Adam picked up and painted some leaves found nearby. I went to find two more colours to add to the evolving experiment. I Replied. The experience then continued over to the drain puddle. Finn added some sand to the blue dye. The children swished the colour around in the puddle for quite some time. Adam Adam was really eager to hear his learning story.
He asked if we could read it with his mum the very next morning. Emma Emma arrived today next day I asked if she would like to come and read her learning story with me. Emma was very excited to be called a scientist and as soon as we had finished she ran up to her friend, Amy to tell her that she is a scientist now. Finn Finn was away for a few days and it was a week before we were able to read this learning story with him.
We are the same as a scientist? I showed him that we had started the potion station but had wanted to wait for him to finish adding the things that we would need. Emma, Finn and Adam, you each created your own unique colours today.
The most exciting things is that you all became scientists in the ways that you each continued to try new ways to make colours and to then change the colours you had made into something new. You learnt that adding more of a colour to the water turned the colour darker and that blue and yellow make the colour green. You shared what you were creating and learning along the way with your friends and each of you learnt more through listening to each other.
You discovered a new colour name and learnt that aqua looks like a mixture of blue and green. All of you began to understand that you can make colours lighter and darker. You were all so interested in the way that you can change and create colours that you continued this exploration for a very long time, showing that you enjoy experimenting in this way.
Emma: Finn spoke to his friends about the changing colours and conveyed that he understood the concept of lighter and darker. Finn: Finn communicated that he has an understanding of shades when he told his friends that he is making the colour darker. Emma, Adam and Finn are enthusiastic about experimenting and intrigued by their ability to create and change something. This could be facilitated with clear beakers to best see the colour mixing, blotting paper to test out the colours and maybe a light table to enhance their vision of the end result.
I would like to also encourage the children to photograph their own before and after results. A variety of wooden blocks had been set up on the table today, some had connectors a little like Lego whilst others were flat. Sophie was building with the small wooden blocks with connectors when I noticed her deep in concentration. Sophie was selecting all the same sized blocks and starting to stack them in two towers next to each other. As they got taller they started to wobble and lean away from each other, finally falling over and spilling blocks across the table and floor.
Emma educator was watching and showed Sophie a trick of linking the blocks together to make a stronger tower. Instead of placing the blocks in the same direction Emma showed Sophie how to criss cross the blocks. As Sophie began to rebuild her tower, she checked that she was doing it right by asking Emma and then looking at the blocks from the side so she could tell if they were the right way around.
As the tower got taller, Sophie could no longer reach the top and tried to pick up the tower to put it onto the floor. It was heavy and difficult so Sophie stopped and looked at Emma for assistance. With the tower now on the floor, Sophie was able to kneel next to it and continue adding blocks until the tower was all tall as her! Sophie had also run out of blocks of the same size. Emma suggested that she could use some of the other blocks that were the same shape only taller.
Realising that there really were no more blocks in the size that she wanted, Sophie compromised and began adding the other blocks. After a few blocks were added, Sophie seemed to change her mind about the blocks being on the floor and she started to lift the blocks four at a time back onto the table. Sophie was careful that she was putting them back together the way that she had been shown and checked the sides of the blocks as she placed them back together.
Sophie, you were so committed to building a tall, strong tower. Candy Cane Thumbprints - Portfolio Template -. Christmas Wish List - Portfolio Template -. Tags aboriginal templates australia day templates australian templates beginning of year templates cartoon templates child observation templates chinese templates christmas templates curriculum plan templates daily templates easter templates end of year templates fathers day templates forms and checklist templates friendship day templates halloween templates harmony day templates interest area templates learning story templates mothers day templates multicultural events templates nqs templates parent input templates photo observation portfolio templates reflection templates reports templates sustainability checklists valentines day templates weekly templates.
As you say they are a great conversation amongst teachers, children and family. We have a closed Facebook page that celebrates Learning Stories and the power of these to transform teachers practice. The page also has many examples of Learning Stories. Values, dispositions and ensuring children have a positive view of themselves as learners and thinkers.
Very best wishes Kathy. Hi Annette, Many thanks for your comment. Avoiding observer bias is really difficult and, arguably, adds its own value to observations. As long as you are self aware and reflexive! Save my name, email, and website in this browser for the next time I comment.
Click here for details ». Share Tweet Pin 9. You may also like. Lynn Rupe Jan 27, at am. Lynn Rupe Jan 26, at pm. Kathy Jan 26, at pm. Thank you so much for such an in-depth and interesting perspective Lynn. Much appreciated. Annette Whitworth Jul 7, at pm. Hi Kathy, great post! Kathy Jul 7, at pm. Your Webpage. Click here for FREE access ».
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