fbpx

Animals in PreK!

Chrystal, our MET intern, has brought such exciting learning experiences to our classroom. She has been interested in animals for many years and offered to help us learn more about them. First, she interviewed us to find out what we know about caring for animals and what might we want to know. She then read us many different books about animals (including some about helping animals, wild animals, and different kinds of pets). Finally, last Friday, Chrystal brought her two dogs, Channel and Jacob, to our school.

IMG_8418

After reviewing how to treat animals with care and respect, we were given the opportunity to practice greeting dogs safely . . .

IMG_8430

. . . how to hold them properly . . .

IMG_8432

 . . . and how to walk them with a leash gently!

IMG_8421

IMG_8422

Chrystal has offered us multiple opportunities to learn about animals and their care. She invited the Director of Humane Education at the RISPCA, Lorna Steele, to visit our classroom this morning. The RISPCA (Rhode Island Society for the Prevention of Cruelty to Animals) is 145 years old and the third oldest humane society in the United States! Lorna brought with her Dafne, her beautiful angora rabbit.

photo 1 copy 4

Before meeting Dafne, Lorna first explained that while some animals can care for themselves (“wild animals”) and make their own homes, many animals depend on human beings to stay healthy and safe. She works at a “shelter;” an organization that takes care of animals who do not have a home or who are not cared for properly by their owners.

   photo 1 copy

Lorna then read to us Nico and Lolo: Kindness Shared Between a Boy and a Dog. This wonderful book reinforced for us the importance of treating all living things with hesed (kindness). “I learned we should take care of animals,” said Shira. “We should take care of dogs who need our help!” exclaimed Leo.

 photo 2 copy 3

After reading the book, we were finally able to pet two year old Dafne. “She looks like snow!” observed Millie. “And she feels fluffier than I thought!” said Adrian. “I see her nose!” exclaimed Asher. “And it’s moving a lot.”

photo 3 copy 2

Nathan observed that “The bunny has such long ears!” Lorna explained that bunnies hear very well – and also are sensitive to vibrations. And we also learned that when bunnies get really hot, they release the heat through their ears (and they get very pink!)

photo 1 copy 2

We thank Lorna for sharing her bunny, her expertise, and her gentle and warm spirit with us this morning. And a special thanks to Crystal for planning and leading this special learning project!

 

Our Eggs Are (Finally!) Here!

Today, Beth – the knowledgeable educator from Casey Farm  –  spent the morning with us. Casey Farm (in Saunderstown, RI) was founded in 1702. On the farm’s 300 acres overlooking Narragansett Bay, organically grown vegetables, herbs, eggs, and flowers flourish, providing bounty for both local families and nearby farmers’ markets.

image_preview

Beth arrived to our school with dozens of fertilized eggs, an incubator, warming lights, and lots of different kinds of bird eggs!

IMG_8192

The PreK and Kindergarten students and teachers were able to see the eggs laid by swans, bluebirds, robins, grey catbirds, golden eagles, red-tailed hawks, loons, and even an emu egg! We enjoyed observing the eggs; some of us discovered that eggs are camouflaged to be either the same color as their nests or as their mothers. Beth also showed us a slide-show, during which we learned how to tell a (female) hen from a (male) rooster, what chickens eat, how Casey Farm protects chickens from predators, the best way to take care of chickens (free-range and cage-free!) and how to hold chicks (hold them close to the ground & gently!)

IMG_8189

We also learned about the different stages and components of a chicken embryo, including the blastoderm and the egg tooth!

IMG_8196

IMG_8197

IMG_8198

Beth then showed us the incubators into which we will place our eggs. There they will stay (round side up, pointy side down) for 21 days until they hatch. A hen’s body temperature is about 107 degrees, compared to our 98.7 degrees – and so our incubators will be as warm as a hen’s body. We will have both Rhode Island Red and Dominique chicks.

IMG_2281

But the most wonderful surprise was still to come! Beth brought a Dominique hen to our school!

IMG_8199Beth then invited us to pet Henny Penny!

IMG_8218

By tomorrow morning, our incubator will warm to 100 degrees and we will fill it with our eggs. And then the countdown will begin . . . and we can hardly wait!

 

 

 

Discoveries at the Beach!

As part of our STEAM week learning – and in celebration of Earth Day – we went this morning to Conimicut Beach in Warwick, RI to see the lighthouse (a historic sparkplug lighthouse built in 1883) and go on a treasure hunt!

