The kiddos have been hard at work learning about 3-D shapes and noticing them in their environment. On Friday morning, the cherubs were able to make their original 3-D shapes using marshmallows and toothpicks. They loved experimenting with the structures and seeing what they could create. We have been talking a lot about how 3-D shapes are fat, not flat, and that each 3-D shape has different faces. These conversations helped the kiddos form their own. Moreover, one student remarked to the class, “You have to build a 2-D shape first in order to make a 3-D shape.” What a great comment for the kids to hear in order to help mold their shapes!
Stations for the week:
- Worm to 10 – At this partner game, students worked with numbers to equal the number 10. The goal was to cover all the spots along the worm. The kiddos had to choose 2 circles to equal the target number. This station was great to work on different number combinations!
- Pattern Block Barrier Game – At this fun-filled station, partners sat near each other with a barrier between them. Player 1 put multiple pattern blocks somewhere in his/her 9-square grid (trickier than last week!). Next, he/she told the partner how to put pattern blocks to match his/her board. The mathematician used the names of the pattern blocks and positional language to describe where to place them. Next, the barrier was removed and the partners discovered if the two grids matched! Finally, they swapped roles and played again.
- Copycat – Using geoboards, a teacher made various shapes and then the students copied the shapes! As they worked, the groups talked about the various shapes, how many sides, and how many vertices/points each shape had!
- Building Shapes from Shapes – At this tricky station, the boys and girls of Room #7 used various pattern blocks to make certain shapes. There were many challenges at this center, but they persevered!
- iPad – kids pick! They loved having a choice J
- Block Visions – Given one or more pictures of a simple block structure, the mathematicians built a structure that matched the pictures! We had great conversations about naming and counting the faces of the 3-D shapes.
We are finishing up how-to stories and moving into persuasive writing! Ask your writers what this means!
As a launch into our planting unit we read The Tale of Peter Rabbit. Soon after, a special delivery letter arrived! Mr. McGregor, a character from the book, had written our class! Wowza! He asked the boys and girls a lot of important questions about gardening, plants, and how to take care of those plants. We decided to discuss the questions as a whole group before we wrote a letter back to Mr. McGregor. The kiddos did an excellent job naming plant needs, environments where plants can flourish, and reasons why plants have roots! Way to go, Kindergarteners! Read on to see the letter that Mr. McGregor wrote us, and how we answered!
Dear Mrs. Quinn’s Class,
I hear you are learning about plants. Mrs. McGregor will be away for a while and she asked me to take care of the garden. So, I have a few questions. Would you mind helping me learn more about plants? Mrs. McGregor is so good at gardening so I don’t want to mess things up. Here is what I am wondering.
- I think I accidentally planted pebbles instead of the seeds Mrs. McGregor set out. They looked similar-why didn’t the pebbles grow?
- Mrs. McGregor asked me to plant some seedlings. They had stringy things hanging from the bottom so I cut them off. What were those stringy things and why are they so important?
- Also, I noticed that the soil was too smooth, so I dumped a bunch of rocks in it. Do plants grow best in rocks, sand, or soil?
- It’s supposed to be a hot one this summer. I thought I would give the garden some shade by building a canopy over it. My fourth question is this – do plants grow best in shade or sun?
Yours truly,
Mr. McGregor
As we learn more about plants and their needs, the scientists of Room #7 will be able to craft a letter back to Mr. McGregor! Everyone is so excited!
Have a spring-filled weekend!