For the last couple of weeks we have been exploring similarities and differences among people around the world, particularly focusing on children.  I have read several books to the whole class, including This is How We Do It:  One Day in the lives of Seven Kids from around the World, by Matt lamothe,  and The Barefoot Book of Children, by Tessa Strickland and Kate DePalma. We have discussed similarities we notice between ourselves and the children portrayed as we read about their daily lives. 

Students also had an opportunity to look at books individually and in pairs, marking pages that they could connect to in some way with sticky notes (connections could be found on almost all of the pages!).  Most of these connections  are quite simple (I have a dog, I like to swim, I like to draw, etc.), but help create a genuine awareness of commonalities that we might share with people no matter where they live. 

Most recently, we read To Be A Kid, by Maya Almara and John D. Ivanko. This book carries the message that children all over the world have much in common with the repeating phrase "To be a kid means..."  No matter where they live, most kids in the world spend time with family, go to school, and have fun playing. Next week we will do a project with Eric illustrating our own ideas of what it means to be a kid.

Today in Kindergarten to be a kid meant enjoying all of the new snow!

In conjunction with the full moon on Friday, this week we read the book "Owl Moon", by Jane Yolen, a fiction story about a girl who goes owling  with her father on a cold winter night when the moon is full. We followed this by creating some owl art for the hallway. We also read the non-fiction book "Owls" by Gail Gibbons, noting some of the differences between fiction and non-fiction texts. We learned some pretty interesting facts about owls. Perhaps your child could share one with you. Alas, the weather this weekend doesn't look perfect for owling, but perhaps there will be a good evening later in the winter!

During the last couple of weeks we have spent some time learning about different late fall and winter celebrations including Diwali, Hanukkah, Christmas, and Kwanzaa. As we have learned about each holiday we have talked about characteristics they have in common: light and candles, special foods, giving gifts, and time with friends and family. Children had fun during math playing a modified version of the driedel game and using pattern blocks to create Diwali rangoli, symmetrical pictures meant to bring luck. We have focused our discussion of these holidays on the spirit of giving and have read several books about the many ways we can give to others, from making actual gifts, to giving a hug or a compliment, to simply being kind. These books also highlight the inherent joy in giving and bringing happiness to others. 

It was really nice to have the playground covered with lots of fresh snow this week!

 

Just before Thanksgiving we began a new science unit called Structure and Function: Exploring Design. We began the unit by drawing objects that can hold water. Students shared their object and we talked about the similiarities in their design, or structure, which were connected to the function of holding water. Children quickly noticed that all of the things that could hold water had sides to contain the water. We repeated this by drawing things that can be used to write and things that can be used to move a person from one place to another, noticing the connections between function and design.

Children were presented with their first design challenge after reading a version of Jack and the Beanstalk. We talked about the function of the beanstalk (it was used like a ladder) and how its structure supported its function. Each child was then given 10 pipe cleaners (and nothing else) to build a beanstalk that could stand freely and hold a golden egg. Before beginning we talked about some design considerations that might be necessary, including providing a base for the structure to stand up and a place for the egg to securely rest (just connecting the pipe cleaners in a chain definitely would not work).

We also talked about the fact that the task might be a frustrating and would probably require trying, and trying again with the end result different from what we might have first envisioned. It would require flexible thinking and perseverance! 

This week we also completed our second challenge, based on a version of The Mitten. After discussing the function of the mitten, to keep the animals warm and provide shelter, students were challenged to use materials from the classroom to create a free-standing shelter for the eight animals from the story. There was flexibility in what materials they used, but they couldn't make any permanent alterations, so no tape, glue, scissors etc. This time they worked in pairs and before beginning we talked about what makes a good partner. I asked students to think about what they would hope for in a partner and we shared ideas: someone who works together, someone who is kind, someone who listens, someone who helps, and someone who includes. As they set to work they were encouraged to keep these things in mind as they worked with their partners.

These challenges, while providing experience with building and design, also gave students great opportunities to practice problem solving, managing frustration, persevering, and working as a team, all important skills for life!