Cultivate Wonder

Exploring Science with Children

How do penguins stay warm in winter?

It’s all about the feathers . . .

I began by showing the children a globe and asking if they knew what it was. The verbal response was “the earth!” and I supplied the word “globe.” I asked where they lived and showed them Ohio on the globe and pointed out that Ohio is in the Northern Hemisphere, or top half, of the globe. Penguins live in the south, and though we usually think of the south as warm, penguins live soooo far south that it is cold. I pointed out the southern tips of Africa and South America where some penguins (like the one in today’s story live) before showing them Antarctica at the bottom.

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Then I read the rhyming, nonfiction picture book Pierre the Penguin: A True Story by Jean Marzollo (Sleeping Bear Press, 2010). This story is full of a child appeal — a penguin who loses his feathers and so can’t swim and is shunned by other penguins, until a female biologist thinks of creating a wetsuit to help Pierre. There’s even a video of Pierre: https://www.youtube.com/watch?v=293bHffb4QE.

Next it was time for our experiment. We made a circle and then passed around a cube of ice — brrr! it was cold. Then I passed a cube of ice in a dish and a sandwich size plastic bag filled with feathers. They used the feather-filled bag to pick up the piece of ice . . . and discovered it wasn’t cold! So that’s how birds keep warm in the winter . . . feathers!

We hopped around to Johnette Downing’s “Rockhopper Penguin” song from Fins and Grins, with kids choosing to swim, glide, dive, or even slide on their bellies, in addition to much hopping.

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Then we “read” Molly Idle’s Flora and the Penguin, a wordless book. Children took turns describing the action and the mood (very important in this one) of the story.

The art activity was creating penguins out of different shapes of construction paper I provided: black and white ovals, orange and black triangles. I also provided a sheet with different kinds of penguins — we talked about how small Pierre is (African penguins are 18″ tall) and compared his height to that of an Emperor Penguin (up to 48″ tall). We looked at how some penguins have a few distinctive feathers or markings — like the Rockhopper Penguin in the song. I love the variety of details that the children came up with, all starting with the same few materials:

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Pierre the Penguin is on the RIF’s STEAM Multicultural Booklist for 2012-13, which is a wonderful resource for parents, teachers, and librarians. Books on the list have activities suggested (including the ice one I did today) and great handouts for parents.

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Wild about Wombats

diaryofawombatEver since I read Jackie French’s Diary of a Wombat (Clarion, 2003), I’ve been wild about wombats. On a recent visit to the Columbus Zoo, I discovered that they are now home to a wombat, Glen, one of very few zoos outside Australia to have one, as they are very closely regulated (rightly so.) And young Glen is just as adorable as Mothball, charmingly drawn by Bruce Whatley in French’s books. Though Wildlights is one of the main reasons people visit the zoo on a cold evening in December, another great bonus is that the animals in the nocturnal house are awake. Somehow we even lucked into arriving just before feeding time. IMG_2094

As the caretaker entered Glen’s enclosure with a handful of carrots, the little wombat stopped digging and gave all his attention to him, ears swiveling alertly forward. When the person stopped, Glen trotted over eagerly (wombats are actually pretty fast runners as it turns out!) So we saw Glen dig, scratch and roll in the dust, and eat carrots . . . just like the wombat of the book. You can see Glen in this video from the zoo: http://www.youtube.com/watch?v=UJHX_8YvbMs

All of this wombat fascination inspired a wombat storytime. I brought in a globe and began by showing the children where Ohio was and then where Australia is. We talked about the several unique animals that are found in Australia: kangaroos, koalas, and wombats.

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In addition to Diary of a Wombat, I shared Carol Diggory Shields’ Wombat Walkabout (Dutton, 2009). with its’ whimsical illustrations by Sophie Blackall.

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In adapting this program for a slightly younger audience, I’m planning to use one of Charles Fuge’s wombat stories.

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Other books include Michael Morpugo’s Wombat Goes Walkabout (HarperCollins, 1999)

one-very-tired-wombat-by-renee-treml-soft-cover.jpgand Renee Treml’s One Very Tired Wombat (Random House, 2013).

Songs included “Here Comes a Bear” by the Wiggles, which does include a wombat in one of the verses. Other than the bear, the animals mentioned are Australian, and children can act out the motions with the song (the kangaroo hops, snake slithers, and wombat crawls).