150px-Conimicut_Lighthouse_2007

When we first arrived at the beach, we unfurled the treasure maps that our amazing friend and teacher, Peter, had created for us.

IMG_8063

IMG_8076

After locating the “x marks the spot” on our maps, we went searching (and digging!) on the beach for our buried treasures . . . .

IMG_8104

. . . and we knew when our friends had found their treasure chests when we suddenly heard squeals of delight!

IMG_8109

When we opened them, we discovered they were filled with pirate coins!

IMG_8116

Afterward, we went exploring on the beach.

IMG_8140

We discovered beautiful shells, driftwood, and even helped to carry a horseshoe crab back to the water (yes, that’s a picture of the children gently holding the crab by the tail!)

IMG_8124

At the end of our adventure, we stopped together by the water and sang our morning blessings as a kehillah. As we watched the waves roll over the sand at our feet and listened to the gulls sing above us, we ended with a special prayer of gratitude (the shech’iyanoo).

IMG_8087

Thank you so much, Peter, for creating such an exciting adventure for us. And thank you, Val (Aeden’s mom) for joining us!

IMG_8092

Creative Play in PreK!

We have been so engaged and productive since returning from our Passover break and are continuing to enthusiastically hone our creative and collaborative skills.  For example, just today we worked together as a kehillah (yup – every person in our classroom – grown-ups and children alike!) at our train table, building underwater boats, magic freezing wands, and alligators!

IMG_7943

IMG_7959

We also recently decided to create a Veterinary Office in our Dramatic Play Area! We first looked at books and pictures of veterinary clinics. Many of us wanted to work with rainforest animals, so we further focused our research on tropical birds and reptiles. We then created signs for the clinic . . .

IMG_7938

. . . and created crates, cages, trees, food . . .  and even warming lights (for Herman the Worm, of course!)

IMG_7940

In our clinic, we are taking care of sick parrots, snakes, a lizard, ducks, kittens and puppies. Our friends from home (including a turkey!) have also required check-ups from our many enthusiastic (yet gentle) veterinarians.

IMG_7942

We even are sketching pictures of our sick animals – thereby sharpening our observation skills and our knowledge of dog anatomy!

IMG_7939

Crystal, (our Met intern), will build upon our interests and is preparing to speak to us about animal safety and care. She will also be planning for an educator from the RISPCA (RI Society for the Prevention of Cruelty to Animals) to visit our classroom!

IMG_7949

Our interest in the natural world and science isn’t limited to our Dramatic Play Area! We are also learning more about the rocks and minerals that are all around us. We discover them in our playground, our backyards, and at the seashore. And we also find them, of course, on our science table!

IMG_7982

We have learned (while doing research and during our Circle Time conversations) that sand and crushed rocks are used to make gravel for driveways and concrete for our buildings. Stones like granite and marble are used for countertops, statues and to decorate buildings. We have discovered that human beings have used rocks for both decoration and tools for thousands of years: turquoise and amethysts adorn rings and necklaces; flint was used to make arrows; our strongest drill bits use diamonds. We have observed many of the rocks on our Science Table and documented our discoveries in our Science Journals. In addition, we are learning about the different components of rocks:

MINERALS are non-living compounds of elements that are found only in nature. They are the building blocks of rocks and can form crystals.

IMG_7977
CRYSTALS are solid substances with atoms arranged in an orderly pattern which usually form smooth flat surfaces called faces.

IMG_7978
ROCKS are solid mixtures of one or more minerals. They make up the inorganic solid potion of the planet Earth.

IMG_7979
There are more than 1500 mineral species and over 100 kinds of rocks!

Building Bridges in PreK!

IMG_7850

Our students use their vibrant imaginations, working memories, and scientific knowledge to build intricate structures using blocks, Magnatiles, Legos and cardboard (our collaboratively created Persian palace is but one example!) We now understand that adults use similar skills to create and care for real-world bridges throughout our state.

img13

Our kehillah warmly welcomed two special visitors from the bridge design section of the Rhode Island Department of Transportation (RI-DOT) to our classroom. Mr. Noorparvar (Laurie’s husband!) and Mr. Mike Savella work in the Bridge Design section of the RI-DOT; they are principle project engineers who oversee several DOT projects and both are involved in designing new bridges and rehabilitating existing bridges. Our kehillah understands that caring for our state’s infrastructure is essential (including maintaining the 700+ bridges in Rhode Isand). “Bridges are important so that people can’t fall into the ocean or any kind of water!” explained Shira. “Or fall on other roads – they help us cross roads,” said Aeden.

