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Students use their special loupes (magnifying glasses) to find insects in the garden.

During our Eco-Friends class time over the past few weeks, students were posed with the question, “What makes an insect and insect?”  Our students combined their prior knowledge with their immediate observations of similarities and differences to discover the unique characteristics of insects.

Our students were introduced to an insect’s three main body parts through a rendition of the song “Head, Shoulders, Knees and Toes” entitled, “Head, Thorax, Abdomen.”  After observing toy insects, student participated in sorting a variety of different “bugs” using a Venn diagram on the SmartBoard.  Students were asked to label the bugs by moving them on the screen into a circles labeled “Insect” or “Not an Insect.”

The students drew and labeled the parts of the ant.

After sifting through scorpions, spiders and worms, students became comfortable with identifying insects through these characteristics: 1) Three Body Parts (head, thorax, abdomen),  2) Eyes, Mouth and Antennae, 3) An Exoskeleton.

While observing and describing pictures, drawings and toy insects helped us learn what to look for when we went outside. Students had the most fun going on an insect hunt in the garden.  Our classes identified flies, bumblebees, ants and beetles all living in our garden!

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During the school day, students in each of our classes have the opportunity to participate in one of our five strands classes. The strands that we provide for them are music, art, drama, Healthy-Me (physical fitness) and Eco Friends (science-based).  They rotate through the strands each week.

Each class participates in the strands for 30 minutes each day.  Ms. Tanya is the strands teachers and she utilizes her creativity and imagination to integrate the strands one with another.  For instance, while studying about the life cycle of a plant in their Eco-Friends strand class, they used theatrical play to reenact a seed sprouting.  (See above left photo.)

The photos included here show students working in each of the five strands.  Please click on the photos to see them larger and to read a description.

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Next to our children, water is one of the most valuable resources we have on this planet.  Today in Ms. Sue’s Pre-K class, the students performed an experiment about ways in which we can clean water.  Before even starting the activity, Ms. Sue asked the students to name and predicts methods that would clean dirty water.  You can see some of their responses on the screenshot photo of the smart board in their class.  Some of their ideas were to “scrape”  the water, use a wash cloth, and to use “soap and water” to clean the water.    As it turns out, the used a wash cloth over the top of another jar to ask as a filter to clean the water.

The students began their experiment by going outside to get the dirt so they could mix it with the one jar of water to make the dirty water.   After stirring it up, the students then poured the dirty water through the wash cloth that was covering the empty jar.  The students observed that a lot of the dirt and sand that was in the dirty water jar, was collecting on the top of the wash cloth.  They observed that the wash cloth cleaned the water, but did not make it totally clean like it was before the made it dirty.  Nonetheless, one of the lessons learned was that was can actually clean dirty water and that by experimenting, thinking and being creative, we can find solutions to real-world and important problems that we face.

Finally, the last photo shows some of the vocabulary and the writing of one of our Pre-K students.  I find that a student’s vocabulary and their potential for learning dramatically increases as creative teacher like Ms. Sue, use engaging and fun strategies with their students.

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I had a busy Saturday today. First thing this morning, I attended the Push the Pace 5K run to support pediatric brain tumor research. It was well attended even though it was a soggy morning at the park. We provided organic fruit for the runners to enjoy. Of course, I took some video, so watch below.

The Grove School also participated in the Spring Garden Party hosted by the Garden Supply Company. This was a wonderful indoor and outdoor event that provided many fun activities. We were there with one of our sensory tables filled with sand and “fossils” for children to discover. We also provided a little planter with soil and some vegetable feeds. We will be there for the next week as well. Come by and see us. Also, take a look at the video below.

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Well, I am done. Yep, I am done using plastic silverware. Yes, my utilization of one of the greatest oxymoronic icons of Americana is being put to rest by me as of this date. I am no longer going to use plastic knives, forks, or spoons. Thanks to one of our teachers, Sharon Calle, I am committing to use my new bamboo ware at work. For around $10, I found the set shown in the picture.

It makes me wonder how many disposable forks, etc. I have thrown away during my life. The way I eat, I know it is way too many!

So now after I eat lunch here at work, I will take the extra minute to wash my new bamboo ware and tuck it away in its little pouch to be used again the next day.

Why don’t you join me in this?

