W for Water

W is for many fun words, like wheels, worms, wagons, watermelon, and water. But I think the students are feeling the pull away from classroom time, towards summer, and nothing was really 'emergent' on any topics this week.  "When are we going to get to 'z' and go to the zoo?" gets asked a lot. 

The more interesting theme was numerous mentions of how much they enjoyed the volcano and when were we going to do another science experiment. 

Therefore, today we did some water science. 
Standing in our science square, the students examined a vessel of water. 

The students discussed many of the properties of water, where it is found, and the many ways water is needed. Everyone enjoyed experiencing the reflective quality of water and how it distorts images. We could have ended the project here because so much beautiful sharing and learning was occurred. But that would have been slightly anticlimactic. 

We looked at oil and discussed its properties. Everyone said it was important for cooking, except Jacob who said, "Cars need oil," 
"No, Jacob," Yehuda replied. "You mean gas. Cars need gasoline, not oil." 
I explained that cars need both. [Jacob, thanks for the  reminder that I need to get the oil changed in my van.]

Each student got a cup with a small amount of oil. They selected a food coloring bottle and added 3 drops to their oil. (Most were very exact in their drops. But limiting Naomi's amount of color is like robbing Monet of his brushes.)

The students gently stirred the color and oil.
Then it was time for the magic.
Using a pipette, the students dropped their solutions into the water. 
 

The colors slowly disperse, in a very beautiful way. 

 As Audrey announced to the Tiny Tots, "We did a science experiment, but in real life, it was actually real magic!"

We used the remaining oil and food dye to make art. I added a little water to their cups and they dropped the solution onto paper. 

 The squeezing is great for artistic fun, fine motor coordination, and muscular development in pincher fingers. 

 The students had loads of fun and the results were beautiful!

V for Volcano

V week needed the classic vinegar and baking soda volcano experience.  When I set it up, almost everyone already knew what would happen.

There was a discussion over whether vinegar or water is the 'secret' ingredient, so we compared the smells of the two substances and all agreed vinegar was the key.
Then they took turns pouring and marveling at the eruption.

Wow!

Efforts to make sand volcanoes erupt were less successful.

Sand play is still fun, even without the eruption.

Super Special Story Time!

Today the upper girls came to visit and read us stories. In Hebrew class, with Morah Chani Loew, the girls had translated children's books into Hebrew. They came to our room to read these books. It was a wonderful opportunity for the older girls to practice their Hebrew reading and showcase their hard work.  The preschoolers LOVED the individualized attention from big role models and the story time. Morah Racheli regularly reads Hebrew books to our class, so we are already seasoned in comprehension of Hebrew stories.
This was such a lovely time and we plan to continue these shared learning opportunities. 

Tea Time

How  can we experience the letter 'T' without some tea?
Today, in our tent, we had a tea party!
Instead of simply tasting the tea, we enjoyed using many senses to really appreciate tea.

First dry tea leaves, from an opened tea bag, were passed around the group. Students enjoyed touching and smelling the tea leaves. They were intrigued that tea is made from adding hot water to dried plant leaves. 
"It is like how you make coffee," Ahava noted. 
I quickly thought to myself about coffee beans, grinders, french press, instant granules, and Keurigs. "Similar," I replied.  

Then we talked about how tea can have different plants and flavorings added to change its scent,color, and flavor.
The students sampled the smell of a variety of teas and tried to guess what was in it.

The students easily and gleefully identified vanilla and mint. 

Fruit blends were a lot trickier to discern.

 

After smelling. some students sampled their favorite smelling tea on a tasting stick. The students were largely disappointed with the flavor. These teas were caffeinated and heavily concentrated, so we did not drink them.

Instead I made a big pitcher of Good Earth Tea. Almost everyone enjoyed drinking the tea, some having many cups.

"What is the beracha for tea?" Ori asked.
"Is it adama?" Naftali suggested. I praised him for the logical suggestion, since we learned it is made from a plant.
"It is shehakol because that is the beracha for all drinks," Elazar explained.  I was impressed by all aspects of this conversation. Ori's interest in the right beracha, Naftali's thoughtful application of information, and Elazar's recall of preexisting knowledge are all wonderful parts of the learning process. 

I did not capture photos of the students enjoying the real tea, but here are shot of various tea parties.

Ironically, although Adina loves to play tea party, she refuses to taste real tea. One of the joys of imaginary play, is you can try things you would avoid in reality. 

Reuse-Reduce-Recycle--> Sustainability-->Tree loving.

R week had many aspects, but perhaps the most important connect to recycling. Many of you recycle at home. Your children told me how many bins you have and in what color. They all eagerly shared where they donate unneeded items. Good for you!

In our classroom we have not been recycling. We do a lot of up-cycling, where we use items which would otherwise be considered waste, for a new and exciting purpose (like the cardboard tubing we used to make Yonah's big fish, the atzei hayim of Torah scrolls, and the megilah holder).  Sadly, all of our classroom waste has been going to the landfill. We 'R' changing that now.

First we chatted informally about where garbage goes and why we don't to add to the landfills. Recycling and compost intrigued them, but generally they were more interested in the 'reusing' idea.

We played a game of sorting unwanted items for reuse, recycle, compost, and landfill.

At first the game was challenging, but the students quickly gained confidence in how to best dispose of items.

Seattle transplants often complain about the struggles of embracing the local waste disposal requirements. 

I guess you have to start young, because the students have happily embraced the proper disposal system we now use in the room. 

I did not want this concept to be tied too closely with the letter 'R'. We don't enjoy ice cream every day or regularly fly a kite. We always are working to preserve and improve the world around us. Your children are happily doing their part to help.

R is for Robot

The topic of robots has come up numerous times over the year. 

This week we finally got to focus on them.

We designed robots in the factory.

We sorted and matched robots.

 Robot fun!