Snap Cube Workshop: The Spinner Project

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If you are a regular follower of the blog, you will know that the students in my class LOVE snap cubes. They love them so much, we dedicated an entire centre in my classroom to them (you can read about our journey to embrace the the snap cube craze here: https://thecuriouskindergarten.wordpress.com/2014/03/10/snap-cube-workshop/ and here: https://thecuriouskindergarten.wordpress.com/2014/03/10/snap-cube-workshop-inspiring-young-authors/).

The Spinner Project evolved out of a popular way the students used the snap cubes at the snap cube workshop: they spun them.┬áConstantly. At least once a day someone took a cube and tried to spin it. With some investigation, we learned that the children were trying to recreate “Beyblades,” a popular toy many of them had at home. (This isn’t the first time I had heard about Beyblades. In fact, for the last 5 years or so, I have been wondering what to do with the children’s interest in these toys.) The trick to coming up with an engaging and meaningful inquiry I find is coming up with just the right problem/question. It was during one of our reflection discussions that the question jumped out at us. Two boys were talking about spinning the cubes and each had made a spinner that was slightly different. We were trying to figure out if one spinner worked better than the other, and why. And viola!

The next day, we posed the following question: Can you build the best spinner? The children were so excited about this question! Before discovery time, we spent some time talking about what the word “best” would mean. The children came up with three criteria which we posted at the snap cube centre:

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In addition to creating our criteria, we talked about the tools the children could use to assess the success of their spinners. For “spinning super duper fast,” the children decided capturing the spinner on video would be a good way to measure this. For design, we would take pictures of our spinners and/or save them to show at reflection time. And for “spins a long time” we showed the children how to time their spinning spinners using the timer on the iPad.

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There were so many interesting discoveries made during this project! Here are some images and ideas we captured of the children’s experimentation:

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The spinners got more and more elaborate as design became the focus of the children’s attention. We learned that, generally, the more elaborate the design, the slower the spinner spun.

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The students were fascinated to explore the paths and patterns of a spinner’s movement.

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Many children worked collaboratively: K: “We attached our spinners together and made it so BIG! It spins so much faster when they are together.”

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In a large group discussion, we brainstormed a list of things that spin.

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J.K.: “Mine is a square, but when it spins it looks like a blade, sharp. I was just experimenting to see if I can make the best one.”

 

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Problem solving and experimentation were evident: S: “Mine is flat and I can still spin it. What if I add another cube on top and then I can use that to spin it – like a handle? [He tries it.] Hmm…that slows it down. So that is a bad idea.”

J: “My spinner is the best because it spins the fastest and for 29 seconds. Also, if you put a red block beside a while block it turns pink when it spins because white and red make pink.”

M: “I discovered you can make a spinner with just one cube. It’s small and it’s good to just use one cube because it won’t break and you can fit it in your pocket!”

Have you explored a spinning inquiry with your students? What questions/ideas did you explore?

 

 

 

 

 

Spring Inspirations

When you dream of spring, what does it look like?

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Spring is finally here…sort of. Despite the fact that it is still chilly outside, spring has sprung at the Curious Kindergarten! This year, the children were particularly excited about the arrival of spring – doing their own countdown in the days leading up to March 20th. When the first day of spring arrived, some children were naturally disappointed that when they woke up that morning there was still snow on the ground, a chill in the air, and a winter jacket to wear to school. We wanted to latch on to the children’s natural excitement about the changes that were still ahead, so we created a “Spring Inspiration” table at our classroom science table.

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Above: Birds nests, birds, eggs, and early spring plants inspire the children’s thinking around the creatures we have already observed in our Outdoor Classroom.

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Above: Insects, a bug house, planting supplies, animals, and non-fiction books about spring changes help the children envision what they might begin to see and do outside now that the weather is changing.

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Above: These fairies and garden gnomes were a huge hit, providing ample opportunities for dramatic play, storytelling, and the development of ideas around how creatures respond to the changes outside.

The question we have been asking leading up to spring (and after) is: “When you dream of spring, what does it look like?” In order to support the children’s thinking, we have been reading a lot of books (both fiction and non-fiction) about spring and engaging in visualization exercises. Many of our classroom activities have been designed to help the children communicate their thinking in a variety of ways. For example, at the playdough table we created a provocation with green dough and spring-themed loose parts (mushrooms, flowers, butterflies, stones, wood chips, etc.) in which the children created their own “spring scenes.” At the writing table, children have been encouraged to write their own poems about spring, and at the art studio, children were given the opportunity to paint a still-life portrait of a tulip.

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M.F. and M.B. created a collaborative drawing that tells their story of spring creatures.

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“Hello Spring” is a poem written by one of our JK students at the writing table.

What an exciting time! It really does feel like there has been a “spring awakening” happening in our classroom. How have you marked the arrival of spring with your students? What kinds of inquiries and ideas are you talking about?