Underwater AnimalsGoal: To create a community that works, plays and learns together.

Context: This small group was created to encourage and support friendships that have developed amongst the children. Also this group of children have been observed pretending to be various animals, therefore a small group was created based on these children’s animal interest.

Objectives: As part of a small group the children will have practice turn-taking, listening, and working together. Through this small group the children will explore a underwater animals that are of interest in a variety of ways. Along with exploration of different water animals, the habitats of these animals will also be explored. As part of the children’s exploration, they will express their learning and understanding through drawings and discussions

Exploring Underwater Animals Through Literature10/23/12-10/24/12

MN Early Learning Standards:• Self-Concept 1: Interact easily with one or more children.• Social Competence & Relationships 4: Begin to participate successfully as a member of a group. • Curiosity 2: Show interest in discovering and learning new things. • Speaking 6: Initiate, ask questions, and respond in conversation with others. • Emergent Reading 5: Show beginning understanding of concept about print. • Emergent Writing 2: Use scribbles, shapes, pictures or dictation to represent thoughts or ideas. • Responding 1: Show others and/or talk about what they have made or done. AB: “BW look at this dolphin”

AB: “My dolphin is swimming”

CG: “The colorful circles warn fish that it’s a predator” ZS: “Look at that jellyfish”

The Teacher’s Experience:On the first day of our small group, I gathered a variety of books on underwater animals. By providing these books I wanted to learn which animals the children were interested in. While the children were exploring the provided books, it was clear the children were excited to share facts about water animals they have already learned about with one another, as well as most of the children showed an interest in a specific animal. After observing the children exploring the books, the next day I decided to have each child choose an animal they would like to further explore. After the children each chose an animal, I collected non-fiction books from the library on each of the chosen animals. By presenting the books on each specific animal, I wanted the children to explore the unique facts on their animal, as well as look at the different pictures of their chosen animal. While the children were exploring the books, I gave the children paper and markers to create representations of their animal. The drawings the children created represented the shapes and colors of the animal they had chosen. During this small group many of the children started talking about how their animal moves, and showing each other their ideas of movement.

Exploring Underwater Animals Through Literature10/23/12-10/24/12

The Children’s Experience:The children were provided with books on various underwater animals. With these books the children became aware of several different animals that live in the ocean. The children finished the day with choosing an animal that they wanted to learn more about. The next day the children were then provided with books about the animal they chose. While looking at the books, the children were provided with paper and markers to create representations of what they learned. Through this experience the children were sharing facts and pictures about their animal with the group. During this experience it was clear a majority of the group already knows a lot about underwater animals.

Next Steps:Based on the children’s interest in how the animals move, we will further explore how each chosen animal moves. The children will be provided time to practice moving like their animal, as well as watching videos that show how the animals move.

MH: “This is a crab hiding in the coral”ZS: “This is a shark caught in a net”

SE: “These are the sharks fins”

Creating Underwater Animals With Clay10/31/12 – 11/1/12

MN Early Learning Standards:-Persistence 3: Demonstrate ability to complete a task or stay engaged in an experience.- Creating 1: Use a variety of media and materials for exploration and creative expression. -Responding 2: Show interest and respect for the creative work of self and others. -Observing 2: Identify and/or describe objects by physical characteristics. - Fine Motor Development: Develop small muscle control and coordination.

BW: “This is the dolphin coming out of the water and these are the waves”

CG: “I’m making the tentacles for my jellyfish”

SE: “I made the dorsal fin for the top of the Great White”

AB: “I need to thick tentacles like the ones in the picture”

The Teacher’s Experience: After exploring the children’s chosen underwater animals through literature, I provided the small group with clay. With the provided clay the children were given time to explore creating a 3D model of their chosen animal. Through this activity I encouraged the children to explore the shapes of their animals and to represent the shape with the clay. To provide support for the children, I provided pictures of each of their animals for the children to reference as they constructed their animal. After the children’s clay animals had dried, I gave them time to paint their animals to make them look more realistic. The pictures of their animals continued to be provided for the children to observe the colors of their animals while painting.

