Children are born naturalists; they explore the world with all their senses, experiment, and communicate their discoveries to those around them.

Critters. This week in PreK was all about critters! We were lucky to observe and interact with many little critters, but the week was not long enough. We received two major gifts from two families. The first one is a jumping spider; have you ever seen one? These tiny spiders are fascinating hunters; they catch their prey by stalking and then leaping at it. They have excellent vision, which they need to be great hunters. We are looking forward to seeing it in action. 

We also got lucky with a rare insect. This one is hard to find, because its main defense mechanism is camouflage (ask your child what this means.) We took time to observe its body and saw all the parts that make it an insect: head, thorax, abdomen, eyes, antennae, mouth, and six legs. Its wings looked like green leaves, which is where it gets its name from, Leafbug! 

We also got a donation of acorns from the forest, but they came with a little surprise. Little crawlers started showing up out of the bag. We were filled with questions.  What are they? Are they worms? Where do they come from? What do they eat? We first noticed that their bodies are quite different from worms; they are short and white, and the head is red. We are still pondering their origin, and we’ll look more closely next week.

Last week, one of the interesting questions that came up during our worm investigation was: Are snakes worms? To help answer this question, we decided that the best approach would be to observe a snake up close. We are so lucky to have Cornflake, our school pet. During our time with Cornflake, we witnessed him eat his lunch, and while waiting for him to smell and catch his prey, we learned so much about snakes. Ask your child: What do snakes eat? Do snakes have noses? How do they smell? Are they prey or predators? What does “predator” mean? What does Cornflake like to do the most? What does “arboreal” mean? What does “domesticated” mean? We are learning so much new vocabulary, and we are yet to determine if snakes are part of the worm family. We have so much to do next week!

Math. We had lots of fun playing Bean bag toss. The game starts with a hoop on the floor and five bean bags for each player. We first counted three steps away from the hoop, and players took turns tossing each bean bag into the hoop. Once all bean bags were tossed, players counted how many bean bags fell inside the hoop, and the player with the most bean bags inside was the winner. To make it more challenging, students chose to stand the furthest away; some stood as far as 4, 5, or even seven steps away from the hoop. Through this game, students practiced a variety of skills: their cognitive skills when understanding the rules of the game, and critical thinking and problem-solving as they strategized the best way to throw the beanbags. They also worked on their gross motor skills, hand-eye coordination, and spatial awareness while aiming for the hoop. And of course, the mathematical skills, counting, number recognition, addition, and comparison.

Science. For this week’s experiment, we did a simple yet fascinating experiment using only pepper and dish soap. We first poured water on a dish, then we sprinkled a layer of black pepper. Students noticed that the pepper flakes floated on water, and when they stuck their finger in it, the pepper flakes stuck to their finger. We then ask them to dip their finger in dish soap and gently touch the surface of the water. Each student watched as the pepper would instantly race away from the point of contact to the edges of the dish. The science behind it: As the soap spreads out on the surface, it disrupts the surface tension. The water molecules move away from the soap, pulling the pepper with them. This causes the pepper to quickly move to the edges of the dish, creating a really cool visual effect. Also, this experiment served as a valuable lesson about handwashing. We explained that when soap is on our hands, it breaks up “germs” (represented by the pepper) and pushes them away, just as it effectively lifts and washes away germs from our skin. This visual demonstration helped reinforce the importance of proper handwashing with soap for removing unseen germs and staying healthy.

Other things we did this week:

Efi and Soraya

Take chances, make mistakes, get messy!

Science. We tried the experiment from last week one more time. This time, we did it differently because we wanted to see different results.  We put Skittles on a plate in a circular pattern. We then poured warm water in the center of the plate, and waited for the magic. “It’s a rainbow!”, “The colors are walking!” The skittles don’t have color anymore! Skittles contain sugar and color. When we added water, the sugar and colors started to mix into the water. This is called “dissolving.” As the colors from the Skittles dissolved, they spread out and made beautiful patterns in the water.” It looks like a rainbow!” We got to see how colors blended as they “walked” towards the center of the plate.  Finally, our experiment worked! (Ask your child what we did differently this time.)

