Here’s a then and now snapshot for you.  1^st year — Elder year.

Andrew

Emery

Gabby

Mihika

Oliver

Prisha

Sami

Sonja

Dry your eyes folks.  Save those tears for Friday!

Best,

Ms. Adrienne

Thanks to a very generous donation from an anonymous parent that enabled the purchase of some amazing supplementary materials, Classroom 2 children are rocking and rolling with our Geology mid-month study!

We are discussing the rock cycle and discovering where different kinds of rocks are made.  The main events on our minds at the moment are:

1.  Sedimentary Rocks

2.  Metamorphic Rocks

3.  Igneous Rocks

I was shocked at how passionate the children were about igneous rocks.  The information that every igneous rock was once inside a volcano and underneath the crust of the Earth as magma was absolutely staggering for them.  They couldn’t wait to hold pieces of obsidian in their hands!  Incidentally, we are learning a little Latin.  For example, the word “igneus” in Latin means “fire,” relating to the processes by which igneous rocks are formed.  We also loved the below picture of volcanic lightning.  Afterwards, Makenzie was inspired to tackle the parts of a volcano cards.

We are also learning the meaning of the words “metamorphic” and “sedimentary.”  Metamorphic rocks change their shape and structure with the application of great pressure and temperature.  Reid brought in a very special rock of his own.  I held it in my hands and asked the children a question.

“Do you think if I apply great pressure to this rock it will change shape?  Should we try it?”

The children observed that no matter how hard I squeezed the rock it did not change its shape.  They were able to see first hand that a physical pressure far more intense than we might experience in our lives is necessary to cause a rock to change its structure!

Sedimentary rocks are types of are types of rock formed by the deposition of material at the Earth’s surface and with bodies of water.  These rocks are often easier to break due to their makeup, a mish mash of odds and ends over millions of years.  While observing a tray of sedimentary rock samples at circle, a piece of a conglomerate rock actually broke apart in my hands!  We were able to view multiplie fault lines in various pieces of rocks.

“That makes so much sense!” Riley noted.  “They break where the line is because it is made up of sand and stuff that fall apart.”

We are fortunate to possess an observation tray relating to the types of rocks.  They continue to spark a thousand research projects every day.  Children are now coming up to me with rocks in their hands, begging to classify the materials.  We are learning how to test the properties of rocks using the hardness scratch test.  Children scratch rocks against a penny.  If the rock can scratch a penny, it is a very hard material.  If it leaves a colored mark, it is a softer material.  We are definitely dealing with more than a few future geologists and/or Earth scientits!

In other news, we had a blast demonstrating the layers of Mother Earth using playdough and cutting the finished product into cross-sections.  Of course, this was a great time to review fractions as well.

Mihika:  “Can we please cut the Earth into 1/32 ‘s ?  That would be neat.  Everybody could keep a piece.”

Instead, we made this special playdough work available on the shelf.  Playdough from home or stellar homemade playdough recipes are always welcome.  To form the inner core, outer core, mantle, crust, sea and continent layers we use the colors: red, yellow, orange, black/brown, dark/light blue and green.  Inquiries by e-mail or in the classroom!

Happy rock hunting!

Very best,

Ms. Adrienne

Classroom 2 is officially the land of the feathered friends as we embark on our Bird studies for the month of April.

We kicked off this study with an observation-intensive science experiment.  First we learned about acids and bases.  We discussed how an base material (such as mustard or medicines) can neutralize an acidic material (such as lemons, orange juice and vinegar).  We discussed how some of our parents take medicine to calm the acidic properties of their stomach after consuming certain foods.  Given our bird study was well underway, we decided to test the properties of an acidic material when introduced to a bird’s egg.

We dropped a chicken egg from the store into a glass full of vinegar (a weak acid).  We observed as the vinegar created bubbles surrounding the egg that eventually rose to the surface.  The children formed hypotheses as to what would happen:

Oliver:  “The egg is going to get really huge and then explode!”

Harrison:  “The egg is going to break in half.”

Mihika:  “It will pop when we poke it.”

