What an exciting Week 6! All six of our ducklings hatched and we even got to see one hatch with the students! They hatched on May 4th and 5th. I’m so glad that I decided and was able to take care of living things during my practicum because it provides a richer experience, both for the students and myself. After all of the ducklings hatched, the class got to share their name suggestions and we did several rounds of voting. In the end, we decided fairly upon Fluffy, Daffodil, Jakey, Fifi, Ultra Fluff, and Daisy.

Students sitting in a community circle watching a duckling hatch.

Students sitting in a community circle while the ducklings explored a bit outside of their brooder. We were firm that no students could touch the ducklings.

Art:

We explored vegetable printing to create our Mother’s Day cards! Students used a variety of vegetables and fruits such as bok choy, carrots, onions, peppers, broccoli, and celery.

Students had the choice of writing either a Haiku or Acrostic poem for their Mom. They glued it inside their Mother’s Day card.

Exploring with vegetable printing.

Mother’s Day Card with vegetable printing.

Unit of Inquiry:

As a summative assessment, students worked together in table groups to design their own garden. Each were required to design their own plant while also ensuring that each group included at least one root vegetable (something we’ve discussed previously). Students were provided labels they had to attach to their plant and garden. Once completed, students sat in a community circle and each group got to present their garden. It was a great collaborative activity!

A table group’s garden design.

This week students became scientists and engaged in several science experiments that examined different animals’ structural features and behavioural adaptations. Some experiments/stations included observing the difference between webbed and non-webbed feet, exploring the functions of different types of beaks (scoopers vs. pincers), how blubber plays a key role for animals that have it, animal coverings and how it helps them survive in their environment, and how water and oil interact on feathers (waterproof feathers!). 

Webbed feet vs. non-webbed feet.

Scooper vs. pincer beaks

Oil and water feathers.

Animal coverings and their environments.

Blubber vs. naked hand in cold water.

I organized another summative assessment, but this time it was individual. The students were instructed to cut, glue, and classify all the animal pictures under the correct classification. On the back of the Grade 1’s worksheet, they were instructed to choose an animal of their preference and write a structural feature they have that helps them survive in their environment. On the back of the Grade 2’s worksheet, they were instructed to choose an animal of their preference and draw and write the life cycle of that animal.

This was also the last week of our Unit of Inquiry on Living Things. To wrap it up, I thought it would be great to engage the students on the concept of pollination. This would invite students to make connections about how plants and animals are dependent upon each other. For this lesson, I made a PowerPoint and started off with introducing some arthropods like ladybugs, flies, moths, butterflies, and bees. We discussed what insects have in common (head, thorax, abdomen) and how many go through either complete or incomplete metamorphosis. To make a connection to pollination, I showed the students different insects and asked what is another thing they all have in common. One student was able to make the connection that they all pollinate! I introduced the concept of pollination, when a pollinator carries a pollen of grain from the male part of a plant to the female part of the same plant. We also examined the anatomy of a flower. I incorporated a movement-based learning activity to wrap up the lesson whereby each Grade 2 student was given a flower card with clues regarding what specific pollinator they prefer. This activity is called Pollinator Restaurant. While the Grade 2s were instructed to take their flower picture card and colour their petals accordingly, I sat down with the Grade 1s to review the different pollinator picture cards that would be handed out. I informed the class that the Grade 2s were the servers at the restaurants as they would be standing at a table holding up their flower card. The Grade 1s were the customers, pollinators, and mingled with the server(s) at each restaurant to determine which flower they matched best with! The students were engaged and had fun trying to figure out their match.

That completes my Week 6 blog post! I’ll be starting my 7th week of practicum. Crazy how time flies. Thanks for taking the time to read. 

-Ms. Mah