Teddy Bear Picnic

Today I thought I’d share some of the learning we’ve been doing in our online Kindergarten this week. My hope is that someone out there will be able to make use of these slides, games, and lessons in the last few weeks of school. Our district is still learning online, which is a challenge for any grade, but particularly in Kindergarten. My teaching partner and I have been thinking about how to make these last days of online Kindergarten feel meaningful and special for our students. We decided to ask our students what kinds of things they would like to do this month and one of their ideas was a Teddy Bear Picnic! I’m sure other educators have noticed the frequency with which the children’s stuffies and teddy bears have appeared during online learning. These well-loved toys have no doubt been providing some much needed comfort to children as they’ve had to navigate many changes to their lives throughout this past year. We’ve tried to give space to our students to talk about their toys and share what makes them special. A whole week devoted to our students’ favourite cuddly comfort toys seemed like the best thing we could do!

I put together a choice board of Teddy Bear activities for the children to select from during their offline play block. If you click on the link you can make a copy for yourself: https://docs.google.com/presentation/d/19niGzeSwxbxzqO8m6aPczML8-8_2XJWToS-C5i5FL9Q/copy#slide=id.g817afc7eb5_0_35

In addition to the choice board, I developed some lessons and games to support the Teddy Bear interest.

In math, we played a version of “Race to 20” where we raced to see which team could get their 20 bears to the picnic first. My students *love* playing Race to 20. In the online version, their favourite part is taking turns “controlling the dice.” I press play to get the dice rolling and I choose one child on each turn to be the “dice master” who gets to stay “STOP!” to tell me when to hit pause on the roll. I let the children decide which team they want to be on (red or yellow in this case) or we play Ms McDonell vs the Class (which they also love!).

Click on the link to download a copy for yourself: https://docs.google.com/presentation/d/1i4N9xJMGbfHOjKhm_EFH_bcSbhgf7rq70Jf5igX0-VQ/copy#slide=id.p

In another math lesson we learned the poem Teddy Bear, Teddy Bear, then read “Teddy Bear School Day Math” on Epic (https://www.getepic.com/app/read/17496). Each page of the story has a math question on it – counting bears, comparing groups, finishing a pattern, and so on. My students enjoyed the rhyming text and having an opportunity to answer a question on each page. https://docs.google.com/presentation/d/1d3D4ZRWCk5K_2QdXaCeA12umox-M4E2uY5nllITHMqc/copy#slide=id.gdfb0072501_0_115

Another fun math game is “Roll an Ice Cream.” I modelled this after the popular “Roll a Snowman” game we used in the winter. Like Race to 20, we use the same technique to take turns rolling the dice. We play to see who will be the first (teacher or class) to draw a complete ice cream picture. In addition to working on number sense, this game is wonderful for developing spatial awareness skills. Where does the cherry go? At the top. Where does the cone go? At the bottom. The children have to leave space to accommodate all three scoops, etc. They love this one! https://docs.google.com/presentation/d/1swyNLh240AkiXzXaCiHCZ7msLo9Yj3s2FkdIS00oVJk/copy#slide=id.gdd960d9021_0_0

For our STEM challenge this week, we worked on constructing chairs for baby bear. First, we reviewed the story Goldilocks and the Three Bears. All my students remembered what happened to poor Baby Bear – his chair was broken by Goldilocks! We wondered if it ever got fixed. Enter the lovely story: A Chair for Baby Bear by Kaye Umansky and Chris Fisher.

After reading the story, the children were asked to design and build a chair for Baby Bear. They could use their own teddy bears as models/testers (of course!). I showed them some samples to provide options for different kinds of materials they could use at home. The children were so proud to show off their completed chairs to their classmates during Reflection Time! Click on the link to view the slides I used in this lesson: https://docs.google.com/presentation/d/10ry5Lmb6OATB3HSj0vxoa6u_hvH7KZVFiT1OqelmvXk/copy#slide=id.gb6cd2bf49f_0_173

Some of our completed chairs:

We also took some time this week to learn how to draw a Teddy Bear. We viewed a lesson on the Art for Kids Hub Youtube channel: https://www.youtube.com/watch?v=ZDrfxrnjNts=popup

Here are the results of that lesson:

