Moon Lantern Festival

Our Philosophy:

We recognise the role of context and environment in children’s learning and therefore we will extend children’s learning experience into the wider community through connections with the school and wider school community.

Next week, we and the school will be celebrating the Moon Lantern Festival. This includes making lanterns, which will be judged by Mr White (the principal of the school) for a special competition. We will also be attending the Moon Lantern Festival assembly on Friday 13th September.

We have been learning about the Moon Lantern Festival this week.

Today we began to make our lanterns. We used our learning power of creativity to design and make our lanterns. We used materials such as cardboard, paper, pop sticks, patty pans and tissue paper. Some of our friends from 3IB and 3JM in the school came and helped us. We made lanterns of different shapes and colours, including a dragon, lion and fish lantern.

EARLY YEARS LEARNING FRAMEWORK

Outcome 2: Children are connected with and contribute to their world.

Outcome 4: Children are confident and involved learners.

Growth Inquiry: Living Eggs

Our Philosophy: We will foster a sense of wonderment of the natural environment and resources as an integral part of children’s learning and support children to become ecologically conscious and to understand the interdependence of all living things.

Today, we have spent much time observing our eggs. We were engaged in conversations with each other about what we were observing.

PIPPING AND HATCHING

We learnt that pipping is the term used when the baby chicks first cracks the shell.

And that hatching is when the baby chick breaks open the shell and emerges.

It was with great excitement that we saw two chicks hatch from their shells today.

Did you know that you can tell the gender of a baby chick by its colour?

Reflection of what we observed today:

William: They came out.
Omelia: They are two mummy chickens.
Ellara: I hope they are good luck.
Aicha: I think one boy and one girl.

EARLY YEARS LEARNING FRAMEWORK

Outcome 2: Children are connected with and contribute to their world

Outcome 4: Children are confident and involved learners

Outcome 5: Children are effective communicators

 

Growth Inquiry: Living Eggs

Our Philosophy: We will foster a sense of wonderment of the natural environment and resources as an integral part of children’s learning and support children to become ecologically conscious and to understand the interdependence of all living things.

One of inquiry projects this term is ‘Growth’. We have been learning about how plants and animals grow. We have been particularly interested in birds and their life cycles after finding a nest in Grevillia Park.

Today we were very excited to receive ‘Living Eggs’.

Living Eggs is a two week comprehensive program providing us with all we need to successfully hatch chickens in our ELC.

Today we received:

Embryo eggs – we have 10 eggs. ready for hatching in  1-3 days.

An incubator – An electronic thermostat ensures accurate temperature control for a high hatch rate. The large viewing windows allow the children to see all stages of hatching.

A brooder box complete with heat light, bedding, feed and waterer is supplied which allows teachers and children easy observation and access to the chicks.

The children are very excited about our eggs and have been observing the eggs, sharing their knowledge and understandings, hypothesising and theorising about what will happen and asking lots of questions. What wonderful learning!

 

Nicole: What can you see?

Tavae: I see a flying thing (feather). That’s a chicken one. The wing is getting out. They going to cry.

Ellara: That egg can hatch. All the eggs can hatch.

Tavae: And then it can jump.

Arabella: They can’t jump.

Tavae: I can see a mummy one.

Arabella: They are baby ones.

Will: How do the feathers grow?

 

Nicole: What do you think will happen to the eggs?

Will: If that is too hot and they have to come out and I put them in my jacket so then they be all warm.

Tavae: It’s going to lay down on my jumper and it’s going to do it on my hand.

Arabella:  They all go hatch.

Will: Are they going to hatch overnight?

Ellara: They can hatch.

 

Nicole: What does hatch mean?

Will: The eggs are breaking.

Ellara: Their shells are breaking

Tavae: And they eat the shell, the chicken. And it got that bit water in there (in the egg) and it going to crack out.

Liam: When there is a bruise they hatch.

 

Nicole: How do they hatch out?

Liam: They push themselves out.

Will: They push the egg and it breaks and then they come out

Tavae: They are going to get bigger when they eat they dinner

 

Nicole: Does anyone have any questions about the eggs, hatching and the chickens?

Liam: Why is there a feather on that egg?

