Earthquakes and Snowflakes:

Examples of Integrated and Emergent Curriculum

Our school wide penny drive to raise money for the people of Haiti has brought us opportunities to learn more about how "the earth moves under my feet." Earlier this year, we studied rocks, understood that the earth is made of rock and has a crust, learned about continents drifting apart, and now we are studying tectonic plates. We discussed that the Indian subcontinent is bumping into Asia, pushing the Himalayan Mountains a little higher every year. We also experimented with our own styrofoam tectonic plates... If they move just a little, do the blocks stay standing? What happens if they move vigorously?

Note the block on the right tipping, almost as if in slow motion...

Once again, we talked about what to do in an earthquake and practiced getting under tables and covering our heads with our hands. It was easier for the children to understand why there was a need to be covered after directly experiencing the blocks falling, even sometimes off the table!


To provide reinforcement of our Penny Drive, we worked with coins, especially pennies (typical for young children, we do seem to like them best...)
We counted pennies on a grid system and learned that 100 pennies equal one dollar!




As part of our seasonal study of Winter, we explored the language of animal tracks. We can learn so much about animals... how they move, where they live, what they like to eat... by watching for their tracks and following them. We made track imprints using playdough, black for earth and white for snow.

This is hard work, but it's really engrossing!

And what would winter in the north country be without a few snowflakes?

We learned to fold and snip circles to create unique snowflakes. We found that you need strong hands and fingers to cut folded paper. There was a huge WOW factor in discovering the geometry of making a few cuts along the edges, followed by all of us unfolding our papers. Happy sounds of "Wow!" echoed around the table as each child sighed with delight and amazement at his/her creation! In the photo above, we also used glitter-watercolors to paint snowflakes made of pre-cut heavier grade paper. All of our snowflakes decorate the windows of our classroom * * * Please stop in and admire them! The children are hoping that if the clouds "see" our snowflakes, they just might send more our way! Shall we get out our sleds?

Snowy smiles,

Judith

Have an Ice Day!

Have an Ice Day!

We integrated the study of Geography, Biology, Weather, Climate, Art and Literature this week as we studied ice and animals that thrive in the polar regions of the earth. We began by looking at our big rug map, identifying the Arctic and Antarctic and the geographical/climate characteristics of the regions. As we did our research using library books and computer technology, we noted that there was ice, ice and more ice at both poles. What could live there? How? Looking into this topic with great interest, we read and found that many species have adapted to live in the fierce cold of the polar regions. A "landscape" that we at first thought looked barren and bleak, supports an abundance of biological life. But why are many of the animals white? We spent several long discussions puzzling through our ideas... Most of us were convinced that all these animals must roll in the snow to turn white. Or maybe the snow just falls on them and clings? And then, how do ice and snow form anyway? We decided to begin with ice. It sounds so basic, almost too simple... However no child in our class recalled simply making ice by themselves, then having the opportunity to study and observe the changes to one piece of ice as it froze and thawed and froze again.

Experiments were in order... We learned so much!

On Friday, we celebrated our explorations by having an "Ice Day."

We set up learning centers for review, and took turns moving through them.

Once we knew how to make ice, we started all over again. Being good scientists, we added variables, while keeping watch over our original "control cup" of plain frozen water . One of our experiments involved adding lots of food colorings to warm water, mixing well and freezing it. Let's see... what we can DO with this colored ice? WOW... we can PAINT with it! This was dramatic and absolutely thrilling for our children.

(Our newest class member, who will begin on Feb. 1, is on the right.)

Intense experience can lead to intense focus!

Deepened concentration builds brain connections...

At a reading and math station, we read mini-books describing how many polar animals adapt by having fur or feathers that change color with the seasons. We each got to take our book home to keep and read again with our family!

Using colored pencils, we also practiced counting and sequencing, decoding and writing by helping two friends leap across the paper on numbered ice floes, 1-15.



We each picked out a penguin key chain that we put on our coat zippers.
A penguin will always make it easier to keep zipping along!

We transformed the water table into a polar habitat and "biological research station" with icebergs and frozen floes. Whales, arctic wolves, foxes, hares, polar bears and even Antarctic penguins had lively adventures in our gloved hands.

The pleasure of creating and eating food is one of the greatest joys for our Bear Cubs. With a very special ice grinder, every child loaded in his/her ice cubes, watched as they were transformed into shaved ice, scooped it out, then flavored it with fruit juice concentrate. Thanks to the parents who helped make this frozen delight possible!

Using the baster to "squeeze and let go" strengthens the hand for later writing.

Choosing between apple, grape or lemonade provides great motivation for developing eye-hand coordination!


Yum...

We heard that Shaved Ice is also a favorite of President Obama!

We voted to agree with him on this "issue!" :)

(Note, above and below, some of our ice paintings in the background.)

Can we do this again tomorrow?

Enjoy, always,

Judith

Making a difference!

"Habari Gani!"

means "What's the news?"

(Traditional spoken Kwanzaa greeting)

Kwanzaa, an African Swahili word which means "first fruits of the harvest," is a celebration that is only 45 years old. Kwanzaa is a time to honor the rich cultural heritage of African Americans, celebrating the family and ancestors. Like festivals of light from many traditions, candles are used to represent focused areas of consciousness. The candleholder with seven candles, called a kinara, holds a center black candle with three green and three red candles on each side. During the week long celebration from Dec. 26-31, one area of awareness is highlighted each day. The principles are: Unity, Self-determination, Collective work and Responsibility, Cooperative economics, Purpose, Creativity and Faith. We have discussed how these are honorable ideas for any person to consider implementing in their life, and used simple examples to explain what each means (buying food directly from growers at the Farmers Market would be an example of supporting Cooperative Economics; Cleaning up our classroom and helping each other until we are all finished, also caring for our classroom pets are ways that we live out Collective Work and Responsibility at school.) The children loved making kinaras out of paper with glitter candle flames and displaying them in the classroom, pictured above.

