I'm going to use pink for the legs.

Ms. Jennifer's Classroom Explorations

"I'm going to use pink for the legs."

November 26, 2012

Throughout the course of the semester,  the children continued to explore with animals.  The children had begun to draw animals as a means of representing their ideas.

“I’m going to build a spaceship”

Ms. Fausneaucht Classroom Investigations:

“I’m going to build a spaceship”

November 13, 2012

 On November 13^th, the children were exploring with the 3D waffle builders and were engaged throughout the day.

Maybe we should add hot water?

Ms. Szymaszek’s Investigations:

We need to make the butter soft…maybe we should add hot water?

November 14, 2012

 As the children gained experience using a whisk, the teachers tried to plan for recipes that required the use of the whisk.

"They're prints, footprints." -Studying Animal Footprints

Ms. Jennifer’s Investigations:

“They’re prints, footprints.” -Studying Animal Footprints

November 12, 2012

This morning the children had the opportunity to explore photographs of animal foot prints. First, the children viewed the prints and used their words to describe what they saw. Many of the children shared their ideas as to which animal was responsible for making particular prints.   

I want to make Green!

Ms. Davis’s Investigations:

I want to make Green!

November 14, 2012

 

 The past few weeks, the children have shown an interest in following a recipe while mixing ingredients, to compose a completed product.  During the afternoon, the children explored with making colored play dough from scratch with Ms. Davis. 

It’s a circle the mom made and its play dough.

 Ms. Davis’s Investigations:

It’s a circle the mom made and its play dough!

November 7, 2012

       In a continuing exploration of following a recipe while mixing ingredients, the children watched a video on “How to Make Colored Play Dough”.

"Where's the body?" -Drawing the Rest of the Animals

Ms. Jennifer’s Investigations:

“Where’s the body?”
 -Drawing the Rest of the Animals

November 5, 2012

To extend our study of animals while building the skill of drawing as a means of representation, the children were challenged to complete the animal pictures they were presented with. Images provided included the heads of a bear, crocodile, elephant, giraffe, and a tiger, but the rest of the animal bodies were missing. Prior to drawing, I encouraged the children to talk about the features of the missing animal bodies, such as the number of legs and arms, the shape of the body, the presence of a tail, and the color or pattern. I was anxious to see the children’s mental representation of the animals come out onto their paper.  I modeled this thinking and drawing process by talking about an elephant’s body and completing the body of the elephant.