We learned how wombats are called “nature’s bulldozers” because of their incredible capacity for digging and the large tunnels they dig (again, just like in French’s book, where the wombat digs several holes, including one right up under the human’s house!) We watched a BBC video where the reporter actually goes into a wombat’s tunnel before designing our

own wombat tunnels.

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This craft uses two paper plates and turns so that the tunnel below the ground can be revealed. Children had fun playing a hide and seek type game with the wombat.

wombatcovnRead more about the real Mothball, the inspiration for Diary of a Wombat, on Jackie French’s site: http://www.jackiefrench.com/wombat.html

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Let the Pumpkins Roll!

I began with one of my favorite pumpkin books, Wendell Minor’s Pumpkin Heads. The kids were especially giggly tonight, laughing throughout this one.pumpkin-heads
Action Rhyme: I’m a Little Pumpkin

I’m a little pumpkin
Short and stout
Packed full of seeds that you can scrape out.
When you’re all finished, then I’ll be
The cutest jack o’lantern you ever did see.

Next I read Ken Robbins Pumpkins, a nonfiction picture book illustrated with photographs showing the growth of a pumpkin from seed to sprout to vine to flower to fruit.

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Counting Rhyme: Five Little Pumpkins

Five little pumpkins by the barn door
An owl took one,
And then there were four.
Four little pumpkins, as you can plainly see,
One became pumpkin pie,
And then there were three.
Three little pumpkins feeling very blue,
One rolled far away
And then there were two.
Two little pumpkins alone in the sun,
One said, “so long”
And then there was one.
One little pumpkin left all alone,
A little boy chose him
And then there were none.

Pumpkin Song
(tune: Clementine)

I saw a pumpkin, a big fat pumpkin
It was growing on vine,
______ came along and picked one
Took it home and said “It’s Mine!”

For this song, have each child come and pick a pumpkin off the “vine” (green yarn strung like a clothesline).

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Song with Shakers: Pumpkin Patch Polka

Additional Books:

Esbaum, Jill. Seed, Sprout, Pumpkin, Pie.
Hall, Zoe. It’s Pumpkin Time.
Levenson, George. Pumpkin Circle. (a great video as well!)
McNamara, Margaret. How many seeds in a pumpkin?

Activities included:

Sink and float (Do pumpkins float?)

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What does a pumpkin look like inside? I provided spoons and a dish to scoop out insides to get a closer look.

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Pumpkin & gourd weighing and balancing

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How fast do pumpkins roll?
Children tried out new ramps and chutes with small pumpkins.They extended the chutes in ways I didn’t expect and even tried to make the pumpkins roll up . . . and were pretty successful!

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These materials were funded by a recent Target Community Grant and I anticipate they will get much use!

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Going Batty @ the Library

You can warm up your audience (depending on their age!) with a few batty riddles:

What bat do you find at the circus?

An acro-bat!

Why did the little bat want to get a job?

He was tired of just hanging around.

 Which bat knows it’s ABC’s?

The alpha-bat!

 Little Bumblebee Bat is a just about perfect non-fiction book to introduce bats to a preschool audience. It is in question and answer format, the text is straightforward, short and informative, and appealing illustrations add to the interest.

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Bats Are Sleeping
(tune: Frere Jacques)

Bats are sleeping
Bats are sleeping
Upside down.
Upside down.
Waiting for the night to come,
Waiting for the night to come,
Then they’ll fly around.
Then they’ll fly around.

I’ve sung this several times with kids, but this is the first time that I’ve had kids act it out to the point of lying down and putting their legs in the air to pretend to sleep upside down!upsidedown

 

Song/Video: “Doing the Batty Bat” and counting bats with Count von Count from Sesame Street:

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 Bat Loves the Night by Nicola Davies is a wonderful non-fiction picture book.

Additional books you could use are Stellaluna by Janell Cannon, Bats in the Library by Brian Lies, and Bat Jamboree by Kathi Appelt.

Next we  did a night/day game activity about bats. I held up one sign that said “night” with a picture of a moon and the children  flew around like bats and when I showed the other sign that said “day” they curled up (as upside down as they could get!), wrapped their arms (wings) around themselves and pretended they were sleeping.

 We also played a sonar game so they can understand what it is like to “see” with their ears. One child is the bat and wears a  blindfold.  All the other kids are the insects (bat food).  The bat went “beep, beep” and the insects went “buzz, buzz” and if the bat caught the insects she sent them to the bat cave.