Every Thursday, we have a “social snack” at 2 o’clock. Social snack is open to anyone who wants to come. We bring snacks and have “open air” time to chat, play, tell jokes, and sometimes do magic tricks! It’s a very social time and has been invaluable for me in terms of helping me understand what the children are most interested in at the moment. This week, we decided to make our “social snack” our “Teddy Bear Picnic” time. Children brought their stuffies (or dolls, or superheroes – all were invited!) and we listened to songs (Teddy Bear Picnic, Going on a Bear Hunt, Rock-a-Bye Bear, Teddy Bear, Teddy Bear), played games, and had a dance party (our favourite song is Gummy Bear!) It was a ton of fun! https://docs.google.com/presentation/d/1AfIA3Q25RjW4ASKv-NIRhGESoU1qNcgE_QzfGb0e-iA/copy#slide=id.gdfb26f1a96_0_265

Finally, our shared reading text for the week was “Fuzzy Wuzzy” – and boy, did we have a LOT of fun with this one! The children loved the way this turned into a tongue twister the faster we read it. They challenged themselves to get better and better at reading it so they could go faster and faster when reading aloud! We had a lot of giggles over this one! https://docs.google.com/presentation/d/1lnd9aASGeL9Vq9Y7kKQhZzLAexLj366H439CDKx0bDg/copy#slide=id.p

I hope some of these resources are useful to you as you look forward to planning the last couple weeks of school. Have a wonderful, restful summer!

Boxitects STEM Challenge!

Boxitects, by Kim Smith, is a book about Meg, a brilliant and creative child who can make masterpieces out of cardboard! Meg is so talented her mom decides to send her to Maker School. There, Meg meets Simone, another Boxitect, and the two creators don’t exactly get along. The story highlights the importance of collaboration and teamwork, as well as thinking “outside the box” (*ahem*) when considering what materials can be used to create works of art. This is a perfect book for teaching and learning online as it reminds children that they can use simple materials they already have at home to build and create with!

Click here to visit Kim Smith’s website to learn more about the book: https://kimillustration.com/index.php/portfolio/boxitects/

I discovered Boxitects because it was selected this year in The Forest of Reading shortlist for The Blue Spruce Award (for Canadian picture books for children in Kindergarten to Grade 2). The Forest of Reading program is run by the Ontario Library Association and aims to spread the word about new and wonderful Canadian books and foster a love of reading. Readers of the books are encouraged to vote on their favourites, and winners are chosen based on votes cast. I always find The Blue Spruce award-nominated books to be wonderful resources for teaching. If you are interested, you can visit the Forest of Reading website to learn more about this year’s shortlisted works as well as lists from years past: https://kids.tpl.ca/ready-for-reading/books/booklist/blue-spruce

After reading the book, we watched the video above to find out why cardboard is such an excellent material to build and create with! In the video, the author of Boxitects, Kim Smith, demonstrates why corrugation makes cardboard so STRONG! She also talks about how much she looks forward to seeing what the children will make with their cardboard and asks for us to send her photos of our creations – something my students were particularly excited about!

After reading the story and learning about carboard corrugation, we gave the children a challenge to create something (anything!) with the cardboard they had at home. Since we are learning remotely, it was important to me to provide my students with plenty of material options for this project. We talked about using carboard boxes used to ship parcels, shoe boxes, cereal boxes, egg cartons, and even paper tubes! Prior to the lesson, I asked our families to gather their materials so the children would have them ready for exploring. I also asked the children to bring their science notebooks (sent home in their remote learning kits) so they could work on drawing a plan or brainstorming ideas about what they could make prior to building.

And then they were off! Our Boxitect challenge was listed on this week’s choice board, which meant the children had all week to work on it. Each day, as children finished their creations, we spent time during Reflection sharing and talking about them. There was such a variety of ideas presented: from houses, to boots, to robot costumes, to airplanes! I began compiling photos of the children’s creations in our special “Boxitect Gallery” slides. My Twitter timeline has been filled with amazing ideas for teaching remotely this year, and the “Art Gallery” idea (originally posted by Kenrick DeoDat – @KenrickDeodat) has to be one of my favourites! My students are incredibly motivated to send me photos of their art works and creations when they see that they’re going to be displayed in a beautiful “art gallery” or “museum.” The art gallery is a way of highlighting the work the children are doing and communicating that what they learn and create is special and has value. At the end of the week, I posted our Boxitect Gallery on our online classroom for everyone to see.

Online learning in Kindergarten can be a challenge. I’m always looking for ways to give the children opportunities to play and create as they would if they were in person at school. This Boxitect challenge reminded me of the kind of excitement we would experience in our regular classroom – the children excitedly talking about what they could make, drawing plans in their notebooks, and getting creative with materials.

