What can a child learn from a chick? I felt this was a very worthwhile opportunity for the children to observe and interact with live animals. What I really wanted to emphasize with the kids was "listening" to the chick.
I explained to the children how to pick up the chick as well as how NOT to hold the chick. An important point brought up was, "Listen to the chick, he will let you know when he wants down by cheeping loudly." It was also discussed when the chicks might feel scared, hungry, thirsty, etc... Teaching the children to be sensitive and aware of the natural world is key to the development of a deep understanding.
I was so impressed by the kids approach. Many of them simply observed, some of them tried very hard to catch one and carefully hold it. Still others seem to prefer a gentle pat.
The kids experiences with the worms really seemed to prepare them for the baby chicks. I am so glad that the children have had many weeks of deep investigation with the worms and are grasping a deep respect for living creatures.
On the other hand, I believe it can be important for children to observe dead animals as well. As uncomfortable as it may seem, death is a part of life. Sometimes, parents point out the dead superworms to me or they move them aside to look for "live worms". But, what can a child learn by seeing a dead worm. What questions might they have?
Why doesn't it move anymore? What happened to it?
Fred Rogers knew how to listen. " That's an interesting question. Will you let me know, as time goes by, what answers you find to your question?" 
The Froggy Pendulum is still in full swing! (Ha, ha) I am very interested to see the various approaches the children take with it. My own daughter wants only to swing the froggy and is not yet interested in using the froggy to knock down objects. I like to give the children multiple experiences with the same set-up to see how their approach changes over time.
Fred Rogers knew how to listen. " That's an interesting question. Will you let me know, as time goes by, what answers you find to your question?" Last Child in the Woods by Richard Louv (p.300) .
"Howard Gardner's theory of multiple intelligences argues that the traditional notion of intelligence, based on IQ testing, was far too limited; he instead proposed seven types of intelligences to account for a broader range of human potential in children and adults.
These included: linguistic intelligence (word smart); logical-mathematical intelligence (number/reasoning smart); spatial intelligence (picture smart); bodily-kinesthetic (body smart); musical intelligence; interpersonal intelligence (people smart) and intrapersonal intelligence (self smart). Recently he added an eighth intelligence: naturalist intelligence (nature smart).
However, Gardner also states that intelligence should not be narrowly defined as linguistic or logical-mathematical. Children may have several of the eight intelligences, or all, in different degrees."
Last Child in the Woods by Richard Louv
p.73
"Somewhere beyond delight lies enlightenment. I have been astonished at the small epiphanies I see in the eyes of a child in truly close contact with nature, perhaps for the first time."
Richard Louv in Last Child in the Woods p76.
The Froggy Pendulum is still in full swing! (Ha, ha) I am very interested to see the various approaches the children take with it. My own daughter wants only to swing the froggy and is not yet interested in using the froggy to knock down objects. I like to give the children multiple experiences with the same set-up to see how their approach changes over time. Since, there is only one froggy pendulum, it has offered the children and parents opportunities to handle conflict resolution. Teaching the children how to ask for a turn, wait for a turn, observe someone else, and then use it for a short while, and finally relinquish to a peer, involves many steps and should be seen as a learning opportunity. It can be uncomfortable for the parents but the more you see it as a teaching moment the more relaxed you will feel about it! Believe me, my daughter is not usually the one to share willingly and it's hard to know how much to emphasize it at this young age. Beginning to introduce the concept and teaching your child the "language" for sharing will set them up for success in the coming years, as well as prepare you for future conflict resolution events!
Future Chemists!!
Future Chemists!!Baking soda, vinegar, and Dish Soap...
The children are freely able to mix the three and observe the results. I do NOT like to limit the amount and of course I do not like to give a specific formula on How to do it. The children will show US how to do it! They have discovered so much about this combination, more so that I could ever "teach"! The difference between last week's exploration and this week's was Phenomenal! Many of the children already used far less baking soda, vinegar and were much more deeply investigating the results. I can't wait to see this week's usage of materials.
Bev Bos in her book: Tumbling over the Edge: states "Beware of the science activity book which calls the chemical reaction between vinegar and baking soda a "volcano." It is an eruption but we must choose our words carefully. It would be far better to say a chemical reaction has occurred and a gas has been produced. The attempt here is to entice adults and children to be comfortable with scientific inquiry by making it seem cute. Science is not cute and especially not magic.
When we use accurate language with children, it respects the work the children are doing in building literacy and scientific understanding.
We have had the water table available every single Science class and I believe it's so critical for a young child's development to have this available as much as possible!
We have had the water table available every single Science class and I believe it's so critical for a young child's development to have this available as much as possible! The children are learning:
"water runs away, can be poured, scooped, spilled, captured, pumped, it can flow and it can be stopped. It changes from solid to liquid to vapor!"
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