We finished with a black bat craft.batcraft

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Pattern Mania

Today in Wonderworks Storytime, we learned about patterns: action patterns, visual patterns, and musical patterns. After our opening Energy song, we started off by going through a pattern obstacle course that I had created around the perimeter of the activity center using painter’s tape.

pattern obstacle course

Each shape denoted a different action that the children were to follow and the shapes repeated as they circled around the room, creating a pattern. The pattern went as follows: hopping, spinning, spinning, hopping, squatting, squatting, hopping, spinning, spinning, hopping, squatting, squatting, hopping, etc.  After the children each went through the pattern obstacle course twice, they took a seat on the floor in front of the storytime chair, and we talked about the action pattern we had just created.

Then, we read the book Pattern Fish, by Trudy Harris and illustrated by Anne Canevari Green. This is a great book that describes fish related patterns of varying difficulty (starting out easy and growing more difficult as the book goes on). The pattern is begun and then the children have to finish it on the following page. For example, yellow, black, yellow, black, yellow, black, yellow, (turn page), black. That is an example of the first, and easiest, pattern. The patterns grow longer and more interesting as the book nears its finale.

pattern fish

When we finished Pattern Fish, we talked about how not only are there visual patterns and action patterns, but also musical patterns. We talked about rhythm and beats and practiced making patterns with knee slapping and clapping.  Then, we did Jim Gill’s song, “Toe Leg Knee,” from his album, Jim Gill Sings Do Re Mi on His Toe Leg Knee.  After that we talked more about patterns in music and how music has refrains which creates patterns, and we did Laurie Berkner’s song, “The Goldfish,” from her album Victor Vito.  

We then read the story Hop Jump, by Ellen Stoll Walsh.  This book is about a frog who notices that all the other frogs do nothing but follow the same pattern of “hop, jump, hop, jump” every day.  This frog, named hop jumpBetsy, decides she wants to dance, as well as hop and jump. In the end, the frogs decide that there is room to make up your patterns. 

 

After our final story, the children got to go through the pattern obstacle course two more times. Then, the children had a chance to make their own patterns. With long strips of poster board and clip art patterns, they got to decide whether or not they would stomp, clap, squat, and/or jump, how often, and in what order. After they created their patterns, the children then took turns showing them off.

 child made patterns

We had a wonderful time learning about some of the many different kinds of patterns today.  If you have any questions, or would like the power point for the pattern activity, feel free to contact me or Robin.  Happy storytimes!

 

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My Anatomy

For our final week of summer session Wonderworks, we learned all about the parts of our bodies and how they work together to make us who we are.

After our opening song, Energy, by Nancy Stewart, we all took a moment to stop and feel how quickly our hearts were beating (it is a long song with a lot of movement). We talked about our day’s theme and allowed our heartbeats to return to normal, and then, we tried to feel them again.  We noticed that our hearts had settled down and were no longer beating as rapidly.

We read our two books back to back, beginning with Tedd Arnold’s very humorous picture book, Parts. Next, we moved on to the very engaging and informative beginning reader Fascinating! Human Bodies, by Katherine Kenah. This was an excellent book for our theme, as it not only discussed some of the different parts of the body – internal and external, but also introduced fun facts that the children really enjoyed. We learned that like fingerprints, the iris of each human eye is unique. We also learned that the longest case of hiccups lasted 69 years!  If you are interested in teaching preschool age children about the inner workings of the human body, I highly recommend this pairing.

book Collage

 

After we finished our books, we did two songs with bean bags. First, we did the popular Beanie Bag Dance from Greg and Steve’s Kids In Action album. In this song, the children dance along to the music while cues in the song tell them on which body part to put their bean bag. The second song that we did was a much quieter song and one that we’ve never tried before, called Up Goes the Castle.  It is sung by Ernie from Sesame Street. In this song Ernie instructs you to lie on the floor and put your hands on your stomach (I asked them to lie on the floor and place their bean bags on their stomachs), and then as he sings the song (which is about a castle moving up and down on a mountain), the children watched their beanbags as they rose and fell on their stomachs. Before beginning this song, we talked about how our lungs got bigger and smaller when we breathed in and out.  We practiced breathing in and out and noticing how our chests got bigger and smaller. *I must be honest, I was worried that the children would have a difficult time staying still and would move around or get up before the song had ended; however, they did not. Over twenty children all remained on their backs with their bean bags on their bellies for a song that was 3:30 seconds long. I will definitely use this song again.*

