Looking Closely at Ladybugs

Creating an Invitation

October has been a busy month filled with investigations. The children continue to explore the classroom environment as well as the natural environment outside in the playground. The month began with an interest in ladybugs. Several children used the observation collectors from the science area to place the ladybugs in that they were observing outside during recess. In our early years program we encourage the children to look closely, to take the time to slow down and we find this helps with their investigations. We want them to use all of their senses to gather information and experience their learning with their whole body and mind. 

"Nature is PAINTING for us,

day by day,

pictures of infinite BEAUTY if only we

have the eyes to see them."

~ John Ruskin ~

There are many special moments that occur when working with children. Those times when as an educator you just stand back and watch in amazement the work of a child. This was one of those moments. Within our classroom, we carefully create invitations for learning. These are spaces with are carefully crafted using learning materials that will spark the children's interests and expand or extend their ideas. The beginning of this ladybug interest however was created by one of our students. She brought the collected ladybugs in from recess and placed them on the table. Next, she began to collect items from around the classroom. Items such as markers, a clipboard with paper, pencils, and magnifying glasses. She carefully arranged them on the table and as she did there was a flutter of activity around her as several students became interested in what she was doing. When she finished she sat down and went straight to work. Looking closely at the container of ladybugs and recorded what she saw on the paper. 

The children continued their investigations during play block. They shared their ideas with us as they wondered about the ladybugs. One of the children said, "He has a crack hidden in the middle and the wings pop out." I asked her where she found the ladybugs. She replied, "Outside on the tree." Next to share their ideas was another child she said, "It's really young because it is a baby ladybug." A peer added, "Because it is little." A friend joined the conversation and shared, "The legs were smaller. That is not a baby. The baby would be smaller. That one is younger cause this one has more dots than that one. Some ladybugs are all black." Then she said, "The baby looks like a tomato." This initial dialogue between the children emphasizes their ability to look closely and make connections with their ideas and thinking around ladybugs. We wanted to expand on their ideas so I offered to them a book about ladybugs. The children looked at each page in the book and discussed their ideas further.

On one of the pages, the children found a picture of two ladybugs. They resembled the two ladybugs they had collected from the schoolyard and they took immediate notice of this. They shared, "It is a match to ours." They continued to look at the pages in the book. When they came to the page with the photo of the ladybug larva there were many ideas and a new question emerged. 

They shared, "It is a caterpillar." Then wondered, "Maybe they eat leaves?" Then she placed an acrylic red leaf on the photo by the larva's mouth. She said, "What do caterpillars eat?' A friend answered her by saying, "Leaves and bark." The children discussed their ideas for quite some time. They were unsure if this was a caterpillar or not. I did not provide them with the answer. Allowing them the discover the answer on their own after further investigations would be so much more meaningful as we encourage them to become lifelong learners.

One of the children shared his observations from one of the pages in the book. He said, "These ladybugs are poisonous. Cause if you look really close there is a stinger."

The children had also discovered a ladybug that had died. We placed the ladybug in a plastic lid so we could make observations. The children also began to record what they saw on paper. Using the materials that they had been offered in the initial setup of this invitation they revisited their thinking. When the children came to the page in the book where the ladybug was laying on its back they shared, "He is playing dead." They were using their previous knowledge to make this connection as the children had not heard the text of the book yet. 

We moved the children's invitation to the writing centre and added the text, "Ladybugs" along with the question, "What do you wonder about ladybugs?" 

We also offered this loose parts tray to the children at the writing centre providing them with another opportunity to display their thinking other than drawing and writing. 

The children continued to collect ladybugs and we needed to create a proper habitat so that they could survive a few days within the classroom. After this looking up we provided the ladybugs with the following, raisins soaked overnight in water and split them open and fresh green leaves. The children also sprinkled a few drops of water onto the leaves so the ladybugs could have a drink. Establishing this habitat with the children deepened their understanding of what living things need to survive. As well we wanted to instill in them a responsibility that we should carefully care for all of God's living creatures.

The children continued to observe and document their ideas over the following few days. We posted their pages up within the classroom. 

Lovely Ladybugs created with the loose parts tray.

After a few days, we released our ladybugs back to the schoolyard. The children still had some unanswered questions so we created this invitation to see if we could expand on the question, "Is this a caterpillar." We recorded the children's thinking on Post-it notes and placed them around the photo of the larva. 

We gave the children time to think about this question and several children shared their thinking. Then I read the text, "Ladybugs" to the children who began our investigation with this question. 

After reading and discussing the text they each used the loose parts tray to create a ladybug. We asked them, "What did you learn from listening to the book?" They shared, "I learned about ladybugs that is not a caterpillar. It's a larva." Another friend said, "They don't look like ladybugs when they are born." Then someone else shared, "That they have lots of spots but some do not" A friend added, "Counting their spots do not tell its age." I asked this group of children if they would present their findings to the class the following day during shared learning time. They readily agreed and I looked forward to their presentation.