If you would like a copy of the Google Slides I prepared for presenting this to my class (including a copy of the gallery ready for editing), click on this link and “Make a Copy” for yourself: https://docs.google.com/presentation/d/19sAoUsLa6HPZ8wAAhuJfWd7Frvk_HU6mGG2Y3jhqN5E/copy?usp=sharing

In the Studio: Self-Portraits

And just like that, another school year begins! I can’t believe we are already in week three of the new year. I tend not to work on too many “projects” so early in the year, preferring to give the children time to get comfortable in our space, explore, and make connections with classmates and staff. However, the one project I will dedicate time to is self portraits. I always find the children exhibit a high level of interest in drawing and painting at this time of the year and portrait work excites them. Additionally, portrait work requires slowing down, looking closely, and noticing details: all skills I want to emphasize and encourage in the first term. At the start of the year, we are also looking to develop a rapport and make connections with our students, so small group work like this often leads to relationship building.

“When we invite children to create self-portraits, we offer them mirrors and encourage long, sustained study of their faces from [an] unfamiliar perspective. Then we ask them to re-create themselves on paper, weaving together the image that they see in the mirror with the person they experience themselves to be. Their portraits are eloquent statements of self.”  (Ann Pelo, The Language of Art (2007))

If you are new to self-portraits, I highly recommend reading Ann Pelo’s book, The Language of Art, to get an idea of the process. Ann so clearly lays out this project from beginning to end, including how to set up the studio, what prompts to use, cleanup, and ways to build on the experience.

This year I decided to take a new approach to our self-portrait work. Rather than limit the children’s experiences to the Art Studio, we would take some time before drawing our portraits to look more closely at faces and facial features. We began by reading Faces by David Goodman. In this story, the author shows us how we can spot “faces” everywhere in our environment and how we can construct faces out of loose parts. After reading the story, we set up a simple provocation with loose parts and mats/cork boards:

These mats can be downloaded for free from Picklebums at https://picklebums.com/people-play-dough-mats/

Our next step was to move beyond loose parts into a drawing/sketching phase. From what I had seen of the children’s drawings so far, I knew that most children were using simple mark making (dots, lines, etc.) in their pictures. We decided to take some time to look more closely at our facial features and break down how to draw them with increased attention to detail. Each week, we take time in our schedule for a focused art and drawing lesson (if you want to read more about Art and Fine Motor Instruction, click here: https://thecuriouskindergarten.blog/2014/01/16/art-and-fine-motor-instruction-snowflakes/). In our first lesson of the year, we decided to focus on faces. Now, I know that giving a large class of somewhat-new-to-school 3-5 year-olds whiteboards, erasers, and dry erase markers seems daunting in the first few weeks of school. In fact, I almost bailed on the lesson myself out of fear. In the end, I decided to have confidence that I could capably walk the children through the process of listening and following instructions, managing their materials, and successfully drawing themselves. And wow! Were we impressed! At the start of the lesson, each child gets a 9×12 whiteboard, a tissue or sponge (for erasing), and a whiteboard marker. I absolutely love using whiteboards for this kind of lesson because they are totally “risk-free” for the children. If they make a mistake or are unhappy with what they’ve drawn, they simply and easily erase it and try again. Even the most reluctant of artists are willing to give drawing a go on a whiteboard, in my experience.

During the lesson, I modeled looking in a mirror, talking the children through what I noticed, one facial feature at a time. I had extra mirrors on hand for the children to look in too. The children felt extremely successful with their finished works and we photographed them to share with our parents at home. I really believe that walking them through this process together helped to increase their interest and confidence in drawing their portraits at the Art Studio.

A few days later, we opened the studio for portrait work. This year, we decided to use sharpies on acetate (overhead paper) so that we could paint them afterwards and not lose any details of the children’s sketches. Once again, we had mirrors on hand for the children to look in.

This student was clearly very proud of his amazing dimples!

This student was so excited about his work, exclaiming, “My first nose! Ms McDonell, I did it! I drew a perfect nose!”

Honestly, the black and white portraits were beautiful enough, but we decided to carry on with the painting portion of the project. When everyone had completed their sketches, we read Shades of People by Shelley Rotner and Sheila M. Kelly. I absolutely love this book as it talks about all the wonderful colours of skin we see in the world. As a follow up, we set up a selection of “skin tone” coloured tempera paints (we used a collection created by Crayola) at the art studio. The trick with this technique is to flip the transparency over and paint on the back. When the paint is dry, you flip the transparency back over and all marker sketching that was covered by the paint is visible from the other side. It makes for a bit of a “surprise” when the children see all their work revealed to them in complete, detailed form. It is very important when painting on acetate to mix the tempera paint with a bit of white glue. Otherwise, when the paint dries, it will flake off the plastic sheeting.