Math. We introduced a new game that our youngest students enjoyed, but our oldest had a blast. We needed a vase, a circle made out of cardboard, a pickleball, a die, and unifix cubes. The goal of the game:  be the last person to place a cube on the board without making anything fall off. This game provided them with the opportunity to experiment with balance as they attempted to determine where to place their cubes so that the board would not tip too far to cause the cubes to fall off. As the students played, they quickly figured out that placing the cubes closer to the center had the least effect on the incline of the cardboard circle. They figured out that if cubes were placed closer to the edge, the cardboard would tilt and fall. They also realized that placing two cubes on opposite edges at the same time helped maintain balance even better. Through this game, our little ones practiced their number sense, rote counting, and subitizing skills, as well as their fine motor skills. They had so much fun!

Worms. The worm obsession continues. Our wormery continues to grow every day. Students dig and dig to find worms of all sizes. They found an interesting creature that resembled a worm, but it was somewhat different. We ask students to observe each part of the mystery critter: they noticed it was short and fat, it had six legs in the front of its body, it had an orange head, and a translucent body marked with rings. By the process of elimination, we determined that it was definitely not a worm. While we wanted to keep it for closer investigation, we noticed it seemed hurt, so we decided it was best to return it to its habitat, hoping to find another one in the future for our observations.

As we continued learning about worm anatomy, one question that constantly came up: Where is the head? Have you ever been able to see which end is the head and which end is the tail? As we learn more and read more books, we can now look for a way to help us identify the head and the tail. The head is more pointy, and it’s usually located near the clitellum, which is the part of the worm that holds the fertilized eggs. Do worms poop? Yes, they do! They poop, and their poop fertilizes the soil that makes the plants grow. Interestingly, they also poop at the entrance of their burrows, so they sealed it behind them to protect their burrows from the rain. We also learned that worms come out at night and on rainy days. Ask your child why worms don’t like the sun. Worms have no lungs; they breathe through their skin, taking oxygen from the water, so their skin needs to be moist all the time. In the sunlight, their skin dries rapidly, and they can’t survive long. That’s why they only come out when the sun is out.  Next week, we will have some rainy days ahead. We might be able to see worms come out on their own.

Art. We finished our project for Art to Remember using the following techniques: watercolor for the base, and acrylic paint stamps with wine corks for the top. We finished it off with a handprint for the youngest students, and the oldest students colored a heart with oil pastels, bringing their own flair and personal touch to their projects.

We also finished our first collaborative painting. Students had a blast using pearl necklaces and clothespins, bathroom loofahs, and oil pastels. We discussed giving a name to our masterpiece, just as great artists do. Talking about great artists, we introduced our first artist of the year, a great friend of Pablo Picasso, Joan Miró. We learned that he lived ninety years. Almost a hundred! Miro was known for using a lot of shapes in his paintings, and often featured birds, stars, and women, much like Picasso. Students noticed a lot of bright colors, circles, and eyes. Miro was known for creating a sense of play and wonder in his work, much like children do when they create art, full of imagination. (Ask your child what imagination means.) We will continue to explore Miro’s work, including his sculptures and ceramic pieces. Stay tuned.

Other things we did this week:

Efi and Soraya

Mistakes are proof that you’re trying

YET. After reading The Little Engine That Could, an American folktale by Arnold Munk, we did the second part of the cup challenge. Once again, we asked students to stack the six cups in a triangle using only popsicle sticks, but this time there was a twist. Once students completed the task, they had to carefully dismantle it and return the cups to their original position. After each student attempted the challenge, we gathered to reflect on their experiences. We asked them how they felt and whether they found it easier or harder than before. All students agreed that it was easier; even those who had yet to accomplish the task seemed more confident than before. We noticed students approached the task with more enthusiasm and finished faster.  For the students still working on mastering the project,  we reminded them that they have not done it YET! But we are trying and not giving up. 