During shared learning time the children presented their findings from our ladybug investigations. This allows the children an opportunity to consolidate their learning and teach each other. 

The children's interest in ladybugs was represented in many areas of the classroom. They used the ladybug specimen to create this loose parts story at the inquiry table. She displayed her understanding of the anatomy of a ladybug by representing how many legs she thought the ladybug had along with their spots and wings. By looking closely we can see her thinking. 

At the math table, we offered this invitation to explore with a loose parts tray, counting fans and the text, "Ten little ladybugs." The children often worked here during play block. Looking at the book and creating with the loose parts. 

We observed them creating patterns, making homes for ladybugs, baking ladybug cupcakes, and preserving each other's work through documentation. When I asked them about their work at the math table they shared, "I am writing down my friend's work." This statement gives us evidence of the importance of providing the children with a meaningful and reflective classroom environment. That they see value in their work and celebrate the ideas and accomplishments of each other. We could not have been more proud of this moment. 

The Gift Of An Acorn

Nature's Collections

"The creation of a thousand forests is in one acorn."

Ralph Waldo Emerson

Each year the two beautiful oak trees in our schoolyard bring a bounty of acorns. The season of autumn bears many gifts such as the changing colour of the leaves, the production of seeds on so many plants and trees, birds migrating and so many other wonderful moments. The children began noticing some of these seasonal changes and began to point them out to us. We were excited for them to begin to share their thinking around these ideas. 

After filling the sensory bin with acorns we provided a few tools to assist the children with their explorations. They eagerly worked with the acorns and shared their ideas with peers as they scooped the acorns into the wooden bowls. The children noticed many details about the acorns and shared these ideas readily. This was the beginning of our initial observations with the acorns and we allowed the children time to use all of their senses to explore their acorn collection.

When we are first beginning an inquiry or investigation with the children we often give them many varied opportunities to observe and share their thinking and ideas. After working in the sensory bin for a few days we created this invitation to look closely at the tables. Bringing a small group of children to the table to explore the acorns. This gave us new thinking and the children shared their ideas and previous knowledge about acorns with each other. One of the greatest gifts of emergent curriculum and inquiry-based learning is that ultimately the children take ownership over their learning and really begin to teach each other as they develop the skills to become lifelong learners. 

Providing the children with a variety of ways to express their thinking is an important part of our early years program. Some children may be more adept at verbally sharing their thinking while others may show their understanding through a drawing. This invitation to create observational art using the acorns as inspiration was greeted with enthusiasm by the children. Each child approached this creative task with their own interpretation of the acorns.

A Space for Further Reflection

The inquiry table became a place for wonderings and further investigation around acorns. The children explored the texts provided and used the materials offered to develop their ideas and we observed and recorded their work here for further reflection. As educators, we use these moments to plan with the children our next steps within the classroom. 

The children never cease to amaze me with how they work with the materials provided. I placed a photo of our oak trees at the inquiry space. How appropriate it was for this child to pick the mirror up and use it to observe the reflection of the photo. Such a beautiful way of looking closer. 

We shared the book, "From Acorn to Oak Tree" with the children during shared learning time. After reading the book one of the children stated, "The acorns turn into big oak trees. There are different types of oak trees so there are different kinds of acorns." This prompted a search for a variety of acorn types. I collected a few and brought them in for the children. This week we will plant some of the acorns to see if they grow. The children look forward to seeing what happens. They have shared an understanding that we will have to water the acorns and that they need soil. We look forward to continuing this interest and sharing our explorations with you. We wonder if our acorns will grow? 

Creating A Community

Reflections of September

 

The first month of school has come to a busy end. September was filled with new beginnings and the start of the creation of our classroom community. The children readily explored the classroom and all of our learning invitations that we so carefully and purposefully set out for them. They enthusiastically began their learning journey. September is also a time to support the children as they become familiar with classroom routines and a new environment. We have focussed on becoming a community of learners. The children have learned about mindful awareness and the parts of the brain through the "The Mindup Curriculum - Brain-Focused Strategies for Learning - and Living."  We have practiced our core breathing daily developing focus and an awareness of mindful behaviour. We will continue to celebrate mindfulness within our community of learners throughout the year.

 

 

"There are only two lasting bequests 

 

we can hope to give our children.

 

One of these is roots;

 

the other, wings"

 

Hodding Carter

 



 

 



We are excited to share with you some of the children's initial investigations of the classroom from during their play block time. This is their work, their ideas and their creativity coming to life each day. We are honoured to help them share their thinking and celebrate their ideas.

