September 2010:  Kindergarten Scientist
www.centervillebaptistpreschool.com
Kindergarten scientists must be keen observers.
A student is watching a waiting for a reaction.
In a controlled experiment, the students repeat the experiment several times.
Observation from every angle.
Unexpected results or predicted outcomes?
Total engagement.
Students talk about the experiment, their observations and predictions for outcomes.
Kindergarten scientists document their experiment.
Graphing the results of our research.
We can count by 10's.
The Morning Message is about the water cycle.
Identifying the elements of the water cycle.
We learned the scientific names of the elements of the water cycle, such as percipitation, condensation, evaporation and collection.
Kindergarten scientists are learning about the water cycle throughout the month of
October.  They will be constructing a model of the water cycle in their classroom.
They must document their findings before they can begin the final process of tallys and graphs.
As true Kindergarten Scientists, they observe the results of their tests/experiments.
Water Activities. Students evaluate objects and predict if the object will SINK or FLOAT. As Kindergarten Scientist, they know they must conduct tests.
Fun is an important element of the learning process.
The teacher gives physical and verbals cues to help the students.
Children need opportunites to demonstrate their increasing skills and abilities. The home kitchen is a natural learning center for children.
Mrs. Wishy Washy's animals played in the mud. Students create mud and learn through real experiences the components and properties of mud.
Children need lots of opportunities to make messes, in a controlled environment. The student must have proper gross motor control to limit the amount of soapy water he pours from the measuring cup onto the tray.
Mrs. Wishy Washy washed her animals. The students wash the mud off of the animals and discover that water alone does not remove all the mud, but that soap makes the water slipperier.
The classrooms are rich with language. While one student is working directly with the medium, another student RAISES HER HAND to indicate that she is ready to contribute to the discussion at hand.
The components of clean mud are water, shredded soap and toilet paper. The tactile experience will be remembered a long time.
Language Arts are incorporated into the Water Cycle theme unit. Students are learning to track, left to right, top to bottom. Teachers use pocket charts, morning message and print materials.
Children learn from experience, even something totally SILLY. The teacher has introducted the idea of CLEAN MUD.