Science. This week, we had another great experiment planned. As usual, we began by gathering the material, making our predictions, and then waiting for the results. This time, however, to our surprise, nothing happened. Our experiment had failed. We discussed how scientists face challenges when their experiments fail. We talked about how these moments are opportunities for learning. Instead of being discouraged, we focused on the idea that it’s okay to make mistakes, as they often help us understand things better. What can we do? Try again! So we will try again next week.

Art. We began the first part of a project for Art to Remember. Art to Remember is a fundraiser that prints your child’s artwork on a keepsake item, such as mugs, blankets, magnets, or keychains.  For the first technique, students used watercolors in the color of their choice to create their masterpieces. (More info to come.)

Also, we continued working on a collaborative painting project. Since our first week, our class has been working together on a single piece of art using different mediums, such as paint brushes, dish brushes, cardboard rolls, and even plungers! Each volunteer contributes to the artwork in a different way, without any specific rules or time limits. This activity encourages creativity, communication, teamwork, independence, problem-solving, and a lot more. Students share their experiences and enjoy the process of creating something together. We’ll share the final result with you next week.

Corn. This week, our water table transformed into a sensory table, a table full of materials designed to engage all five senses. The table is set up to encourage students to interact with the materials presented to them. This week, we used corn kernels, funnels, and containers of different sizes. Through sensory play, students build language, social, and dramatic play skills as they negotiate with one another to share the space (limited to six students at a time) and tools. They create stories and build dialogues together, enhancing their cooperative skills.  Both small and large motor skills get a boost as students manipulate the medium and tools while pouring, scooping, and playing. Cognitive skills are fostered as students learn about specific concepts, such as capacity, measurement, and estimation: How many scoops will it take to fill this cup? Which container holds more? Which container has more? Which one is heavier? “Why could some corn kernels fall through a funnel, and some get stuck in it?” The tapping sounds of the kernels hitting the bin or different material containers also helped create a great sensory experience. Every week or two, depending on their interest, students will discover new materials to keep their experience exciting. 

Cleany. By now, you must have heard about Cleany, our hard-working fish. Students had been curious observers, often amazed at how Cleany worked. They noticed Cleany busy as a bee, always on the move, swimming up and down and back and forth, fast, fast, fast! Recently, however, students noticed Cleany had been swimming unusually slowly. Taking long breaks at the bottom of the tank. “He is taking a break,” someone pointed out.  On Monday, Cleany was again at the bottom. We poked him gently to check on him, and he quickly moved away. “He must be really tired!” Tuesday, he was once again lying there, not his usual self. Wednesday morning, we checked on him and he did not move anymore. We had a discussion about the life spans of living things, like dogs and cats, which can live up to 15 years, squirrels up to 5 years, bees up to 30 days, or flies up to 10 days. A fish, like Cleany, can live an average of 3-4 years, and at 5 years old, Cleany had lived a long, happy life. Although time is an abstract concept for young children, we reassured them that Cleany had been loved and cared for during this time with us. We carefully took Cleany from the tank, and we all gave him a last goodbye. He now rests in our garden near the flowers and the worms. 

Worms. We learned more about worms. We discussed their anatomy and how they can wiggle and bend their bodies in ways that we cannot. Worms are invertebrates, which means they have no bones. Fun fact: the longest worm ever found measured 180 feet! Longer than an Olympic-sized swimming pool. Yikes! We explored the idea of building a worm farm, but what exactly is a worm farm? One of our students, who has a worm farm at home, explained that “It’s a container with worms!” This led us to create a list of the things that worms require in their natural habitat: soil, food, and water. We looked into the type of food worms eat and found out that they eat decomposing leaves, as well as food scraps, like banana peels and apple cores. With this in mind, we then went out with a clear container to add what we needed. Students looked for soil from the garden and leaves that were already on the ground. We needed just one more thing, worms! In the following days, students dug and dug. Some students spent their entire recess time digging, and one by one, they collected small worms, big worms, long worms, pink worms, purple worms, yellow and orange worms, black worms, and baby worms. And one by one, they put them gently in our jar. Students noticed that worms burrowed immediately, making it difficult to see them. However, we are hopeful that we’ll catch a glimpse of them through the sides of the jar since they are translucent (ask your child what that means). During lunchtime, students added food scraps on top.

