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Posts Tagged ‘building’

As I mentioned previously, this is a newly acquired space for Kindergarten. Unfortunately,the environment has to evolve and develop while resources and time becomes available. There are many details and layers to add as I work with the children, but the following photos document the most basic changes to an area as it has changed in the last two months.

The building blocks are an integral part of the Full-Day Kindergarten program. In September, I was provided with a large library book bin to hold blocks. When the big blocks arrived I placed them in the bin, and the children used the carpet to build on.

 

The box lasted about two weeks. The taller children were able to reach inside and access the blocks, but some of them were dangling from the sides and I envisioned them falling head first as they were independently attempting to use the blocks. So, I moved the bin out of the classroom and rethought the space. There are built in shelves under the window that I could use to hold the blocks. So this was the second major change for the building area.

 

This new area was beside the math centre. There was no clear divider, so I would need to find a unit to define the areas. The blocks were now visible to the children and at their level to see and access easily. I observed the children as they used the area and I noticed that their space was smaller, but they were working more collaboratively with the same number of students. To anchor the space and make it more inviting, I searched for a carpet that would fit the space.

After asking friends (which they are used to) for a carpet they were no longer in need of, my friend provided me with a great carpet. It fit the space, and the colours of black, green, and beige were neutral to fit with the materials. I then moved a small bookcase to use as a shelving unit for the math centre, and the back of the unit defines the space for the building area. There is a basket of clipboards that will be introduced soon to encourage drawings of plans and finished products. There are also baskets for recycled materials (paper towel tubes and boxes) that can be incorporated into the builds. The children also often use manipulatives such as cubes and counters to integrate with their structures. The biggest change I noticed after adding the carpet was that girls were selecting the building centre more than previously. The carpet provided comfort to an inviting space.

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To continue from the last post about our inquiry including structures, I thought I would share some images that show an example of the process of learning in the Grade 1/2 classroom. There is a walking bridge close to the school that all the children were familiar with, so I asked them how the structure was supported from one side of the ravine to the other. There were various replies, but most students agreed that there were posts holding it up. So we all walked to the ravine with our journals and to their surprise there were no posts! So I asked the children to simply observe and record their ideas about the structure. When we returned to class there was excitement over their discoveries. We took time looking at various representations that they drew and noticed many details in the construction. The children commented on the materials and also the purpose of the design. For days (even weeks), many of the students used blocks to reconstruct the bridge from one chair to another, trying to build a bridge with supports on each end.

 

 

 

 

 

 

 

 

 

 

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During our inquiry, “How has the world changed?” students considered structures and movement as outlined in the Grade 1 and 2 Science curriculum.  We read books together on all types of structures, and found the book Let’s Go: The Story of Getting from There to Here by Lizann Flatt to be a foundation to our study. Somehow, an interest in inuksuit emerged. It was a wonderful example of how the students interests in a topic took us to new learning that still connected with our curriculum. They were able to identify the purposes of an inuksuk and experimented with various materials while representing their learning, such as blocks and torn construction paper.

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johnaleslietdsb

Our Inquiry Journey

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Inquiring Minds: Mrs. Myers' Kindergarten

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where observation and imagination meet nature in poetry