IMG_7811

“Before we begin,” said Mr. Noorparvar, “we need to talk about safety.” He explained that DOT employees use special objects to keep them safe when they are working on construction sites. First, Mr. Noorparvar pointed to the vest he was wearing; “It has bright colors so people can see and it glows in the dark!” exclaimed Nathan. Then Mr. Noorparvar showed us his hard-hat (“that’s so your head doesn’t get hurt!” explained Leo. “If something falls on your head, the helmet protects you!” said Zemer. “They are like a bike helmet!” exclaimed Aeden.) Mr. Noorparvar showed us a special DOT flashlight and his construction boots with steel in them (“they make a loud sound when you hit them!” giggled Asher).

IMG_7812

Mr. Mike and Mr. Noorparvar also showed us a tape measure that they said was 125 feet long. “That’s so very long! As long as our whole school,” said Sabine. Later on during their visit, we unfurled the tape measure and discovered that it reached from one end of our hallway to the other!

IMG_7848

Mr. Mike and Mr. Noorparvar brought in models of different kinds of bridges, including arch bridges . . .

IMG_7819

. . . covered bridges, post-tension brides, draw-bridges (“I saw a very rusty bridge like that and it was stuck up in the air,” exclaimed Adrian), truss bridges, and suspension bridges (RI has two of them – the Newport Bridge and the Mt. Hope Bridge! “I went on one before and it’s my favorite kind of bridge,” said Zemer. “I’ve been on the red Golden Gate Bridge a thousand times! That’s a suspension bridge,” explained Aeden.)

IMG_7825

While investigating the bridges, our two special guests taught us about bridge design. We were excited to learn that arches and columns are used to build bridges . . . just like our Shushan Palace! Mr. Mike and Mr. Noorparvar also taught us that a square shape is not very strong. If, though, we brace squares through the middle, we create two connected triangles – and then we have the strongest shape for building bridges!

IMG_7815

“Triangles are so lucky ‘cause they are so strong,” Shira said decidedly.

IMG_7823

Showing us a bridge they had created from popsicle sticks, we were told that the triangles created a sturdy structure – strong enough that it could hold us up! Most of us thought the bridge looked too small and delicate to support us (“We might break them if we step on them,” said Millie). We were able to see what would happen, though, if we stood on them . . .

IMG_7834 IMG_7827 IMG_7841

“Hey, they do hold us up!” exclaimed Millie.

 *  *  *  *  *  *  *

Our Pre-K designers and engineers are now enthusiastically creating bridges in our block area. We invite you to visit our classroom so we can share with you some of our creations!

Purim in PreK!

What a great time we had decorating our room for Purim – a festive holiday filled with lots of noise costumes, decorations, masks, sweets, and good deeds.

IMG_7801

We learned that the Purim story took place in the town of Shushan, Persia (currently Iran). As a result, we studied the architecture and art of both ancient Persia and the Middle East and adorned our room with pictures of ancient Persian architecture.

architecture-300x200

During our research, we saw pictures of intricate mosaics and many bright blue windows and doors. We learned that domes, columns, geometric shapes, nature-based patterns and vibrant colors are a rich part of Iran’s art and architecture.

IMG_5214-224x300

Building upon these observations and deepening our understanding of patterns and sorting, we filled our science table with small toys, buttons, shapes and gems.  We practiced sorting these treasures according to size, color, kind, shape, texture, width or height (and we’re still thinking of other classifications!)

photo

We also created patterns on paper using supplies from our Art Center!

IMG_7791

Utilizing this experience with creating patterns, as well as our knowledge of Persian architecture and art, we decided to recreate our very own vision of Shushan in our classroom using wood, screws,  paint . . .

photo 3 copy

photo 2 copy

. . . tissue paper, oil pastels, cardboard, glue, paper . . .

photo 3 copy 2

photo 2 copy 2

. . . jewels, glitter, markers and stickers.

photo 4 copy 2

We have made domes, arches mosaics, and palaces.

photo 2

In addition, to transforming our classroom, we also changed our appearances by creating masks. When creating these masterpieces, we not only improved our math, literacy and fine motor skills, but we practiced working collaboratively, strengthened our working memories and honed many other executive functioning skills (like impulse control and goal-directed persistence).