Tavae: They don’t fly. Why they can’t?

William: How do the chicks squish themselves into the eggs?

 

EARLY YEARS LEARNING FRAMEWORK

Outcome 2: Children are connected with and contribute to their world

Outcome 4: Children are confident and involved learners

Outcome 5: Children are effective communicators

 

 

Our Day – Tuesday 6th August and Wednesday 7th August 2019

COLOUR EXPERIMENTS

We have been exploring colours and the colours of the rainbow. We conducted an experiment using different coloured water to see what colours could be made when mixed together. Paper towel is placed in the coloured water which then transfers into the adjacent cup.

Aicha: There’s yellow and blue and red.

Frankie: It’s (the colour) is going up and down.

Liam: You put yellow and blue make green

Will: Yellow and red make orange.

Ambrose: Red.

Arielle: Orange with yellow and red.

Tesi: Purple is blue and red.

COLOUR MIXING

Children have also been mixing primary colours to make secondary colours of orange, green and purple.

BIRDS AND NESTS

We watched the following video about the life cycle of birds. We had a discussion about this story.

Ellara: I found a bird with one eye with Uncle Mark and Lucy. I put it in my new shoe box
Will: birds to lay their eggs to keep them warm.
who would live in it?
Ellara: Birds when they want to get food they fly and get food
Tesi: they eat worms
Shruti: Birds are fly, in the sky.
Aicha : I had a bird at my old house.

Tesi: They eat worms.
Will: There were 6 eggs.
Joel: Then they hatched.

Tavae: The red bird is the daddy.
Liam: Why do birds lay eggs? How do they make eggs?
Will: Why do they have wings?

Some children have been using clay as a language to express their knowledge, understanding and experience of birds and their lifecycle.

Aicha: I make a worm because I need to feed the bird. I making the bird house. I squish, squish.

Olivia: Mine is really squishy. I’m a little bird. Birds eats the worms and they actually lay eggs and they fly and play like that stuff and one I’m a little bird, I like being with the other bird’s.

Aicha: And now I’m going to squish and make a house. The nest. Im going to make a lot of eggs inside and then they crash, I look after them. Nicole, you know at my old house I had a bird but it died.

Olivia: I making a cloud because the birds flies to the cloud.

Aicha: Nicole, this (nest) is like this, a circle.

We watched another video, of a bird hatching. We recorded the children’s comments as they watched the bird.

Tavae: It’s making a door to come out
Krisha: It’s a bird
Will: When it’s in its egg it doesn’t have its feathers yet
Frankie: The eggs wobbles
Aicha: The bird is wobbing the egg to go out
Frankie: It’s getting out
Omelia: A crack
Kanal: Crack
Frankie: It’s hatching
Aicha: It’s getting out.
Xavier: It’s getting out.
Ambrose: A egg.
Olivia: It looks like chicken trying to get out the egg

Tavae: The bird is coming out.
Frankie: It’s a girl.
Aicha: The head has come out.
Liam: It try to crack and it used its beak so it can get out the egg.
Frankie: It stuck
Tavae: It like a monster. The bird got a foot.
Will: The bottom still stck
Aicha: It don’t fly
Frankie: And the feathers make it fly.

NAMES

Some children have been working in small groups with Nicole in Home 2 on identifying and writing their names.

PLAY BASED LEARNING

Using their skills of creativity, curiosity and imagination, our children have engaged with different materials and resources in their play.

PRAYER

SPECKS OF GOLD

EARLY YEARS LEARNING FRAMEWORK

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children feel safe, secure, and supported
• Children learn to interact in relation to others with care, empathy and respect

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children learn to interact in relation to others with care, empathy and respect

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children become aware of fairness

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

OUTCOME THREE: CHILDREN HAVE A STRONG SENSE OF WELLBEING
• Children take increasing responsibility for their own health and physical wellbeing

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS.

  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children express ideas and make meaning using a range of media

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children interact verbally and non-verbally with others for a range of purposes

 

 

 

 

 

 

 

 

 

Our Day – Monday 5th August 2019

Today we enjoyed the beautiful sunshine and engaged in a variety of provocations that have all been designed around children’s interests and curiosities.

