Second Vertebrate- Fish

This week we began the study of another vertebrate, fish.  This began with reading a story about fish including the characteristics of a fish. 

We also presented fish cards to match.  They loved looking at the different types of fish to see if they had ever seen one like that.  The puffer fish was of interest as there is a tank at the downtown library that contains one.  Many of the children have seen that tank.  (There is also a fish tank at the Hands On Museum- if you go to either place, be sure to check out the fish.)

For a very concrete experience, we brought in a whole fish.  The children were able to see the gills, scales, lateral line, mouth, eyes etc..  This was very exciting for them, some wanted to touch the fish and some wanted only to observe. 

Having this concrete experience was more meaningful when creating a parts of the fish booklet, they had seen the real thing, this was an extension. 

Since we have a fish in our classroom, we decided to clean the tank when the children were present so they could understand how to care for a pet fish.  We had many helpers and they were able to experience giving the fish new, clean water. 

If you have a chance, check out the fish at the supermarket, at the library, Hands On Museum or any other place you may find them. 

Writing on the Chalkboard

Another way to practice writing letters besides the sand tray (see previous post) is writing on a chalkboard.  Funny how this may be one of the few times a child of this age will actually have this experience! 

The child first traces the sandpaper letter with their finger which is the same way the sand tray work is done.  They pick up the chalk and write the letter on the chalkboard. 

So many of our children are beginning to write.  We write in the sand tray, with the chalkboard, on paper and sometimes they will paint letters at the easel.  Of course, we have our metal insets which is a great place to begin writing practice!  It is so important to provide the environment which will enhance the child's development of a certain skill at a specific time.  So, the sensitive period for writing has begun, I see some holiday gift opportunities!  (Fun pads of paper, colored pencils, crayons, markers, colored pens etc...) This is something that is never forced, the child should come to it themselves. 

Wood and Metal

Some things are made of wood, some are made of metal.  Wood comes from trees, metal comes from rocks in the Earth. Children can choose from a basket and place items into smaller baskets.  This is a great classifying activity. 

In Montessori education, we are always trying to provide the children with concrete experiences

South America Flag Work

To continue our study of South America, the children will have a chance to match various flag cards.  This is a work all of the children can successfully do without assistance after the initial presentation. 

Another extension to this work that can be completed is making their own flag book.  Given a blank page, a child can use a ruler, pencil and some crayons to create as many flags as they wish.  This child started with one, wanted to do another, then another and today finished a book.  She put on a purple cover and was very excited to take it home.  This is a work usually completed by older children or those with highly developed  fine motor skills.

Each year, the child's knowledge about a certain continent will expand with more variations and extensions. 

Venezuelan Arepas!

As we are studying the continent of South American in Geography, we decided to explore the country of Venezuela as we have a student visiting from there for the year.  Her mother Kathy and Tia Maria (who lives in Madrid now) came to school to help teach the children a little about Venezuela.  They brought all of the ingredients and necessary equipment to make the Venezuelan staple called 'arepas.'  This is a small corncake made with three simple ingredients:  precooked cornmeal (PAN), salt and water.

Kathy said to take about 2 c. of water and put into bowl with 1 t. salt.  Begin adding the PAN, kneading the dough until it is firm.  Roll the dough into a ball which can vary in size depending on how big you want the arepa to be.  Pat the dough ball and flatten into little pancake shapes.  Kathy and Maria have done this for years and can shape into perfectly formed circles.  The resulting shape does not matter as long as it is not too thick.  Place on the griddle and lightly fry.  Kathy uses a non-stick pan but you could use a stainless steel frying pan with a little oil.  Other arepa recipes say to then bake in the oven but it is not necessary. 

When golden brown on both sides, you can slice and put anything in the middle.  The children had grated cheese so we put this in the middle.  It was very, very, very good!

While eating, Kathy showed us pictures of Venezuela and Maria played some music from Venezuela. 

Muchas Gracias Kathy and Maria! 

Granola Bars

More baking!  The winter is upon us and baking is practical, fun and warm!  We decided to make granola bars together.  Wash hands, put on apron, mix ingredients, push in a pan and bake! 

Mix together:

3 c. oats

1 c. coconut

1 c. chocolate chips (we used about 1/4 c. at school)

1/2 c. dried fruit

2 T. melted butter

14 oz. sweetened condensed milk

1/2 c. wheat germ

Press into a greased pan (or parchment paper).  350 degrees for 20 minutes.

Enjoy! Make sure to cover if eating the next day.  These may be cut up into rectangular pieces and frozen in tin foil.  They are great to throw in a lunch, thaws by lunch.

Enjoy!

Land and Water Forms- Cape and Bay

As a continuation of our land and water form studies, we introduced cape and bay this week.  The children are given a lesson with water and our forms.  They fill up the pitcher and pour it into a form while receiving the definition and a three period lesson.  "A cape is a point of land projecting into a body of water." "A bay is and area of water surrounded by land on three sides." 

Along with the concrete experience we also have small sandpaper cards that are in the shape of the cape and bay.  Here the children can feel the land part is rough and the water part is smooth. 

To help increase comprehension, the children are then able to brown crayon and blue watercolor paint to produce these forms on paper.