How Many Seeds in A Pumpkin and Other Estimation Fun Grade 2/3

Our Pumpkin Inquiry

At the beginning of October, I found pumpkins on sale at No Frills and thought it would be a great time to do some pumpkin investigations.  I found several books about the life cycle of the pumpkin to match the Living Things curriculum. It also seemed to be a good time to learn about estimation, counting, patterning and measurement. This inquiry helped us to meet many Big Ideas in the Grade 2/3 Ontario Ministry Expectations. You can find them here:

http://www.edu.gov.on.ca/eng/curriculum/elementary/language.html

Science (Living Things):

1. Living things need air and water to survive. (Gr. 2)
2. Plants have distinct characteristics. (Gr. 3)
3. There are similarities and differences among various types of plants. (Gr. 3)

Mathematics:

1. Number Sense: Read, represent, compare, and order whole numbers to 100 (Gr. 2); to 1000 (Gr. 3)
2. Measurement: Estimate, measure, and record length and mass, capacity, using non-standard units and standard units (Gr. 2); estimate, measure, and record length and mass, using standard units (Gr. 3)
3. Patterning and Algebra: Identify, describe, extend, and create growing patterns..counting by 1,2,5,10 (Gr.2); describe, extend, and create a variety of numeric patterns (Gr. 3)

Language:

1. Oral Communication: Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes (Gr. 2 and 3)
2. Reading: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (Grade 2 and 3)
3. Writing: Generate, gather, and organize ideas and information to write for an intended purpose and audience (Grade 2 and 3)

I also found some great books to read a loud to the students about estimation and counting in multiples. We have spent most of this month reading the book, The Candy Corn Contest. To add to the fun, I brought in a small jar filled with Halloween erasers; the students estimated how many erasers were in the jar.  Congratulations to Jerome and Vittoria who got to keep the contents of the jar, since their guesses were the closest!  Everyone else received one Halloween eraser for their participation.

After reading books about the life cycle of pumpkins and other facts we read, How Many Seeds in a Pumpkin?.  We did a knowledge building circle and I asked them what they knew about pumpkins.

As a group, I asked the students to estimate how many seeds might be in our pumpkins and how we might count them once we clean them out.

The students also estimated the height, weight, and circumference around the pumpkin.

It was time to measure! The students used string and metre sticks to take the height and circumference.

We attempted to use a food scale and a regular scale to weigh the pumpkins but they did not work!

We took the weight of a student and recorded it; then we gave her the pumpkin to hold and we weighed again.  Each pumpkin was approximately 9 lbs.

It was time to get to work retrieving the seeds.  The students worked together to clean out the seeds; it was a messy job but lots of fun!

One group pulled out a sprouted seed! We decided that we would extend our investigation by planting it inside one of the pumpkins (will post at a later date).

Since we had four pumpkins left (we are going to use one for planting), we decided that it might be fun to carve out Jack-o-Lanterns.  To make it fair, we had a "Make a Jack-o-Lantern Face" contest.  Everyone got to work planning out a face design.

Yesterday, we had the vote.  Here are two designs that were chosen.

Our Math/Science investigation will continue next week as we count the dried seeds and plant the sprouted seed inside the pumpkin.  We may even get to taste some roasted pumpkin seeds!

Our Oobleck Investigation Grade 2/3

Yesterday, I read the book: Horrible Harry and The Green Slime.  I asked the students to listen for clues about what exactly the green slime is made of because we might be making an experiment in class.  I chose this book for several reasons: 

I wanted to:

• review the Comprehension strategy from The Daily Five: Check for Understanding by retelling, "Who" and "What" (Listening to Understand and Using Comprehension strategies)

• have an introduction to Procedural Writing for Language (Problem solving - reflecting and communicating what they learned)

• review the Mathematical concept of Measurement and Capacity

• summarize the Properties of liquids and solids (Grade 2) and what happens when you apply force and movement (Grade 3)

For the most part, it is easy to tell whether something is a liquid or a solid, except when it comes to Oobleck!  I thought it would be fun to pose the question: "Is Oobleck a liquid or a solid?"