IMG_7774

photo 5

Deepening our understanding of the Purim story itself, we created some of its characters from paper and fabric.

photo 3

photo 1

This project required that we reflect on each character’s role in the story, his/her influences and responsibilities, and his/her choices. This helped to deepen both our literary skills as well as our empathic abilities. If you are interested in a trip back to ancient Persia, we invite you to visit our classroom! We look forward to giving you a tour.

Our New Intern in PreK!

 IMG_7665*Crystal – our newest MET intern – with some of her PreK friends*

We are so pleased that our kehillah will be welcoming another new student from the MET High School in Providence (http://metcenter.org) to our classroom. Crystal Martinez will be joining us on Wednesdays and Fridays; she has chosen our PreK for her internship and Andrea will be mentoring her. Crystal has already spent a few days with us in our classroom and we are already captivated by her enthusiasm, warmth, and genuine interest in education – and in each of us! We are all so happy she will be part of our kehillah. We asked Crystal to write a paragraph introducing herself to our community:

Dear Parents and Staff of the Jewish Community Day School:

I wanted to introduce myself; my name is Crystal Martinez, and I’m a sophomore at the Met high school. I am 16 years old and I am an intern in Andrea, Ilana and Laurie’s lovely Pre-K classroom on Wednesdays and Fridays. My all -time dream would be to become a veterinarian. I’m very interested in working with animals, but I also adore children and that’s why I’m interning with Andrea and writing this letter to you now. Believe me when I say that your kids are so lucky to attend the JCDS. The way the staff does things is so unique and effective for the children. It’s amazing! My main goal in my time at JCDS is to form a connection with each student, because there’s nothing better than having a relationship with someone who has a super imagination and is always in the mood to color or go hula-hooping at any time of the day!

I’ve recently earned my RIELDS (Rhode Island Early Learning and Development Standards) certification.  Through that class I learned about child development from the ages of 48 months to 60 months. It was very interesting, and I learned a lot from it. In addition to that classroom experience, I also have hands on experience working with children.  Not only have I grown up surrounded by children, but I had an earlier internship at the Children’s Workshop.  I am really looking forward to continuing to work  with your children.  I am thankful for the opportunity to work with them, and I thank you for taking your time to read this.

Sincerely, Crystal

IMG_7661

Practicing Executive Functioning Skills in PreK!

Our PreK is a community of students deeply engaged in exploration, discovery, and reflection.

IMG_7532

And no matter what we are doing – whether it be painting, meditation, or cooking – we are practicing a set of skills called executive functioning skills.

photo 2

These high-level cognitive functions enable us to manage our emotions and monitor our thoughts in order to work more efficiently, effectively, and collaboratively. They help us to organize our behavior and override immediate demands in favor of longer-term goals. They also help us to respond appropriately to the limits and consequences of everyday life with responsibility, adaptability, flexibility, and integrity.

IMG_7556

Requiring a lot of time to practice and learn, they are all skills that “stick” when taught consistently and meaningfully beginning in the earliest of grades. They are reinforced when children construct their own learning experiences (a core characteristic of our progressive classroom). Research shows that executive skills are necessary for future academic successes and ensure that we might become reflective, respectful, and responsible members of our communities.

What are some of the names of these executive skills and how might we practice them in our classroom? A few examples: when our students construct a detailed and complex palace out of blocks or create the Mayflower ship from cardboard, paper, duct-tape, and paint, they are acquiring sophisticated “planning skills” and practicing “goal-directed persistence.”

IMG_6976

When they create and illustrate their own classroom rules, our students are strengthening their “response inhibitions.”

IMG_7094

Creating a doctor’s office in our Dramatic Play Area? That sparks their “working memories!”

IMG_7551

And t’fillah, meditation, and yoga hones our students’ “sustained attention skills” and “emotional control.”   And using our Peace-Table and Feelings Journal? That requires “reflection” and “metacognition!”

IMG_7141

IMG_7123

All of these activities build the skills for future student successes in school . . . and in life.

IMG_7102

Discovering Magnets & Snowflakes in PreK

Did you ever try painting with a magnet? We have! It almost seems like magic that paint can travel over paper without the touch of a hand.

IMG_7449

How did we do it? We placed a piece of paper on a tray and dripped several drops of paint on the paper. We choose different objects to place on the paper and then slid a magnet over the bottom of the container.

IMG_7446

We were thrilled to discover what we could create!

IMG_7534

In addition, during the last few weeks our science table has been filled with magnets.