BIRD’S NEST PROVOCATION

A few weeks ago, the children found an abandoned bird’s nest in the park adjacent to the ELC (Grevilia Park). This morning, we took some time to observe the nest and share our knowledge, understandings and theories about the it.

What is it?

Liam: Nest

Omelia: Mud

What is it made of?

Joel: Dirt

Will: Sticks and grass and mud and dirt

Tesi: Plastic

Arabella: mud

Arielle: rubbish

What do you think is it used for?

Will: Birds to lay their eggs

Joel: Chickens make eggs and cows make eggs

Is it a bird’s nest?

Liam: Yes

What makes you think so?
Will: I see feathers so it’s a bird’s nest
Tesi: Feathers

What do you think it’s used for?
Will: For eggs to keep them all warm.
Tesi: So they can lay chicks, birdy chicks. So the mama chick put one of the little birdy chick and then she can fly.
Simon: Birds
Xavier: Bird lay the egg

Where do you think the birds are now?
Arabella: Flying
Tesi: In the trees

TARUN – BUILDING WITH BLOCKS

Nicole and Tarun spent lots of time building a garage for Tarun’s cars. He used different length blocks and manipulated them by stacking them and balancing them to build his structure. He also used different coloured window blocks and mirrored blocks. Tarun was able to name the different coloured blocks and shared the blocks with Nicole and gave directions as to where he would like the blocks placed. Tarun did a magnificent job!

PLAYING INSTRUMENTS, SINGING AND DANCING

We borrowed a box of instruments from the school including tambourines, castanets, maracas and clapping sticks. Outside, we enjoyed singing songs and learning the ‘1-2’ beat. We played our instruments and enjoyed moving to the music we were making.

PRAYER

During prayer, we set up our prayer circle and sang ‘Come Join the Circle’. We then each chose an instrument and created a ‘rainbow of sound’ as we sung our prayer song ‘Beautiful Rainbow’.

SPECKS OF GOLD

EARLY YEARS LEARNING OUTCOMES

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

• Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children express ideas and make meaning using a range of media

 

Inquiry: Growing from Seed …… Continued

This week we have been observing and documenting the growth of the seeds we planted a few weeks ago. The children have been using magnifying glasses to look more closely at the changes and growth in their seed and documenting their observations through drawings.

Through shared reading experiences of non-fiction books such as ‘From Seed to Sunflower’ we have also been learning about the different parts of a plant (such as root, stem, leaf and flower) and stages of seed growth (e.g. root, shoot, seedling, plant).  This has helped children to develop and use the language and terminology to describe plants and their growth.

 

Our children have been in awe of the growth of some of our seeds, particularly the snow pea seeds which are almost ready for planting.

Throughout the week, our children have been taking care of our garden by watering our lettuce and herb plants. They are becoming more aware of the needs of plants such as sunlight and water to grow.

Early Years Learning Framework:

Outcome 2: Children are connected with and contribute to their world.

  • Children become socially responsible and show respect for the environment

Outcome 4: Children are confident and involved learners.

  • Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

Outcome 5: Children are effective communicators.

  • Children express ideas and make meaning using a range of media

God’s Creation and Growing From Seed – Monday 1st July 2019

We continue to explore growth, specifically how seeds and plants grow.

Today, we placed a Dwarf Bean seed or Snow Pea seed in a container with moist cotton wool. We are very excited to see what will happen to them and how they will change and grow.

We spoke about how to care for our seeds.

Tesi: They need sun and we need to look after them so we need to wait for the sunshine to come out. They can grow and grow and be nice and healthy. We eat fruit and vegetable to be healthy.

Omelia: Needs sun and it needs some lovely sun and moon. We need to save the plants and have it safe and not tip it and everyone not touching the plants.

In group time, we discussed what seeds need to grow.

 

In prayer, we read the story of Creation. We talked about all that God created.

William: Moon

Tesi:  All the animals in the sea and in the jungle.

Ivy: Sun

We then said our own special prayers, thanking God for all God created for us.

Tesi: Thank you God for all the creatures and make them feel better.

Alexander: Dear God, thank you for the nature and the world and our houses and our teachers and our friends and our sisters and brothers.

Omelia: Thank you God for me.