For our activity, I made packets of organs and skeletons (from the website: Confessions of a Homeschooler: Life Size Human Anatomy Activity) for the children and their adults to cut out together and to arrange and glue on to large sheets of butcher paper. I had examples hanging up so that they would know where everything should go (basically). The adults were able to first trace an outline of the children in crayons, and then, they cut out the organs, colored and labeled them and glued them into place. This was actually a much more time consuming activity than I had anticipated, and so the overall storytime, which is ordinarily 45 minutes (including activity) went over by an additional 45 mintues (I had nothing going on in the room after, so this was not a problem, but if you are on a stricter schedule, you might want to schedule more time or to make this as a take home activity).

organ collage

As far as our Wonderworks program goes, I would say that this was probably one of my favorite themes.  It was not only fun but also very educational.  The books were enjoyable and engaging, the the songs were fun and relevant, and both the children and their adults had a great time working together on the activity.

I hope you all are enjoying your summer! We’ll be back again soon when Wonderworks fall session begins at the end of August. Feel free to contact Robin Gibson or myself, Jen Thomas, anytime. We’re always happy to share ideas and get to know other individuals interested in STEAM programming.

 

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Exploring Rocks

I opened storytime with Peggy Christiansen’s poetic If You Find a Rock,  in which she describes all kinds of rocks a child might find: skipping rocks, climbing rocks, worry stones, splashing rocks, memory rocks and more.

if you find a rock

 

Next we played the stepping stones game. I had cut out rounded shapes from construction paper and taped them to the floor in groups of three before the program began. I had the children line up behind a set of stones (I had four sets, and four to five children in each group, so no one had to wait to long.) Then they stepped across the pretend river using the stepping stones. I introduced this rhyme, and we did it over and over and over again, until they all could say it with me and had crossed multiple times.

Stepping Stones

Stepping over stepping stones,
One, two, three.
Stepping over stepping stones,
Come with me.
The river’s very fast,
And the river’s very wide,
We’ll step across on stepping stones,
And reach the other side.

Next I shared If Rocks Could Sing: a discovered alphabet by Leslie McGuirk. They loved hearing about how she found the rocks (lots of waiting!) and sometimes agreed (and sometimes disagreed!) with what shape she saw in the rocks — it was great for generating conversation.

ifrockscouldsing

 

We talked about looking for shapes or letters in rocks. I also showed them some of artist Andy Goldsworthy’s creations with rocks before we set out to make our own creations.

There are many more great rock books for this age, like Roma Gans If You Go Rock Collecting from the Let’s Read and Find Out Science series, and for a little older audience, Rocks in His Head by Carol Otis Hurst and A Rock is Lively by Dianna Hutts Aston.

Next we went outside to continue our rock explorations. We had talked about how rocks were hard . . . and soft (like chalk). One station was sidewalk chalk, another was painting rocks (what letter or shape do you see in this rock?), and a third was stacking or building with rocks. It was a beautiful day for the kids to explore!

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The Three Little Pigs Variations

For our Books & Blocks program, we explored building with variations of the Three Little Pigs. I began by retelling the story of the Three Little Pigs with a magnet board, asking children to help me remember the story.  Along the way I asked them what kind of house did they live in — a straw house? no! a wood house? (a few yeses) a brick house? etc. Next I read The Three Little Pigs: an architectural tale by Steven Guarnaccia.

threepigsThen we acted out the story with Laurie Berkner’s “Lots of Little Pigs” song. I had used masking tape to make three squares on the floor to represent the pigs’ houses before storytime. Now I asked for volunteers to be pigs and pick a house, or to be a wolf and join me.

Then there was plenty of time for building their own houses . . . or whatever they wanted to create, with legos, wood blocks, or cardboard bricks.

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One child built an apartment building.

woodhouse

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There was also a cardboard house for them to re-enact the story, which many children did, taking turns looking out the window or knocking on the door pretending to be the wolf.

knockhouse

I’ve used other variations of the Three Little Pigs as well. For our Family Tales, I shared Claudia Rueda’s delightfully spare Huff & Puff

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and Mark Teague’s potato chip and sody-pop version, The Three Little Pigs and the Somewhat Bad Wolf.

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My all time favorite variation is Euguene Trivizas’ The Three Little Wolves and the Big Bad Pig with irresistible illustrations by Helen Oxenbury.