Sami:  “You will see the layers.”

After a few days, it became apparent that the eggshell was dissolving around the egg.  Also, the egg definitely increased in size.  We removed the egg from the vinegar and realized the shell had become a filmy surface on the top of the glass, leaving a “naked” egg behind!  We reviewed a diagram of the parts of an egg, and were able to concretely observe these layers in a surprisingly durable soft egg package.  We were all surprised to see exactly how sponge-like and strong the outer membrane of the egg proved to be.  Would it allow us to cut the egg in half, or would it burst as if we had cracked the egg from its shell?  Sure enough, the egg burst into a gooey mess the second a pinpoint touched the outer membrane.

My favorite part of a science experiment is the post-experiment debriefing.  The children took a moment to think about extensions to the experiment.  For example, what would happen if we used a different acidic substance, such as orange juice?  Would the experiment have been affected if we dropped a tablet of anti-acid medicine into the glass?

At the end of the month, we will be re-visiting this experiment with these extensions.  Further, we will be introducing the concept of a control item and an experimental item.

In the meantime, the children are learning about the many different categories of birds, as well as their complex internal structures, wide array of habitats and migrations.  We discovered that certain types of birds have the power of flight, while others are flightless and possess other remarkable qualities.  Additionally, we are reading about how a bird’s feet and bill tell us much about that animal’s eating habits and habitat.

Happy Earth Day!

Very best,

Ms. Adrienne

The Desert Garden Montessori Primary Team is pleased to announce the hard work of our outgoing students as translated to achievements in Arizona State Standards.  You may have observed similar statistics gathered for Lower Elementary in the Enrollment Slideshow presented this month.  Please keep in mind that outgoing Primary children will be entering a 1^st grade (or equivalent) environment the Fall after their graduation.  Furthermore, these statistics were gathered in early January, five months before the slated graduation date.

A whirlwind of work and activity hit the classroom as we returned from Spring Break with a fury this week.  I am always amazed by the hunger our children have for purposeful, academic work, even after a brief period of repose.

What better time to present the first science experiment of Spring?

We read a book about polar bears detailing their typical mammalian activities: nursing, playing, hunting, sleeping, enjoying family time.  Our children are well aware of the challenges faced by the polar bear population today.  Mihika brought up the subject of the Ozone Layer and how human activities contribute to the degradation of the arctic environment.  We discussed ways to lessen our impact on the Earth, such as Emery’s idea of using less heating and air-conditioning (when it is safe of course, given the Arizona heat index) and how to suit our needs with alternative methods.

The children led the discussion around, and I posed the question,

“Even with Global Warming, do you think the Arctic ocean and continent are still cold?”

“Yes,” said Sami.  “Just not as cold as before.”

“How do polar bears keep warm in the arctic?  Are they freezing all the time?”

“They’re not cold all the time, their fur keeps them warm,” said Andrew.

“Yes,” several children agreed.  “It’s their fur!”

I had the children touch their skin.  “Do we have hair on our bodies?  Enough to keep us warm through the winter?  What is the part of your body just underneath your skin?”

We discussed the function of the Fall Harvest, to prepare our bodies and our agricultural systems for the hardships of the winter.  The function of these celebrations is to rejoice in the abundance that will keep our bodies fed and, moreover, fat for the coming winter.  Mammals in the wild go through the same ritual of filling up and fattening up for the winter.

“This is how polar bears keep warm during the constant cold of the Arctic.  They are in a perpetual state of feeding and fattening up.”

We tested our fat = warmth theory in a hilarious and Sensorial experiment.  The children observed as I emptied two ice trays into a clear plastic bowl of water.  Then, one-by-one, the children approached the freezing water and carefully stuck one finger in to confirm its temperature.

“Will the water still feel cold when your finger is covered in fat?  What do you think will happen?”

We established hypotheses and then performed the test. Each child covered one finger in Crisco vegetable shortening and stuck it in the water yet again.

“What did you discover?”

“Ms. Adrienne, my finger is warm.  The fat is keeping my finger warm from the freezing water!” said Mihika.

