Fun Magazine). As the room got more and more tangled with multi-colored webs, I told the kids that they couldn't go through the webs, they needed to go over and under them - now we had an exercise in gross motor skills! Although, honestly, it was way easier for the kids to navigate through the webs than it was the adults. Once the room was completely webbed up, I gave each child a pair of scissors to cut the webs down. Now we have fine motor skills practice! What was cool about this was that it didn't take long for the kids to figure out if they held the scissors correctly, the yarn was easier to cut.
I did this activity two days in a row.
During this week we also made Very Busy Spiders. We made webs using marble painting with gold paint on white paper, then constructing spiders to go on the webs. For the spiders I gave each child some red bodies, some green heads, and a whole bunch of red pipe cleaner legs, and let them make the spider however they wanted. Most kids constructed the spider with the correct parts, which I attribute to not only the reading of the story, but the hand painting that took place on the very first day.
I always know that what I am doing has been a success when the kids go home and tell their parents what we have been doing. When a parent asked me, "Why is there a giant spider web on your ceiling full of pesky flies and mosquitoes?" I knew that they had gotten it. Or at least some of it.
The scotch tape web (a mural the class painted is hanging on the ceiling behind the web)
More spinning webs; and see all the cotton on the floor?
I use what my mom calls the "Velcro Method" of teaching. I throw out a whole bunch of information, and if some of it sticks, it's all good. When teaching about spiders, I want them to know that spiders have eight legs, and use their webs to catch pesky flies and mosquitoes. I throw out other terms like arachnid, cephalothorax, spinnerets, and the like, and if some of the kids pick up on these I high five myself (and them!)
I use Eric Carle's The Very Busy Spider as my book for this theme.
The morning of our first day of studying spiders, a colleague who loves to do face painting with the kids asked what I was studying this week. When I answered, "Spiders," she asked if she could paint spiders on the kids' hands. As she painted each child"s hand, she had them count the body parts (2), and the legs (8) as she painted them. This turned out to be a stroke of genius, because this simple act really helped cement those two concepts in the kids' minds. (Thanks, Katie!)
I made a huge Very Busy Spider and hung it on my ceiling. It was a simple construction paper job, nothing fancy, but the kids figured out right away who it was supposed to be. I told them the spider would be busily spinning a web on our ceiling all night.
For the next day of class, I made a huge spider web constructed from scotch tape on my ceiling, with the sticky side facing down. The kids were absolutely delighted that the Very Busy Spider had really been busy! I gave each student a handful of cotton balls, and told them that the cotton balls were pesky flies and mosquitoes, and that the Very Busy Spider needed them on her web. The challenge was for the kids to figure out how to get the cotton balls on the web. The kids are very small, the web was way up there on the ceiling....hmmm...how to get those cotton balls up there? The one rule I laid down - no grown-ups could help. The kids had to figure this one out all on their own. And they did. Their solutions were ingenious, ranging from using a chair to throwing up a clump of cotton balls together. I loved how not one of them gave up; they all wanted to make sure the Very Busy Spider got her food.
The next day, the students became Very Busy Spiders. I gave each one of them a skein of yarn, and had them weave their own webs all over the classroom. (I got this idea from Family Fun Magazine). As the room got more and more tangled with multi-colored webs, I told the kids that they couldn't go through the webs, they needed to go over and under them - now we had an exercise in gross motor skills! Although, honestly, it was way easier for the kids to navigate through the webs than it was the adults. Once the room was completely webbed up, I gave each child a pair of scissors to cut the webs down. Now we have fine motor skills practice! What was cool about this was that it didn't take long for the kids to figure out if they held the scissors correctly, the yarn was easier to cut.
I did this activity two days in a row.
During this week we also made Very Busy Spiders. We made webs using marble painting with gold paint on white paper, then constructing spiders to go on the webs. For the spiders I gave each child some red bodies, some green heads, and a whole bunch of red pipe cleaner legs, and let them make the spider however they wanted. Most kids constructed the spider with the correct parts, which I attribute to not only the reading of the story, but the hand painting that took place on the very first day.
I always know that what I am doing has been a success when the kids go home and tell their parents what we have been doing. When a parent asked me, "Why is there a giant spider web on your ceiling full of pesky flies and mosquitoes?" I knew that they had gotten it. Or at least some of it.
The scotch tape web (a mural the class painted is hanging on the ceiling behind the web)
Spinning the yarn webs
More spinning webs; and see all the cotton on the floor? .
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