I asked the children to recall how to make Oobleck and I wrote the ingredients on the board.  As I did this, I showed each ingredient as it looks in real life.

We measured the cornstarch and water and I handed out the materials and the students got to work.

They chose a colour to add to the water and then mixed the water with the cornstarch.

They found out that if they applied force by squeezing or poking it quickly, it became a solid...

but if they let it relax, it became a liquid.

Some of the experiments were too watery so we added more cornstarch!

It also made a huge mess but they had so much fun.

Today, we reviewed the instructions for making Oobleck and the students wrote, "How to Make Oobleck".  We also learned that Oobleck has properties of both liquids and solids.

If you would like to make Oobleck at home, here is the recipe:

A New Beginning - Meet Mrs. Hennessey

Welcome to my grade 2/3 classroom!  I am so excited to be embarking on this new journey but also nervous about making such a big change.  I am an experienced teacher, having taught in the primary grades (including special education) for the last 19 years but all of those years have been at one school. I was very comfortable in my school, having made many connections among staff and the local community. My first students from 1998 are now in their early 20's!! 

Over the years, I have learned much about teaching and what does and doesn't work but the one thing that hasn't changed is my approach that the child (your child) is always at the centre of how and what I teach. That's my promise to you!  I believe that every child has a parent who sees him/her as their whole world, therefore, when I am in the classroom or planning for your child, he/she is my primary concern and every decision I make will not be made lightly.

I also believe that children should have fun while learning and I try to make the curriculum as hands-on as possible so that the students are interested and engaged.  

This blog is intended to be a "window" into some of the learning that goes on in our classroom.  I try to update it regularly but I may get busy from time to time.

I  hope you enjoy reading it!

Sincerely,

Mrs. Hennessey

Where Does Maple Syrup Come From? Our Trip to Willogrove Farm ELP

Our Trip to Willowgrove

This year, Canada is celebrating 150 years old. The children were thinking about where maple syrup came from. We began our maple syrup inquiry by asking the question, "Where do we get maple syrup?" and we made a chart (we honor all answers that the children give).

We got lots of answers such as, "maple syrup comes from a store!"

After collecting many different theories on how we get maple syrup, we read several books telling about how maple syrup is made.  We learned that maple syrup comes from maple trees and it starts from a liquid called "sap".

We also read that the sap needs to be boiled at a very high temperature for a long time so that it can thicken into maple syrup. We also read books and watched stories about The Indigenous Peoples who live in Canada.

Then we went on a trip to Willogrove Outdoor Education Centre, where we met Farmer Marie.  We watched  a puppet show where we learned many things about maple syrup:

• The Indigenous Peoples in Canada discovered maple syrup.  They would use a hollowed out log and hot rocks to boil the maple syrup until it was thick.
• Maple syrup comes from a maple tree and you can tell it is a maple tree by the three B's - bark (dark grey/brown and rough); branches (sit opposite from each other); and buds (buds aren't out yet)
• The tree must have a trunk which is at least 62 cm around (older tree) for one bucket of sap and you can only tap up to 3 buckets
• The tree is ready for tapping in the early spring when the nights are cold and the days are warmer and sunny
• The hole is made with a drilling tool called an "auger"
• A spout is put in the tree called a "spile" and a bucket is hung to collect the sap

We learned that today, sap is boiled in a house with 3 walls or a building with a hole in the ceiling.  The container that boils the sap is called an "evaporator" and it has a fire underneath it.  It takes 40 cups of sap to make one cup of maple syrup!

We Got to Tap a Maple Tree and Taste the Sap!!!

Then we got to taste maple syrup.

Farmer Marie told us that the Indigenous Peoples discovered how to make maple syrup and then they showed the first settlers when they came to Canada.

The Indigenous Peoples passed on how to make maple syrup to the early settlers.

Eating yummy pancakes and maple syrup at school!

Indigenous Inspired Art

We read several books written by Indigenous writers.  Many of these books showed that Indigenous Peoples have a deep respect for nature and animals. Many of their sacred teachings have animal symbols that teach about strength, kindness, respect, and treating others respectfully - much like similar teachings that we learn in our Catholic Faith.  We looked at Ojibway and Inuit Art and read many storybooks which feature animal symbols. 