IMG_7529

We have used our scientific skills to observe different magnets and document our discoveries.

IMG_7466

We have determined that magnets come in many different shapes, sizes and strengths!

IMG_7477

Below are some of our observations (to see all our Science Journal entries, check out the bulletin board in our classroom):

IMG_7535

IMG_7537

We are learning that magnetism is a form of energy that makes some metal objects jump, spin, or stick to other metals.

IMG_7470

Many of us were surprised to discover that magnets do not attract all metal objects! A magnet will not pick up aluminum foil or a penny (magnets only move objects made from iron, steel, nickel, or cobalt.)

We have also been learning about snowflakes both in our classroom and in Design Lab with Ms. Guttin. We have enjoyed creating our own snowflakes (our research revealed that every snowflake has 6 sides!) out of Lego, wooden shapes, paper . . .

IMG_7526

and finally pipe cleaners, water and Borax!

IMG_7542

We first created a snowflake shape by cutting pipecleaners and tying them together.

IMG_7525We then mixed hot water and Borax together in a bowl and suspended the “snowflake” from the top.

IMG_7524

Over time, we observed that the solution was attracted to the pipcleaner and began to create crystals.

IMG_7523

Our “snowflakes” are hanging on our back bulletin board; we invite you to see them!

IMG_7540

Dr. King Was an “Upstander!”

Over the last few weeks as we have been preparing to observe Martin Luther King Jr. Day, we learned about Dr. King’s legacy and reflected on our own visions for making the world a better place for all people. Anchoring our discussions and play are the beliefs that all people are made in the image of God (be’zelem Elohim) and that we are responsible for making the world a better place.

 IMG_7530

During our conversations, we talked about some of the injustices Dr. King experienced in his lifetime (our understandings about the ways in which we are alike and different helped to shape these discussions. Part of our learning is documented on the lobby bulletin board – please check it out!) We learned that Martin Luther King – and the many people who worked with him during the civil rights movement – were upstanders. An upstander is a person who knows what’s happening is wrong and then works to make it right. In comparison, a bystander is someone who witnesses injustice or inequity and doesn’t get involved. The work of civil rights participants and social justice advocates (both then and now)  help us to understand the saying (written in Pirkei Avot): “It is not incumbent upon you to finish the task. Yet, you are not free to desist from it.”

IMG_7546

Along with Rosa Parks, Rabbi Abraham Joshua Heschel and many, many thousands of men, women and children, MLK worked to change people’s beliefs and attitudes, as well as the laws of the land. During our conversations, we also acknowledged that there is still so much more work to be done and reflected on the ways in which we could build on Dr. King’s legacy of repairing our world (tikkun olom).

 IMG_7545

Some of us imagined a time when all people will sing “Stop in the Name of Love” when they see something bad and then use the peace table. Other children suggested that we should visit people in the hospital who are sick, pick up trash in playgrounds, and teach people to say our mantra: “I am peaceful.” Still others said they wanted to change unfair laws, build ramps in all buildings for people who use wheelchairs and “teach people to solve a problem in a peaceful way.” Our reflections are posted on our chalkboard in the back of our room; we encourage you to read them in their entirety!

*   *   *   *   *   *   *    *

We all agreed that we want, like MLK, a peaceful world in which children and grown-ups alike will remember to use “treat each other with kavod.” We will continue to build upon our discoveries as we reflect on issues of diversity, tolerance and respect throughout our year together. We affirm that our kehillah – community – is built upon the foundation of shared values, goals and concerns. At the same time, we can only continue to grow and learn when we recognize and nurture the differences and diversity among us. We are all unique individuals with differing interests, backgrounds, families, beliefs and personalities. Indeed, our kehillah works every day to reaffirm Dr. King’s words that “darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.”

*   *   *   *   *   *   *   *   *

Wishing you a meaningful holiday.

*   *   *   *   *   *   *   *   *

Below is more of the text from our reflections on what makes us alike and different. See our previous post and the lobby bulletin board for the more illustrations & text):

We are all alike. We like to play in PreK.

We are all different.

 

Some of us like to pretend to be doctors.

Some of us like to play family of doggie.

Some of us like to play in the block area.

Some of us like to color.

Some of us like to be scientists.

Some of us like to use the Peace Table.

 

We are all alike. We all have families.

We are all different.

Some of us live with moms.

Some of us live with dads.

Some of us live with moms and dads.

Some people live with two moms.

Some people live with grandparents.