 

Building Friendships

 

 

The children loved the book, "Stick and Stone." It is a wonderful story about friendship. It was exciting to see some of our S.K. friends make those first attempts at reading the text themselves. The children also used the loose parts tray of sticks, stones, and a pinecone to retell the story in their own words.

 

Explorations in Math 

 



 

This invitation to work with the wooden numbers and glass pebbles was visited by many of the children. They used our number rocks from the math shelf and matched them to the wooden numbers. This was our first shared learning experience that was presented to the class.

 

 

The basket of shapes from the math shelf was used to create a picture. Then we listened as the story to accompany the picture was told. As well, it was an opportunity to discuss some of the attributes of the shapes that were chosen.

 

Light Panel Discoveries

 

 

The light panel is one of our favourite learning areas in the classroom. It lends itself to a new way of looking at familiar materials. The children discovered the colour green when working with the blue and yellow buttons. They also worked very hard at threading the yarn through the button holes developing fine motor skills and displaying perseverance.

 

Investigations in the Sand

 

 

 

We presented the children with cardboard tubes, spoons, sticks, and seashells at the sand bin. We were amazed at their creativity and all of the math talk that happened during their play with these materials. The children compared the size of the spoons and how much sand they would hold. They also worked at filling the cardboard tubes describing them as full, half full, or empty as they explored.

  



 

Comparing the size of the areas created for the seashells was the focus of this investigation. They concluded that there were more seashells in the larger space than in the smaller area.

 

Journals

 



 

The children created their journal covers. These books will serve as a place to record our thinking and wonderings throughout the year. We encourage the children to show their thinking through drawings. Then we work towards including writing by the children as they develop their literacy and writing skills as we inquiry and wonder about the world around us. 

 

It all begins with a mark. Having the courage and confidence to explore a line. The children love using the large whiteboard to make their mark. As their understanding of line develops the line becomes a shape. Then the shape meets another shape or line and soon writing is born.

 

 

After reading the book, "Alphabet Under Construction." The children built each letter of the alphabet for our word wall. We have begun adding our names to the wall under our initial letters. The children have shown an interest in the alphabet during play block as they use the pointers and discuss the letters.

 

 

International Dot Day

 





We celebrated International Dot Day on September 15th, 2015. This wonderful day was started by Peter H. Reynolds author of the book, "The Dot." This fabulous book celebrates the courage to be creative and as the author says, "Make your mark." After reading the story the children were invited to work collaboratively with a variety of art supplies to create a dot.

 

Their beautiful dot art creation hangs just outside our classroom. A visual celebration of the courage to make a mark.

 

Reflections from the Art Studio

 

 

We created a space for the children to observe themselves in the mirrors and create a self-portrait. Encouraging the children to look closely and record their observations is an important part of our early learning program. The art studio was also very busy as many of the children chose to work with the scissors and construction paper on their cutting skills. The children have also been exploring the properities of paint at the painting/drawing easle. How blessed I felt to have captured this lovely moment of paint exploration in the sunlight. His focus was not only on the paint but also the shadow play created by his paintbrush.

 

 

 

 

Creating the covers for their documentation folders began by using the tempera cakes. Then once their work was dry the children used oil pastels over top of the paint. Having them create with two different materials brought about a discussion about layering and how the materials and colours interacted with each other. New colour mixing discoveries were shared by the children. These large folders will hold the children larger pieces of work that do not fit inside of their documentation binders.

 

Sensory Play

 

 





Taking a closer look at the mixed bean sensory bin. The children sorted the beans using the bowls and enjoyed the sensory experience of scooping and pouring the beans.

 

Wooden Block Construction

 

 

Constructing with the wooden blocks gives so many opportunities for learning. The children are exploring and manipulating geometric solids in space. They are comparing shapes and sizes. As well as using problem-solving skills as they construct. We have seen great investigations emerge from block construction. The children have been using loose parts such as cans, lids, foam pieces, and carpet squares to enrich their play with the wooden blocks. They have created towers/bridges and explored interior space as they fill the hollow blocks with other blocks and loose parts. Literary skills have developed as they recognize the labeling on some of the loose part lids. One of the most exciting moments was when one of our J.K.'s picked up a clipboard from the art studio self-portrait invitation to draw the tower that some other children had built. It was this spontaneous moment that shows the power of believing in the potential of our early years learners. They are capable of initiating their own learning when given a supportive environment.

 

Developing Roots and Wings

 

 

Taking a look back at our learning and making new connections to new ideas as we think about our past experiences. We placed a few of our inquiry documentation books from last year in the book shelf and several of our S.K.'s have looked at their previous work. We are reminded to be reflective with the children and the importance of creating a loving and nuturing environment to support our community of learners. We look forward to providing the children with an opportunity to set their roots deep into the love of learning. This will inherently give them glorious wings to set their ideas free. I cannot wait to see where this community of learners takes us this year.