We look forward to seeing what we find on Monday. Stay tuned!

Efi and Soraya

“I think I can, I know I can!” The Little Engine that Could

STEM. We continue to encourage students to embrace the idea that not knowing how to do something is just a part of the learning process. It’s about understanding that we don’t know how to do something YET! And to practice this principle, we gave our first STEM challenge of the year. The first part of the challenge required them to stack six cups in a triangle formation using only popsicle sticks (no hands allowed!). The challenge seemed daunting at first, and for some seemed impossible.  As students worked on the challenge, we reminded them of what we learned about having a growth mindset.

It took students time to get the hang of it, and while some students were able to complete the challenge, others took breaks and then returned voluntarily to continue trying. We celebrated their persistence and were proud and impressed to see them trying, taking deep breaths, and resisting the urge to quit. For those who did not complete the challenge, we reminded them they have not done it YET!

As a class, we reflected on their experience, and we asked them what they found the most difficult part of the challenge: “When the cups flipped!” How did the challenge make you feel? “Mad, upset, sad.” These feelings led us to discuss perseverance and the learning that comes from challenges. Next week, we will continue with the second part of the challenge. 

Feelings. We read The Way I Feel by Janna Cain. The book helped us put names to the various feelings students were going through during the STEM challenge and gave them a name: silly, scared, disappointed, frustrated, excited, thankful, proud, or jealous. During our discussion after the challenge, we were able to identify the feelings we experienced when the cups kept falling over or when we were about to finish stacking them, only to have them suddenly come tumbling down. We felt Frustrated. Others experienced Disappointment when they couldn’t finish the challenge. Students also felt Excited and Proud when they finally did it. We are expanding our vocabulary and learning to identify and express our feelings more effectively as we navigate through challenging situations.

Science. Our first science experiment of the year: Magic Milk! We used three ingredients: milk, dish soap, and food coloring. We poured milk onto a plate. We then dropped food coloring of their choice on the milk. We then dipped a cotton swab into dish soap. We predicted what would happen if we touched the surface with the cotton swab. “It’s going to explode!”. So we did, and voila! What is happening? “It looks like the colors are dancing! They are running away from the soap!, They go to a different area!, It’s making circles because she is touching the same spot!, It looks like an orange planet. The color turned teal! “

Students continued to run the cotton swab along the top of the milk and food coloring, swirling it around the plate. 

The science behind it: The experiment works due to two key scientific principles: surface tension and the molecular properties of soap and fat. The swirling of colors happens as the soap disrupts the milk’s surface tension and reacts with the fat molecules, with the food coloring serving as an indicator of all the molecular movement. As students played with the dish soap, we watched colors glide along the top of the milk, mixing them in a psychedelic way,  just like magic! 

Worms. We have been digging for worms nonstop. Some of us have even done it all Spring and Summer! It’s an everyday activity now, during recess time. Even some younger students are involved in the digging. One student shared that he has a worm farm at home, which piqued our interest even more. We wrote on the board what we knew:

• Worms have no legs and no arms
• They drink water
• They eat leaves
• They live in the soil/dirt
• They stay in the soil in winter
• They dig
• They dig really deep
• They are soft
• They feel hard when they’re dead
• They are squishy
• They feel dirty
• They have no wings

Our discussion led to so many questions. Some students knew the answer to some of the questions, and that led to even more questions. As teachers, we were impressed with the depth of the questions:

• Do they turn into butterflies?
• How do they sleep?
• Do they sleep underground?
• Can they go in water?
• Do they drink water?
• Do they eat flowers?
• How do they go potty?
• Do they talk?
• How do they sleep?
• What’s a worm farm?
• Can we make one?

We watched a short video, and we learned that their official name is Earthworms. We also learned:

• They have hair on their body! (ask your child why they need hair)
• They are not insects (ask your child why)
• They have a tiny brain
• They don’t have a nose (ask your child how they breathe without a nose)
• They need water to keep their skin moist
• They get their nutrients from dead leaves and roots
• They make the soil better
• They eat food scraps too

We learned so much already! And we can’t wait to find out more. Stay tuned!

Efi and Soraya