Creating Underwater Animals With Clay10/31/12 – 11/1/12

Next Steps:• The children will explore the habitat in which their animal can be found, and create a habitat to display the clay animals. • The children will examine the size of their chosen animals, as well as the diet of their animal and the depth of where their animal lives.

SE: “I need to use the grey to make mine look like a Great White Shark”

CG: “Look at the purple I made!”SE: “Whoa! That is dark purple”

EG: “I need to make purple for my turtle”

MH: “I’m painting the top of my crab green and under the legs grey”BW: “I painted my dolphin blue and white, because the picture has black and white”

The Children’s Experience: While the children were exploring and creating with the clay, some of the children were using their previous knowledge of their animal to create the shape of their animal. Where as other children in the group were using the photos as a reference for adding detail to their animal. Along with using the pictures, some of the children used other children’s ideas to add to their sculpture, for instance pinching the clay to add waves. When the children were painting their dried clay animals, many of them chose the colors to use by looking at the pictures, where as others simply chose colors they wanted their animal to be. Also while the children were painting many in the group commented on each other choice of colors and wanted to see others painted animals.

Investigating Size and Movement 10/30/12 & 11/6/12

Teacher Experience: To explore size of each of the children’s chosen animals I created balls of yarn that were the average length of each animal. I brought the group outside and rolled out each ball of yarn. Once the ball of yarn was rolled out I provided the children with a tape measurer to measure the length of each animal. After each animal was measured, I gave the children chalk to use to draw alongside the animals for a more hands on experience with lengths. To explore how each of the animals move, I gathered short videos for the children to watch of their animal moving. After watching the videos I brought the children to the gym to have a chance to try and move like the different animals.

AB: “I’m going to draw the size of the blue whale”EG: “Yeah, me too”

Teacher: “So how big is a blue sea crab?”MH: “1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 inches!”

SE: “Great white sharks are bigger than a dolphin”

BW: “I’m all the way at the end of the whale!”SE: “And I’m at the head of the whale!”MH: “Whoa that is big!”

Children’s Experience: While the children were exploring the animals size, many of the children were fascinated with how large a shark and whale are. Several of the children were eager to use the tape measurer to measure the lengths and would comment on how much bigger the animal was than they had thought. After all the animals were measured the children wanted to run alongside the length of the blue whale to measure how big it was. That’s when AB had the idea to draw a ling with the chalk alongside the whale’s length. With this suggestion the other children also grabbed chalk and began drawing along side the length of the yarn. When the children had time to move like their sea animal, many of the children used previous knowledge as they moved throughout the gym. Whereas other children referenced the videos, commenting on if the animal moved fast or slow. During the movement experience the children showed excitement to show the group their ideas on how to move our bodies.

Investigating Size and Movement 10/30/12 & 11/6/12

MN Early Learning Standards:- Curiosity 2: Show interest in discovering and learning new things. - Mathematical & Logical Thinking 11: Recognize objects can be measured by height, length, weight, and time. - Mathematical & Logical Thinking 12: Make predictions between at least two groups of objects. - Gross Motor Development 1: Develop large muscle control and coordination. - Gross Motor Development 4 : Develop ability to move their body in space with coordination.

Next Steps:• While the children were watching the videos of the ocean animals, many of the children made comments on the different plant life seen in the videos. Therefore to expand on the children’s interest, we will be exploring the animals habitats, in particular exploring the coral reef.

SE: “Dolphins move up and down like this”

SE: “We have to lay down to be sharks”ZS: “And move really fast”

AB: “A jellyfish moves like this”Teacher: Do they move fast or slow?”AB: “In the video they moved slow”

ZS: “I know how crabs move, like this!”

Investigating Coral11/7/12

Teacher Experience:After exploring the different underwater animals the children had chosen, I wanted to encourage the children to explore the habitats of their animals. To encourage the exploration of the ocean habitats, I provided several pictures and books on the coral reef. While the children were looking at the pictures and books, I gave each child markers and paper to draw representations of the coral. After the children had explored the provided books, I presented the children with actual coral pieces for the children to touch and see up close.