And voila! Our first art project of the year is complete! I love how each portrait is unique and special and I can see the children’s personalities and characteristics so clearly represented in their work. This is the first time I have scaffolded the children’s portrait work in this way, and it just reminded me of how truly capable children are when given the tools and support they need. If you haven’t given portraits a try, I hope this post will inspire you to do so!

 

 

 

The Super Hero Inquiry Project

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Last year my class was absolutely OBSESSED with Super Heroes. They were everywhere in the children’s play, indoors and out, but most especially at the small building centre. It really all started with two boys who began creating super heroes out of linking cubes. After sharing their creations with the class, more and more children began turning up at the small building centre to make and play super hero games.

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Can you guess who these Super Heroes are??

At the same time all this was going on, one of my favourite bloggers was also experiencing some Super Hero mayhem in her class. Mrs Meyers began posting some amazing STEM ideas based off the characteristics of Super Hero stories (along with many other super hero related questions, which she wrote about in her blog here: http://mrsmyerskindergarten.blogspot.ca/2017/03/what-we-learned-by-investigating.html)

All of the ideas we tried were hugely popular and led to a lot of experimentation and conversation in our class. We added some of our own provocations based on the children’s overall interest in certain materials (e.g., Plasticine, Lego). Here is a gallery of some of our work:

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This STEM flying challenge was VERY popular and led to a lot of collaboration and teamwork. In fact, many children challenged themselves to come up with multiple ways of making these Duplo characters fly. One group of boys was ecstatic when they figured out how to make a catapult. For days, Duplo Super Heroes were flying across the classroom!

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Another gem from Mrs Meyers! Our students loved making their own spider webs and looking in the non fiction books to learn more about them.

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By far the most popular provocation was this one which gave the children an opportunity to create a Super Hero out of Plasticine (modelling clay). Most students came here often to make a number of different Super Heroes. We loved sharing these at reflection time and talking about the aspects of the costumes that helped us identify each Super Hero’s identity. I was amazed at how detailed these creations were! We had a collection of Super Hero readers which I gathered from the library that the children were intent on consulting as they worked to make sure they got everything just right.

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A few of the super hero readers we had out in the classroom. These were SO popular – even the most reluctant readers were eager to look at these.

One of the thinking routines we relied on heavily for this project was “Can…Have…Are…” This unique take on a concept web really helps focus the children’s thinking on a specific topic. We used it to organize our thinking about villains, specific superheroes like Spiderman, and about Superheroes in general. Each time we used it, the children got more skilled at communicating their ideas.

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What Superhero inquiry would be complete without some creative costume making? The more we talked about superheroes, the more interested the children were in developing their own superhero personas. We used small cardstock cards to make masks and plastic table cloths to make capes.

We wrapped up our learning with a “superhero day” where everyone came to school dressed as their favourite superhero.

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In addition to celebrating our learning with a Super Hero day, we also celebrated by creating a display of our work. The children were so incredibly proud to see their work on display and could often be found admiring their work with classmates and friends.

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A BIG thank you again to Mrs Meyers for sharing her class’s learning online and continuing to inspire me and my students!

 

Read-Alouds for Outdoor Learning

Over the summer our school yard got a massive make-over. We went from having a small concrete pen to a large, beautiful, natural play space. When I was constructing my schedule for this year, I wanted to make sure I left ample time in our day, every day, for outdoor learning. It is important to me that the children aren’t simply released into the outdoor classroom without guidance or explicit teaching, but that we use the outdoor classroom as a springboard for conversations about environmental stewardship and the development of inquiry skills like noticing, asking questions, and carrying out explorations.

I often use read-alouds as a starting point for classroom learning or inquiry projects. Outdoor learning is no different. Luckily, I have stumbled upon some truly wonderful children’s books that I have found to enhance the learning my students and I do together outdoors. Today I thought I’d share some with you. Here are some of my favourite books about nature and the outdoors:

Step Gently Out by Helen Frost step-gently-out

This book is a favourite because of its beautiful photography and lyrical text. The main message in this read-aloud is the need to be careful and gentle with nature. I love using this text at the beginning of the year when I am establishing expectations about our outdoor time with the children.

Quiet in the Garden by Aliki

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This is a beautiful book in which the main character talks about how to be still and quiet in the garden and how doing so will allow you to notice things in your surroundings. I love using this book to teach the children about the importance of being still in nature, looking closely at our surroundings, and making observations.

