Primary Colours

"What are primary colours?" 

This question was asked at the beginning of group time and then again after several activities. The children reflected on any changes in their understanding of primary colours.

Beginning responses:                                         After responses:
"I don't know"                                                   "yellow, blue, red"
"They're dark colours"                                      "blue, red, yellow"
"Green"                                                             "green and purple"
"Caring and sharing"                                         "blue, red, yellow"
"Red, blue, yellow"                                           "My answer's the same"

The children sorted blocks into primary colours and "not" primary colours.

They used primary colour markers to draw pictures.

Before the story "Little Blue and Little Yellow" by Leo Leonni the children played with blue and yellow light rods and discovered how to make green. "Green's not a primary colour" said Julia

After the story the children covered mactac with primary colour cellophane. They noticed that colours changed when the cellophane overlapped. Come have a look, their art looks beautiful in the window!

Colour My World: New Unit!

            Central Idea : Colour is all around us and make a difference in our lives

During Summative Week we will gather the children's prior knowledge of the lines of inquiry:

Change: Colour mixing

Function: Colour is used to a) communicate and b) decorate

Perspective: Colour means different things to different people

 

I led a discussion with the children asking what are the ways people use colour. 

"Rainbows have colours" .....

"To make pictures." .... "We have colours because we like them" were some ideas and then a lengthy conversations on mixing colours took place telling me that the children are coming with some prior knowledge that when colours are mixed they create new colours.

I asked the children to notice the colours they were wearing and noted that Simone was all in pink and when I asked why she said "Because I'm a girl" 

Which posed the question "Is pink a colour that's only for girls?"

"Yes!" - Simone

 

"Boys can alway wear pink!" - Rocco

"Nooooooo" - Simone

 

"Sometimes boys can wear pink" - Julia

"Why?" Simone

 

"Boys can wear pink on Valentine's Day." - Julia

 

"You can always wear pink on Halloween" - Rocco

 

Gender and colour associations is something we'll explore further

 

mixing paint colours

observations

drawing symbols

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A Celebration of Friendship!

Friendship Party

Right from the morning the children were very excited for the friendship party! The morning was spent hanging balloons and preparing pancakes. Everyone helped to stir and mix and decorate, it was so hard not to lick fingers!

mixing

icing

sprinkles
After all the co-operation of preparing the party the other children were invited! Simone, Rocco, Julia and Sofia made the announcements and the party began!

communicating about the party

Everyone enjoyed the chocolate sprinkled pancakes and then danced to some Latin music

sharing food

dance fun!

Friendship Skill: Co-operation

Co-operation is an important skill in friendship but what does that word mean?

"To help!" - Simone

"To care!" - Rocco

This is the last week of inquiry for this unit and to celebrate the Fire Group is planning a party to celebrate friendship! Sofia had lots to say about party's since she's just had a birthday party. We made a list of the things we'd need

cake

decorations

balloons

music

dancing

To plan and organize a party takes a lot of co-operation! Who will come to the party? Well ... the Fire Group of course! We made a friendship chain with everyone's name to show who is invited to the party. Sofia suggested we invite her brother and the other's agreed that everyone should be invited to the party. The worked hard with each other to continue the chain with everyone's name taking great care that no one was left out....peeking in at the other groups to check who's there.

Co-operation

Afterwards an announcement was made that a Friendship Party will be held tomorrow and everyone's invited. The children all came to find their name on the friendship chain and were thrilled at being included!

Holding the friendship chain

Child's Question

Child's Questions:

Can a stuffie be a friend?

The children shared stories of the special stuffed animals they have at home and noted that while they had many.... "I have hundreds!" (Simone)..... "I have millions and millions in Trinidad!" (Rocco).... everyone shared a description of the ones that were most special to them.

We played a song game "Daddy Loves the Bear" where everyone took turns holding a very special bear from Creative Minds that has been with us for more that 16 years! We substituted our names in the song...

Daddy loves the bear, 

Daddy loves the bear,

Daddy loves the bear and takes it everywhere.

Julia noted that she is not allowed to take her special giraffe blanket everywhere and often has to leave it at home.

Reading a chart
The children charted their response to the questions "Can a stuffie be your friend" and practised reading their names and how to use rows and columns on a chart to find the spot for their sticker goes. Everyone agreed that a stuffie can be your friend and when asked why some responses were

"Because they're soft"

"Because they're special"

"Because I love them"

Everyone took a moment to draw a picture of their favourite stuffie. Simone was hesitant, thinking she couldn't draw stuffed animals but was a risk taker and tried and was pleased with her results. Julia took her time carefully drawing her giraffe blanket checking for details and colours so her picture matched. Alfie is very much into drawing letters right now and helped Bela write his name noting he was very good at making l's.

"I'll help you write your name!"

Paying attention to detail

Wanted: Best Friend

At the beginning of the unit Oga, the Hobbit, asked the children how she could get a friend. Today she came and asked again to check for growth in the children's understanding....

Oga the Hobbit

The children made two lists to help Oga understand:
If you want to be a friend...

• be caring (Pauline)
• no punching (Julia & Lysander)
• take care (Orin)
• no pushing (Alfie)
• no kicking (Rocco)
• play princess (Tai)

Adding our ideas to the list

If you don't want to be a friend...

• don't care (Rocco)
• be away (Pauline)
• don't play (Esme)
• don't play at the park (Sofia)

The children added other ideas to the "don't list but after some thought and discussion they came to the conclusion that even if you don't want to be someones friend you still should never

• kick
• bite
• push
• trip
• punch

After reading the story "Wanted: Best Friend" the children helped to create a board game that helped a boy reach the end of the path to find his best friend. On the squares were the children's ideas of what we need to do to be a friend (move one space forward) and what doesn't help us be a friend (move one space back)

Self Assessment: Sharing Ideas in Friendship

A common conflict that I have observed children needing adult support with is when one person is too controlling in a game and the other person doesn't get to add their ideas.

I used puppets to tell a story of two situations, one where one person is too controlling and another where both characters get to add their ideas. The children articulated what kind of feelings they observed in the characters.

I drew faces on their little fingers and they took turns re-enacting these two scenarios.

What it looks like when we share ideas.

What it looks like when we don't share ideas

After watching a short video of Franklin Is Bossy the children reflected on how it feels when someone is too bossy in a game and how often they include the ideas of others in play.

self assessment