The Colours of Fall Inquiry


In October we went on our first nature walk of the school year. In the weeks leading up to our walk, many children had begun to notice the changes that were happening outside. Leaves were being brought in to school, the children were wearing warmer jackets, and our special Maple tree out front had started to turn red.

Before our walk, the children were given a job to do. They were asked to look for evidence of the colours of fall. While we were outside we took pictures and collected samples of the children’s discoveries. The next day, we put all our leaves, pine needles, maple seeds, and pine cones in the middle of the carpet and talked about the colours we noticed. We decided to sort our items by colour to make it easier to see what we had found. The children identified the colour piles we would need and we placed coloured construction paper mats in brown, red, green, orange, and yellow down on the floor. Then we sorted! Each student was given an opportunity to sort some leaves. It was quite interesting to see how the leaves were debated amongst the group. Here is a conversation that arose during the process:

S: “I’m not sure about this leaf. Is it red?”

[some children say no, others say yes]

J: “Put it on the red mat and see.”

S: “It doesn’t look like the other red leaves”

Ms McD: “What does it mean when we say something is red? Is there one kind of red?”

[the class thinks there is one kind of red]

J: “Turn it over. The back is red. The front is just dark. It’s still red.”

[some children are satisfied with this]

W: Yes, there is more than one kind of red. There’s red and dark red.

E: And light red too.

The children were debating each leaf and from those debates were emerging concepts about colour and categorization. We decided to save our sorted colour piles by gluing our artifacts in place and pursue the children’s thinking further by creating a colour provocation at the Art Studio. Here is what our colour provocation looked like:


At this centre we placed our colour-sorted leaves, photos from our nature walk, paint chips from the hardware store, and paint for mixing. The children were encouraged to look at the objects on the table and create their own special fall colour. After mixing, the children were asked about their process: What colour did you make? What name might you give your colour? How did you make it? Where might you see this colour outside?

Image  Image

When it came to naming their colour creations, the children were quite inspired by the variety of names we read off the hardware store paint chips – names like “brilliant sun,” and “orange fiesta.” These descriptions helped the children come up with their own unique names such as, “swamp green” (J.M.), “Dark, dark, orange corn” (J.K.), “twirly brown” (W.W.), “dark super purple” (A.F.) and “jewel pink” (A.A). An important part of this project was documenting it. We decided to place the children’s paint samples (which they painted on small canvasses) along with their colour names and descriptions on the wall ‘gallery style’. We included in our documentation all of the artifacts and photographs that gave us inspiration for the project. The children love to look at the work they created. They particularly enjoy seeing the beautiful range of colours their classmates created. We can definitely feel that the idea of colour will be something we will likely revisit throughout the year.


Has your class embarked on a colour inquiry? I’d love to hear about your experiences!

Learning in the Outdoor Classroom


It was a frosty 10 degrees on Monday morning and our schedule for the day included time in the outdoor classroom first period. I was a bit worried that the children would not be enthused about spending time in the chilly yard. For today’s lesson, I put together a special bin of magnifying glasses, mini clipboards, sticky notes and paper, crayons, and our class iPad. Before heading outside, I informed the children that today I had a question for them: “What do you notice in our Outdoor Classroom?” I showed them our special bin of tools for helping them with their noticing. Hands shot up when I asked who might require a magnifying glass. I distributed the materials to the students and we headed outdoors. (*I should mention that I only had about 6 magnifying glasses and 4 clipboards. I had enough paper and crayons for the whole class. In my experience, limiting materials encourages turn taking and sharing).


Any worries I had about the children not being excited to be outdoors disappeared the minute we got outside. The children spread out all over the yard, crouching under bushes, turning over logs, and digging in the soil. Immediately they started recording their thinking and noticing on sticky notes and paper. Some children used the sticky notes to label what they found – placing them on top of flowers and rocks and mushrooms.




When the period was done, we gathered up our materials and headed inside for a sharing circle. Once again I reiterated today’s question: “What did you notice in the Outdoor Classroom?” Seeing as it is only the beginning of the year, I was surprised by the children’s ability to listen to each other’s findings and ask questions. They were truly interested to see and hear about what their classmates discovered. The discussion gradually began to focus on a handful of worms that a group of boys had collected and brought inside with them. We wrapped up our sharing time by deciding as a class that our worms needed further investigation at our classroom Science and Nature Centre. Stay tuned for the interesting discoveries that emerged from our extended worm exploration indoors!


Does your school have an area for outdoor exploration? How do you use the outdoor environment to enhance your Kindergarten program?

Reflections and preparations…

The summer break always brings with it a sense of rest and renewal. One of the things I like to do over the summer is reflect on where I am in my teaching practice by asking myself some of the following questions:
What are some things I was successful at last year?
In what area(s) did I have the most growth? How did I implement changes successfully?
What do I think my students will take away from our learning together? What do I want them to remember?
In what areas do I still need to grow? How am I going to get my practice where I want it to be in these areas?

I am already thinking about changes I want to make come September and have started reading some new resources to help me prepare for my new learning. After teaching FDK in a shared space I will finally be teaching in my own classroom and am excited about the changes and opportunities this will provide.

What are some of the questions you are thinking about over the break?