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Eco Friends is a science- and ecology-based curriculum strand designed to meet the content standards established by state and national boards of education for early childhood instruction, in particular children two through five years of age. The lessons in Eco Friends introduce young children to the four main fields of science – physical, life, environmental, and earth and space. Children will also learn about the scientific method and the six basic science process skills: observation, communication, comparison and classification, measurement, inference, and prediction. Through interesting, interactive, hands-on activities using multi-sensory teaching methods, young children involved in Eco Friends will explore, discover, and make sense of the world around them.

Philosophy

Teaching science to children involves teaching skills more than facts. Children learn best through experiences that interest them or that apply directly to them. They are naturally curious and want to know how things work, why things happen, and what is happening in the world around them. Science activities meet this need in children by providing them hands-on opportunities to get involved. Science in early childhood is not only about ‘doing’ science activities as an integral part of daily life, science learning should be woven into everything the children do.

There are three important areas of science that should be included in science learning: the scientific process, science knowledge, and scientific attitudes.

1. The scientific process involves asking questions and seeking the answers to those questions–-a skill that is used regularly in all aspects of life.

2. Science knowledge encompasses the basic concepts of science, or what is known about the world.

3. Scientific attitudes focus on dispositions to science, such as curiosity, imagination, and respect for doing things in a specific way to validate results. (Virginia Standards of Learning, 2002)

Learning the scientific process should command significant attention when educating young children. Just as children must learn to crawl before they walk or run, certain ‘skills’ need to be learned before children can make sense of the scientific process. These ‘skills’ are referred to as science process skills, and they form the foundation for teaching science. Most scientists recognize six science process skills. Ironically, these skills are used by children and teachers everyday in various capacities, but are not always associated with science learning. When the connection between these skills and science learning is made that children become actively involved in science.

Listed below is a brief description of each of the six science process skills included in the Eco Friends curriculum:

Observation. Using the five senses to watch things with a purpose in mind; finding out about objects or events and what makes them unique or similar.

Communication. Describing characteristics, properties, and changes in objects or events; using language (both spoken and written) to share information and ideas with others; using graphs, charts, and drawings to document information from observations.

Comparison and Classification. Noticing similarities and differences among objects or events and sorting, grouping, or ordering them based on those properties and attributes; includes recognizing and following set patterns.

Measurement. Understanding quantity, size, and volume and comparing an unknown amount with a known unit; using measurement tools.

Inference. Explaining or interpreting observations; drawing conclusions from events.

Hypothesizing and Prediction. Making an informed guess based on observations; formulating a belief of what might happen based on evidence, observations, and inferences and that can be tested through experimentation.

Linda is a program development specialist. Our curriculum benefits from her 23 years of expertise. She's also taught all age groups of children, with an emphasis on preschool and prekindergarten.

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Ecology is defined as “a branch of science concerned with the interrelationship of organisms and their environments.” At The Grove School, children learn to take their environment into consideration every day through the materials they use, the activities they engage in, their awareness of their surroundings, and their interactions with others.

By providing opportunities for children to explore and experience nature in appropriate ways, we instill in them a caring and respect for their environment. Environmentalist Carol Petrash sums this up by saying, “Environmental awareness will come naturally to children when it is integrated into the early childhood classroom and home as a way of life” (Earthways, 1992).

Environmental awareness is imbedded in the Eco Friends lessons. As the children learn about animals, plants, themselves and the world around them, we are instilling in them a respect for each other and providing them with tools to care for each.

Linda is a program development specialist. Our curriculum benefits from her 23 years of expertise. She's also taught all age groups of children, with an emphasis on preschool and prekindergarten.

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The science environment in a young child’s world is actually the world itself–objects to look at and feel, lights that turn on at the flick of a switch, fish in an aquarium, shadows on the sidewalk, or wheels that turn on a tricycle. All of these experiences are related to scientific principles, and young children are ready to explore them.

An interesting science environment for children includes a variety of materials that are safe for them to handle and manipulate, tools to use for observation and experimentation, and writing or drawing tools for documentation. Adequate space in which to perform observations and experiments is also necessary for successful science learning.

Books and pictures that feature science subjects are used in the Eco Friends activities. Tools that are portable, such as magnifying glasses and color paddles also encourage children to use the entire classroom or outdoor spaces as their science lab, rather than limit their experiences to a table or confined space.

