What can you do with one Amaryllis bulb? It turns out, quite a lot! One of the questions I often get about choosing an emergent, inquiry-based program is “How do you make sure you still cover all the learning expectations laid out in the Kindergarten curriculum?” This inquiry turned out to be a great example of how an inquiry-based approach to learning can help you cluster learning goals and expectations with effective results!
In the fall, our students made an exciting discovery in the courtyard: seeds! Our beautiful Rose of Sharon bush had gone to sleep for the winter and left behind some interesting pods which, when the children opened them, were found to contain “little fuzzy seeds.” This discovery led to many wonderings about plants, seeds, and growing things. At the science and nature table, the children tried planting the seeds from the Rose of Sharon, orange seeds, and apple seeds. Anything they could find! I happened to have received an Amaryllis bulb as a gift, and I added it to the collection of “growing things” on our table.
Our initial exploration of the bulb led to some interesting observations from the children, a skill I was looking to develop at this early stage of the school year:
“It looks like an onion!”
“It looks like spaghetti!”
“It looks like it has hair and skin!”
“Is something really going to grow from that?”
“Maybe that spaghetti stuff is the roots!”
We planted the bulb and excitedly waited for something to happen.
After the weekend, we noticed something green poking out of the bulb! The children were encouraged to record their observations and make predictions about what the Amaryllis would look like.
At the same time, we had begun to learn about measurement. As our plant sprouted, we asked the children: “How can we measure our Amaryllis?” Very few tools were given to the children; rather, they were encouraged to problem solve their own ways of calculating the plant’s size.
M.F. : “I’m tracing the leaf on the paper and cutting it out to show how big it is.”
E.A. : “I’m measuring the leaves with crayons and pencils. The leaf is as tall as my pencil!”
As the Amaryllis grew and we learned more about using non-standard measurement tools such as cubes, links, and string, the children began to try more precise ways of measuring. To support their desire to measure with different objects, we added the cubes, links, string, paper clips, and measuring tapes to our centre. The children were encouraged to record their thinking and learning on paper and share their ideas during reflection time.
The day our Amaryllis bloomed was truly an exciting event! The children were very interested in touching the flower, looking closely at it (with magnifying glasses and the class microscope), and drawing it. We set up a still-life provocation at the Art Studio for the children to record their observations and creative representations on paper. Many children returned day after day to paint our Amaryllis as it continued to change and bloom.
The children were given black permanent markers to first sketch the flower and watercolour paints to fill their sketches with colour.
From start to finish, our Amaryllis inquiry touched on learning expectations in literacy, mathematics, science and technology, and art. I was able to gather information and assessment on the children’s ability to make observations and predictions, communicate their thinking orally and in drawings and art works, demonstrate their problem solving skills and knowledge of measurement, and learn about the needs of living things and how plants grow. Because our exploration originated from the children’s natural interest in seeds and how things grow, there was a high level of engagement throughout the project.