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Exploring Electricity with Squishy Circuits

squishycircuits

In March both the Wonderworks preschool children and school age kids of Explorers Club explored electricity with squishy circuits, inspired by this post on Electric Dough from PBS Kids:

http://www.pbs.org/parents/adventures-in-learning/2014/02/electric-play-dough/

More directions for squishy circuits are available at: http://courseweb.stthomas.edu/apthomas/SquishyCircuits/index.htm

With both age groups, I began by sharing the Schoolhouse Rock video “Electricity.” Many parents remembered this one!

http://www.youtube.com/watch?v=m5dhPas_18w

Then we read Oscar and the Bird by Geoff Waring.

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Next we listened to the song “Electricity Game” on Nancy Stewart’s Sing a Song of Science.  It plays a sound and then children guess what makes that sound, which was was the perfect followup to a recent sound storytime.

I also read parts of What is Electricity? By Lisa Trumbauer and we talked about static electricity, using a balloon rubbed on a person’s head as an example.

Then we talked about moving electricity, which is described in Oscar and the Bird, and how electricity moves through wires. “Circuit” was the main vocabulary word for the Wonderworks group. The word sounds like “circle” and electricity must have a circle to move. We used an energy stick to demonstrate this idea. Gather kids in a circle to show that electricity flows in a circle – if one of them drops their hands, it won’t work anymore. (they can take turns being the switch!) The switch makes the connection or drops the connection (turns things on/off).

Next we played and danced to the Hap Palmer song,  “Switch on the Music.”

We had two main activity stations: Static Jars and Squishy Circuits.

Static Jars

Kids explored static electricity with static jars and balloons. We had prepared the static jars ahead of time, but you could also have children make their own.

The idea for the static jars was found in “Static Electricity: The Shocking Truth” by Peggy Ashbrook in Science and Children magazine, from the National Science Teacher’s Association, March 2013, pp. 30-31 and a related blog post here: http://nstacommunities.org/blog/2013/03/06/static-electricity-something-we-experience-before-were-old-enough-to-understand-it/

To make static jars  you need: plastic jars (soda bottles), tissue paper, foam scraps, scissors, various types of cloth to rub on jars, also plastic wrap to rub. Tear little pieces of tissue paper, cut foam scraps, and put in jars. Rub the outside of the jar with various materials to see what happens – which make static electricity? Also try rubbing the balloon on the outside of the jar. Get the balloon charged up (by rubbing it on hair or cloth first) and then try to see if it makes a difference.

Squishy Circuits

All instructions for squishy circuits, for conducting dough and insulating dough, are clearly explained on the Squishy Circuits website: http://courseweb.stthomas.edu/apthomas/SquishyCircuits/index.htm We had 5 battery packs and children worked in groups of 2, after we demonstrated the project for the group.

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The green playdough is non-conducting and regular playdough with salt is the conducting playdough.

 

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Fabulous Frogs

Last week in Wonderworks, we learned about all things frog, including the froggy diet, the froggy life cycle, and the major differences between frogs and toads.

After stretching our bodies with our Energy song, by Nancy Stewart, we introduced our topic with some fact cards (from a power point that we created). What Are Frogs

Next, we all practiced our counting and singing skills, using our Five Speckled Frogs flannel board.

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For our nonfiction book selection, we read The Trouble with Tadpoles : a First Look at the Life Cycle of a Frog, by Sam Godwin.  This book using cartoon-like illustrations to introduce the life cycle of a frog.

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Our picture book selection was Curious George, Tadpole Trouble, adaptation by Mark London Williams, which also helped the children to understand the unique transformations that frogs undergo throughout their early lives.

After our non-fiction book, we did The Bossy Frog Song, a fun song with motions which we found on YouTube.

 

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After our books, we did a fun facts activity about the differences between frogs and toads. Before this activity, we explained the primary differences between frogs and toads.  For example, frogs have long hind leg and toads have short hind legs;  frogs are smooth and toads are bumpy; etc. For this activity, each child got her own set of craft sticks with a frog and toad.  We then stated things about either the frog or the toad, and when we were describing a frog, the children raised their frog sticks; when we were describing toads, children raised their toad sticks.

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Another fun activity that we’ve included in the past as an extension of our “frogs vs toads” lesson is to practice hopping like a toad versus leaping like a frog.  We did not have time for this activity last week, but it is definitely a fun way to help children to remember one of the key differences between frogs and toads.

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For our activities last week, we created lily pads with numbers 1-10 and letters a-z that the children could hop on around the room.  The children also got to use their artistic abilities to create their own frog face.

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