Linda is a program development specialist. Our curriculum benefits from her 23 years of expertise. She's also taught all age groups of children, with an emphasis on preschool and prekindergarten.

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Science exploration and discovery is not limited to one area of the classroom and can take place indoors or outdoors. Children’s interests tend toward finding out what things are and how things work, and they become engaged in activities that give them opportunities to explore and learn. As children work through experiments, examine objects, and talk about what is happening they are calling upon a variety of developmental skills, such as communication, counting, identification, and comparison. They are also using their senses and bodies as they manipulate tools and materials. Science learning crosses into each of the different learning domains in the early childhood setting.

Language and Literacy Development

Science is rich in language and provides many opportunities for vocabulary development and engaging in conversations with others. As children participate in meaningful science activities, they talk about what is happening, their observations, and their predictions. They listen to others’ ideas and formulate their own based on prior experiences and knowledge. They express themselves through spoken and written communication and learn to document information using graphs, charts, journals, and drawings. Science activities can also be enriched by sharing fiction and nonfiction books and incorporating songs and fingerplays into the lessons.

Social and Emotional Development

Science experiences can be individual, small-group, or large-group oriented, meeting the social and/or emotional needs of children in different ways. For example, a science activity might have children hunting for insects with a group, chasing a partner’s shadow, or silently contemplating a spider crawling up a downspout. In each case, the child’s experience might be the same or different from others in the group, but all of the children belong to the community of learners represented by the class.

Besides learning to discuss and formulate ideas, children can use science principles to resolve conflicts that may arise. By viewing the situation as a scientific experiment, children can find answers to such questions as, “What is involved in this situation?”, “What would happen if we did…?”, and “What things can we try to make this better?”

It has also been observed that children involved in scientific endeavors become so engaged in their explorations and discovery that disruptive behavior completely diminishes (Conezio and French). Instead, cooperation increases as children work together to solve problems, reach conclusions, and document findings.

Mathematics

Science and math go hand-in-hand because they utilize many of the same principles: counting, measurement, describing attributes, shapes, colors, and textures, as well as the use of the five senses. Use of standard measurement tools such as rulers and balance scales is commonplace in science activities, and both math and science share vocabulary words such as volume, dimension, and set.

Artistic Expression

Children involved in science exploration can use artistic renditions, such as drawings and collages, to document what they are learning about a concept or subject. Three-dimensional art, such as sculpting or constructing, is also useful for science documentation. Expressing their science understanding in artistic ways serves to develop childrens’documentation skills as well as their creative skills.

Motor Development

Young children develop fine-and gross-motor skills through science. Using various scientific tools engages both the large muscles of the arms and legs and the small muscles of the hands and fingers. As children examine objects under a magnifying glass, for example, they are using their fingers to grip the magnifying glass and manipulate the object they are observing while also using their arm to move the magnifying glass for better viewing. The small muscles of the hands are also used when children write and draw about their science experiences.

Bibliography

Science in the Preschool Classroom: Capitalizing on Children’s Fascination with the Everyday World to Foster Language and Literacy Development, Kathleen Conezio and Lucia French, Spotlight on Young Children and Science, NAEYC item #281, 2003

Linda is a program development specialist. Our curriculum benefits from her 23 years of expertise. She's also taught all age groups of children, with an emphasis on preschool and prekindergarten.

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Young children are “doing science” every day as they explore their environment and draw conclusions based on their experiences. The evidence of what they have learned is demonstrated in unique and different ways, based on each child’s level of understanding.
One child will represent his science learning through drawing or journaling. Another will use three-dimensional representation, such as constructing a vegetable garden with blocks to represent her learning, while still others will act out their rendition through dramatic play, puppetry, or in conversations with others.

In addition, children’s learning is episodic. Noting what children can do or what they express at a given moment in time might not give a teacher a complete picture of their overall
understanding of science concepts. Often time’s children need to digest what they are learning and fit the pieces together with what they already know before demonstrating understanding. Observing children over time enables teachers to watch the process of learning develop in each child. Therefore, the use of observation and portfolio collection is very much apart of the Eco Friends curriculum.

Linda is a program development specialist. Our curriculum benefits from her 23 years of expertise. She's also taught all age groups of children, with an emphasis on preschool and prekindergarten.

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