Today at Gathering, the whole school, from the youngest in the Early Learning Center through our oldest in Middle School, decided that we want to have a "penny drive" to help the people of Haiti. We talked about how we can work to earn money for giving by doing extra jobs to help out. Every classroom will have their own big plastic jar to fill. The primary level children had lots of comments about the images, especially the flattened buildings, they have seen on television. I took a moment to explain to everyone that the way structures are often built in Haiti is very different than in our Pacific states that have more earthquakes... Without going on about building codes, I just didn't want any child to worry that his/her house would totally collapse on the family during the next earthquake we experience in the Pacific Northwest. All the Seabury students want to help, and we adults are so proud of their spirit of service! It is incredibly positive for everyone, but especially children, to realize that they can make a difference in the world, and then to pitch in to create a better, cleaner, more peaceful place for all beings to live, learn, grow and thrive...

But would you like to know our very favorite part of the week? Our Bear Cubs did shine in welcoming a new friend to our classroom community with lots of kind sharing and caring, and we felt lots of compassion in celebrating another friend's joy as her mommy returned home from the hospital. We heard that this mommy loved the coffee filter and watercolor "stained glass" cards we made for her. Our good wishes, written upon the rainbow cards, now hang in her window, bringing a kaleidoscope of healing colors to her day.

Even though we're little, we can make a big difference!

Judith

Happy New Year Around the World!

In the Early Learning Center, we "traveled" around the world in five days to take a taste of traditionally welcoming the New Year in five different cultures. We located the countries and continents on maps, globes and geography puzzles, learned the names of continents through a song, and honored cultural diversity and celebration with the respect that we see all people deserve. Take a moment and journey with us to...

Morocco, Africa

"Saana Sa'iea!"

In Morocco, the tenth day after the new year is celebrated more than New Year's Eve or Day. The tenth day is called "Ashurah," which means "ten."

On Ashurah, children and some adults informally parade through the streets with small hand drums. Sometimes groups from different neighborhoods will meet up and make bigger, noisier parades. We visited the classrooms of the LS campus to drum in the New Year! Another special activity for the children is the once a year opportunity to play with water using squirt containers and water balloons. In Morocco, fresh water is precious and not to be wasted! We played joyfully in our water table as part of our class celebration. A special treat enjoyed at Ashurah is a bowl of nuts and dried fruit.

A special thank you to my neighbors Alouise and Abdel for helping us to learn about Ashurah and providing supplies and support to us!

We loved parading through the school with our drums!

Scotland, Europe

"Happy New Year!"

In Scotland, it is traditional to enjoy cake with a "wee dram" to drink. We baked the cake and called it good! However if a neighbor or stranger comes knocking at the door at midnight on New Year's Eve, called "First Footing," the Scottish way is to invite them in and serve them the traditional food and drink as they warm up by the fireside. After a brief visit, the visitor moves on. At midnight, the back door of the house is opened to let out the old year and the front door is left ajar to allow the new year to enter. Perhaps the "open door policy" is how the "midnight visitor" custom started!

Japan, Asia
"Ake mashi te omedetō"

In Japan, it is customary to ring a gong 108 times to signify the passing of the problems of the old year and to welcome the fresh hope that the new year brings. In many Asian cultures, 108 is a sacred number with much significance. Our "birthday boy" had the first ten strikes, and all of us followed with ten strikes apiece. Counting to 108 helped us to feel so accomplished!

We ate sushi with child sized, linked chopsticks which we got to take home at the end of the day.

(And we had cupcakes in honor of our friend's birthday!)
Chopsticks with fingers seemed to be the most effective way to get the sushi from plate to mouth!

When we went outside at the end of the morning, we each had a fortune cookie. As is the Japanese New Year's custom, we tied our fortunes to the tree overhanging our playground.

Colombia, South America

"Prospero Año Nuevo!"

In Colombia, it is traditional to eat 12 grapes to bring good luck to each month of the new year. We alternated counting, then saying the months of the year, as we distributed the grapes. Fried Plantains are eaten, as well, which our class enjoyed doing in class as part of snack. Another fun activity that Colombian children do is to run through the neighborhood with a piece of luggage to bring travel and adventure to the year! The crowns were made in French class, just prior to going outside at the end of the morning.

We are learning different viewpoints!

During work time, we were fascinated that the children worked collaboratively to build an enormous castle, complete with "thrones" for princes and princesses to sit upon. I wondered whether the unconscious collective psyche of the class knew something about the Spanish colonial conquest and subsequent "ruling" for hundreds of years of South and Central America!

Decorative flowers were made to create a garden for the castle!

Australia--- a country and a continent!

"G'Day, Mate --- Happy New Year!"

How about a summer beach party "down under ?" We Aussies are the first in the world to celebrate the new year and we love to party!

( How many ways can we have fun with a beach towel?)

We had a picnic seated on the floor around our beach towel, complete with little sandwiches and deviled eggs, then played games.

Beach ball rolling...

and tossing,

Movement Games

Hopping,

Crawling,

Skipping,

Walking,

"Skating,"

Somersaulting,

and Tummy Sliding!

The last "movement game" was the all time favorite of the class. Every child had a turn to lie down lengthwise on the beach towel. Cathy and I wound two corners into our hands, lifted, and turned the beach towel into a hammock. We sang a spontaneous hammock swinging song as each child giggled and relaxed into the gentle sway. We loved having a "beach party in Australia," especially on a rainy, cold winter day in the Pacific Northwest!

Wherever and however you celebrate, have the Happiest New Year ever!

Bear Hugs, Judith