We observed the the parts of our hand that were not covered by the shortening continued to respond to the cold water, while the covered portions were protected from the temperature change.

The class debriefed the experiment by observing that healthy levels of fat are good for our bodies.  We discussed what foods contain healthy fats and what foods contain unhealthy fats, and how to eat to best serve our bodies.  How lucky we are to have the knowledge to make these distinctions and the means to implement healthful eating into our diets.

“Man, I am glad I am a human!” said Gabby.

Cheers,

Ms. Adrienne

From the Children are funnier than Adults files:

“Cleopatra’s day is is a day where you have to wear green or a leprechaun will come out of a rainbow and pinch you.”

Riley, age 5

Another gem:

“Ms. Adrienne, when I say I do not want you to tickle me, I really want you to tickle me.  Now is fine, I’m waiting.”

Nathan, age 3

Just couldn’t let these pass by without recording them.  When was the last time your child said something that made you do a double-take?  Were you able to hide the laughter or was there no hope?  We try to mask our smiles and give a sincere response to every hilarious and beautiful remark, but sometimes you just have to share your laughter.  We let the children know that their words give us such joy that we cannot help but laugh, and they join us in our mirth! 

Very best,

Ms. Adrienne

When children first begin the activity of writing words and ideas it is a process of sound recall and recognition.  The children recognize which sounds come in which order, and write them according to how they recall their presentation.  This results in a phonetic representation of words as we know them, and the results are charming and memorable.  The sounds may be out of order completely, and this is absolutely normal. 

Why don’t we correct the child’s work right away?  How can we allow for such glaring errors?

It’s all about readiness and confidence.  Reading and writing are not quick-fix concepts you can hammer out in a fortnight.  The child who is learning to “sound it out” is just becoming confident with a mastery of sounds and, further, an ability to manipulate sounds to create words and even sentences.  To correct a child in this stage is confusing to their intellect and deflating to their sense of self.  Over time we will present “sight” words and begin introductory spelling based on readiness. 

The child that comes to me so incredibly excited, begging for the spelling of a certain word is ready for a spelling introduction.  The child asking for spelling words because they are “too hard” to sound out just needs more practice and confidence building exercises.  “You can do it!”  Every child needs to hear this, and we Montessori directresses are their endless cheerleaders (and biggest fans).

While writing, Andrew told me today:

“Did you know that please is sleep backwards and sleep is please backwards?  I learned it myself and no one even told me.”

This is a child ready for a spelling lesson and some blending/segmenting review.  Obviously, the phonogram “ee” is substituting each similar sound, and the similar appearance of the words on paper gave him the conclusion of direct backwards relationship.

Still, what confidence!  Is it perfect?  Does that matter?  The world is at his fingertips! 

Best,

Ms. Adrienne

In the midst of all this happiness in the life of a Primary classroom, negativity can occur.  It’s normal, it’s natural and it’s something we all need to learn to grapple with as social animals in a wide world.  How do we react when we receive a negative or rude message from another person?  What if someone’s comment makes us uncomfortable, but is otherwise non-threatening?  How do we deal with these complex emotions? 

Today in class we revisited this important discussion based on the creation and receipt of words.  This is a fantastic opportunity to attend to a wide variety of social and emotional issues. 

“Has anybody ever let words tumble out of their mouth without thinking, and those words made another friend sad?”

We spoke about how to create an appropriate message for a negative thought such as an “I” message (“I feel sad when you take my ball.  Please give it back.”).  This message takes the place of physical responses that put others in danger, and the children all agreed a message is better than hurting someone.  This goes in the opposite direction as well.  When a child receives a message that makes them sad or uncomfortable, they have the ability to use their words to protect and empower themselves!

“When words come out of your mouth, they enter the ears of others.  Your brain and your memory are incredible.  Those words act as a pencil; your brain, the paper.  The words write themselves down on your brain, and while you can learn how to understand and forget them, they never disappear entirely.  How do you want your words to be remembered?  As a sad experience, or as a beautiful memory?”