We made some of this art in our learning centres.

Understanding the New Reporting - The Four Frames in Real Life ELP

This February, TCDSB parents will receive the new report card mandated by the Ontario Ministry of Education and Training. You will notice that the format has changed and that there are no longer columns that describe where your child might be on the learning continuum. Also, the section for comments on how your child is developing will be longer.  

The report card will be divided into four frames: Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Math and Literacy Behaviours, and Problem Solving and Innovating. An outline of the Four Frames can be found in the Kindergarten Program by clicking here and going to page 46. This type of reporting will give educators an opportunity to show the learning in a more holistic way, which is specific to your child's development.  It will also give us a starting point for deeper conversation about your child's strengths and needs.

Part of our job as educators is to plan a learning environment which allows the children to learn through play and investigation.  Ms. Switzer and I observe the children carefully during play and we document their learning through written observation and pictures. We have taken a look at some documentation (some from past blog entries) and put them here to show you that the teaching/learning has not changed - it it just being reported in a different format.

Below, you will see some examples of learning in the four frames. Many of the expectations overlap.

Belonging and Contributing

Showing a growing sense of self and connection to others through movement, problem solving and the Arts.

Through Play, Does your child?:

• Explore different centres in the room
• Choose materials to express their creativity in art, drama, and dance
• Participate in group circle time, physical education, games, and songs
• Express themselves during problem solving

Demonstrating Literacy Behaviours

Through play, does your child explore materials in the room which promote Oral Language, Reading and Writing?

Beginning behaviours to look for:

• Exploring books and concepts of print (turning pages from left to right, holding book upright, following the print with a finger, pretending to read familiar books)
• Singing familiar songs and visiting the puppet centre and the drama centre
• Using literacy materials appropriately (abc centre, finding letters in the sand, making letters with dough, writing symbols in the writing centre, reading environmental print, using proper language for social skills)

Demonstrating Math (and Problem Solving) Behaviours

Mathematics exploration and problem solving through investigation of the "Big Ideas" of early Mathematics

Through Play, Does your child?

• Count by 1-1 correspondence for small numbers (one count for each number)
• Keep stable order (1,2,3,4.. not 1,2,4,5..)
• Show order irrelevance (you can begin at any object in a set and the order will be the same)
• Begin to understand conservation of number (the final number in a set is the quantity and you don't have to start counting over again if you add one more)
• Rote count to 30 by the end of Kindergarten
• Show simple operational sense such as adding and subtracting through finger plays (e.g. Five Little Ducks)
• Show understanding of quantity (how much is it?) - more, less, fewer, same or that a numeral represents how many
• Show understanding of relationships (sorting by attribute or understanding 5 and 10)
• Show representation of a number (knowing that the symbol for 5 means five things) 

Self Regulation and Well Being

This area is often overlooked but is extremely important. If a child has difficulty with self-regulation, it is difficult to learn.

Does Your Child?

• Participate actively during learning and circle time
• Listen to others and wait for his/her turn during conversations
• Communicate his/her needs to the teacher (such as asking for help, to use the washroom, etc.)
• Use self-help skills such as toileting, getting dressed, putting materials away and showing respect for the classroom materials
• Use appropriate social skills to solve problems (e.g. asking, "can I use that toy when you are finished?")
• Follow the classroom rules
• Have the ability to keep personal space during listening time
• Take turns and share during play time

Problem Solving and Innovating

Showing curiosity and understanding for the natural world and Science investigations.

Through Play, Does your child:

• Participate
• Ask questions
• Show an interest in Science investigations
• Communicate their thoughts and ideas
• Use materials in the classroom and outside to construct things
• Explore various Science and sensory activities
• Use problem solving skills in Math, Language, play and social situations

We have tried to shed some light on examples of The Four Frames through play in our classroom.  If you would like to see the complete list of examples from The Ministry of Education, please go to www.edu.gov.on.ca - Curriculum (link provided at the beginning of this blog).

We look forward to meeting with you about your child's development!