Nature Spy by Shelly Rotner and Ken Kreisler

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This is another gem of a book that teaches children about how to be a “nature spy” and look closely at one’s surroundings. The book includes several photographs with “zoomed in” images and creates a few opportunities for the children to make their own observations during the read-aloud. After reading this one with my class, several children identified themselves as “nature spies” when we returned to the outdoor classroom.

We’re Going on  a Nature Hunt by Steve Metzger

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This is one of those delightfully simple books that has a powerful message! In We’re Going on a Nature Hunt, the author presents several scenarios one might encounter on a nature hunt and in each one, adds a message about being gentle and kind to nature. I often use this book when teaching about point of view. When reading, I ask my students to pay close attention to the author’s message: “Look at the frog jump and swim. But don’t scare it.” “Look at the colourful flowers. But don’t pick them.” “Look at the eggs in the robin’s nest. But don’t touch.” This books sends the message that children need to respect nature.

Basil’s Birds by Lynn Rowe Reed

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I’ve done quite a few bird inquiries over the years (in part because we used to have a prime view of some beautiful sparrow nesting boxes outside our classroom window!) and this is always one of my go-to read alouds. Again, this book carries the theme of caring for and respecting nature. The main character, Basil, originally views the birds nesting around his school as a nuisance. But one day, after falling asleep outside, Basil wakes to find a bird nest on his head. Ultimately, he grows to love and care for his birds, until the eggs hatch and the birds fly away. This book is wonderful for highlighting different feelings/emotions and having “what would you do?” types of discussions.

Gummytoes by Sean Cassidy

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This is a book about a little tree frog who wants to be noticed and admired, but when he finds himself captured by a group of children and kept as a “pet” he realizes how much he wants to blend back in to his natural environment. Because this book is told from the point of view of the frog, you can’t help but imagine how terrible it is to be poked and prodded, yelled at and held captive in an inhospitable jar. I’ll never forget one of my students suddenly becoming concerned about her pet goldfish after hearing this story; namely, she was worried that perhaps her fish felt like Gummytoes and would prefer to be in a big pond in the wild. It’s a great resource for teaching children about the importance of returning their found creatures (like worms or snails) to nature after taking time to study them respectfully.

The Dandelion’s Tale by Kevin Sheehan and Rob Dunlavey

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This is the story of a dandelion who wishes to be remembered. A little sparrow helps her out by writing her story in the dirt. This is a magical little tale about friendship that my students are always captivated by! Dandelions are a focus of excitement nearly every spring, and every spring I find myself reaching for this book.

The Imaginary Garden by Andrew Larson

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I have blogged about this book before (you can read about it here). It is one of my all time favourite children’s books. In this story, Theo and her Poppa share many special days in Poppa’s garden. When Poppa downsizes to an apartment with a windy balcony, recreating that garden becomes a creative inspiration! Instead of plants in pots, Theo and Poppa set about painting an imaginary garden on a large canvas. This is a wonderful book to read during the last cold snap of winter when you are waiting for spring to arrive. We used this book as inspiration for our own garden mural, but it would just as easily work for any garden projects you are undertaking in your outdoor space. So many possibilities!

The Curious Garden by Peter Brown

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Another garden favourite, this book is a stunning example of the difference one person can make in the world. In the book, a grey drab city transforms into a lush green garden paradise after Liam discovers a bit of garden life and sets about nurturing it. This is a wonderful story about the power of human action and the importance of taking care of our environment.

Raindrops Roll by April Pulley Sayre

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This is a stunning book! It is a lovely book to read on a rainy day, particularly before heading outside to see how the world looks different after a rainstorm. Besides the gorgeous photographs, one of the things I like best about this book is its use of descriptive vocabulary: “Rain plops. It drops. It patters. It spatters.” 

Any book by Diana Hutts Aston and Sylvia Long

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I have every book written by Diana Hutts Aston and Sylvia Long: A Butterfly Is Patient, An Egg Is Quiet, A Nest Is Noisy, A Rock Is Lively, A Seed Is Sleepy,and A Beetle Is Shy. I love the scientific detail that has gone in to each of these books, but what I really love is the journal/sketchbook-type illustrations. These are beautiful books to look at and we always marvel at the information that is presented in each one!

I must say, it was very hard to narrow down this list! As a self-professed book lover, I do hope you will take some time to share your favourite books about nature and the outdoors in the comments below. I’m always looking for my next great read-aloud!