For many children, the concept of memory is still abstract.  A simple “I’m sorry” is how we band-aid a myriad of social ailments and then assume the situations are nullified, a free get-out-of-jail card.  Is this truly the case?   Can “I’m sorry” ever truly fix something, especially if we know we could have prevented a harsh or hasty word?

Of course, we always take the time to remind the children that this is the time for learning, and mistakes will occur.  When that happens, an “I am sorry” message is absolutely appropriate.  We encourage the children to take that emotion a step further by asking how they can help.  What can they do to make it right?  A hug, a quiet moment, some time alone? 

“What if you have thoughts that are your own, but you suspect they may make another friend feel bad?”

For example, what if you don’t like somebody’s shoes?  What if you think someone’s work isn’t as good as yours?  Is it okay to have these thoughts?  Absolutely!  However, if we allow these thoughts to become words could a friend’s feelings get hurt?  How can we rephrase these thoughts into a message that isn’t quite so negative? 

“How would you want to be treated, and what message would you want to receive?”

The children are learning to wordsmith these thoughts and control their impulses.  As they grow the these traits will serve them well as they encounter increasingly subtle nuances of social interaction.

 “Who can you ask for help when your proper messages are not being received?  What if a friend is not responding to your message?”

In Primary we generally encourage the children to try their best to use verbal communication, and come to a teacher as a last result.  Further, today we discussed the difference between tattling and telling.  Telling a teacher entails trying to help someone.  You could be helping yourself (“I tried to use my words but my friends is not hearing me.  Please help me.”) or another person (“My friend fell down and needs help.”).  Tattling entails giving information for the purpose of getting another person in trouble (“This person is saying something inappropriate!”  or “This person said he doesn’t like another person!”). 

The magic is in how you create the message and how you understand your role in the situation.

Remember, all, this discussion is a two-way street.  Teachers included.  See my mantra below:

Best,

Ms. Adrienne

We have been quite the busy bees this month.  It’s hard to take a step back and reflect on all this knowledge swirling in the air!

American History studies are well underway.  We began with what our land looked like during the time of the dinosaurs, how it evolved geologically over time, and how it came to be inhabited by the Native Americans.  We discussed the arrival of Colombus and the first British Colonies on American soil.   It always thrills me to tell the tail of our first American Patriots and the values they held so dear and fought so bravely to uphold.  Every time I tell this tale the children are surprised to discover that the first “America” contained only 13 fledgling colonies, and further, that even our flag has changed over time.  We discussed the symbolic value of “Old Glory” and the tradition of burning an old flag as a way of paying respects to fallen warriors so brave to defend our country.

So far we have discussed several notable presidents.  The children are especially interested in George Washington, Abraham Lincoln, Thomas Jefferson, Richard Nixon, and James A. Garfield.  Namely, that:

- George Washington had wooden teeth and this caused him a bit of discomfort, hence his tense visage on coins and in other representations

- Abraham Lincoln was called “Honest Abe” and only went to school for a few short years

-  Thomas Jefferson wrote the Declaration of Independence and had fantastic handwriting

-  Richard Nixon made some poor choices but also worked to bring our troops home from Vietnam

-  James A Garfield was a very passionate personality.

“I love agitation and investigation and glory in defending unpopular truth against popular error.” (One of my favorite Garfield quotes)

This month long study is also a fantastic opportunity to present U.S. coins and money values.  The children are naming the presidents and the values of coins (penny, nickel, dime, quarter, half dollar, silver dollar).  We have a special work called, “How much money?” where the children add up the quantities of a new handful of coins every day.  They are using multiple addends to determine the sum, and the answer is proudly recorded on a special sheet of paper. 

We are also singing some old world America songs, such as :

I’ve been working on the railroad

Oh my darling Clementine

She’ll be comin’ ’round the mountain

Grand Old Flag

My Country ‘Tis of Thee

and many more…

Stay tuned, as we will be presenting modern reptiles as a sub-theme starting next week.  Any and all American History and Reptile educational artifacts and books are welcome for our Monday, Wednesday and Friday sharing times.

Best,

Ms. Adrienne