Science: What Happens When the Weather Changes from Warm to Cold?

Our Question

 

We wanted students to ask questions about and describe some natural occurrences, using their

own observations and representations (Science Expectation 1.1).  We “What happens when the weather changes from warm to cold?” then we hoped students would inquire about animals, plants, people, etc.  

 

This encouraged discussions and learning about seasonal changes and natural occurrences. Some things we used to engage children in these discussions were: SMARTBoard, collecting books on the topics they’ve inquired about, KWL chart, etc. Based on their inquiry, the children used their own observations, resources, representations, materials, etc. to demonstrate an understanding of seasonal changes.  They had to demonstrate (saying, doing, representing, making connections) how their evidence confirmed their predictions about the changes.

 

This was done through different activities that the students chose (ie: drawing, painting, journal writing, dramatic play, dress-up, building center, etc.).

 

        

 

        

 

     

         

Our Learning

We took the students ideas and elaborated from there. We supported their learning instead of direct instruction- we were there as a catalyst to their learning. We have learned that students are more interested and engaged in learning when they determine what is inquired. As a whole class, we will conduct a shared writing activity discussing what happens when it gets colder.

Math Centers: Learning Number Sense Through Play

 

We created math play centers that focused on Number Sense. We put out three different table top activities a day. 

Our Wonderings

• If we give students open-ended materials, which number sense skills will they develop? 
• Which questions will we need to ask to help them develop these communication skills and explain their thinking/learning?

Our Learning

At first, we tried to just put out the materials and see what the students would do with them. Without direction, they were able to demonstrate sorting, patterning, and classifying. 

They also demonstrated gross motor skills!

We discovered though, that this was too open-ended and students weren’t necessarily using the materials and manipulatives for educational purposes. We then tried to give them a bit more structure, by providing examples of how the materials might be used, by playing games using the materials provided, etc. We found that after demonstrating some ways to use these materials, the students were more willing and able to use them to demonstrate other math skills. For example, one-to-one correspondence.

 

 

Now we will incorporate more games (board games) and make it a point to incorporate math centers more often. We will encouraged students to use these games, materials, and manipulatives creatively to come up with their own games and concepts that demonstrate their understanding in their own ways.