MN Early Learning Standards:• Speaking 6: Initiate, ask questions, and respond in conversation with others. • Emergent Reading 5: Show beginning understanding of concepts about print.• Emergent Writing 2: Use scribbles, shapes, pictures, or dictation to represent thoughts or ideas. • Observing 1: Use senses to explore materials and the environment. • Fine Motor Development 1: Develop small muscle control and coordination.

MH: “I drew the coral and a sea anemone.”

ZS: “This is the red coral from the picture.”

SE: “This is a shark swimming in soft

coral.”

MH: “Coral is alive.”EG: “All of this is alive”MH:” Yeah”SE: “Sharks go to the coral to eat fish.”

Investigating Coral11/7/12Children’s Experience:

While the children were looking at the books on the coral reef, many of the children used their previous knowledge to state facts they knew about the coral reef. Other children in the group expressed interest in the different colors of the coral, and would show each other different pictures in the books. With the markers and paper many of the children were using the pictures in the books to guide their drawings. When the children had a hands-on experience with the coral, many of the children discussed why the coral had no color. Whereas other children used the actual coral pieces to add detail to their drawings.

Next Steps: • To expand on the children’s interest in the coral reef, I will give the children a chance to create a coral reef , using various collage items.

BW: “Is this a starfish?”Teacher: “Yeah, are there any starfish in the pictures?”BW: “Yeah, but they have color and this one doesn’t.”

ZS: “Are these dead?”Teacher: Yes they are.”

ZS: “It’s so bumpy.”

EG: “Were these in the ocean?”Teacher: “Yep, why do you think this coral doesn’t have as much color as the ones in the picture?”EG: “Because it’s dead”SE: “I’m going to draw the starfish”AB: “Oh me too.”

Making an Ocean Diorama 11/13/12 – 11/15/12

MN Early Learning Standards:• Creating 1: Use a variety of media and materials for exploration and creative expression. • Responding 1: Show others and/or talk about what they have made or done. • Responding 2: Show interest and respect for the creative work of self and others. • Observing 2: Identify and/or describe objects by physical characteristics. • Fine Motor Development 1: Develop small muscle control and coordination. • Fine Motor Development 3: Explore and experiment with a variety of tools.

EG: “I need more glue to get these to stand up like the coral”BW: “You can stick these in the packing peanuts so they stand up”

BW’s finished coral

MH: “This is the sea anemone where the clownfish live”

Teacher Experience: As a way for the children to put all their knowledge gained from our small group, I planned for the children to make an ocean diorama. As part of this experience I provided the children with cardboard and small colorful collage materials to design their own piece of coral. To support the children’s construction of coral I provided pictures of coral for the children to use as a reference. After creating the coral, I provided Styrofoam and other light weight materials for the children to create an ocean animal for the diorama. Again I provided the children with pictures of their ocean animals to reference while they constructed their animal. Once the coral and Styrofoam had dried, I gave the children a box to place their coral in, as well as wire to hang their animal from.

Making an Ocean Diorama 11/13/12 – 11/15/12Children’s Experience:

While the children were making their coral pieces for the diorama, many of them were using the provided pictures as a reference for color and shapes to use. Many of the children were showing one another their coral and describing it with names and comparing it to the pictures. While the children were making their Styrofoam animals, they were using their prior knowledge and the provided pictures, while discussing how many fins or tentacles their animal needed. During this process the children should a great deal of persistence making sure the fins they created with the pipe cleaners matched the shapes in the pictures. While putting the diorama together the children were eager to place their coral at the bottom and hang their animal from the provided wire. Once the diorama was complete, the children were excited to show other children in the class what they had made. While the small group was showing their peers the diorama, the children were using the names they have learned to describe their animals, as well as the coral.

Next Steps: -Bring the small group on a field trip to the Bell Museum, to have a hands on experience with different shells, coral, and shark jaws. -The children will share/show their diorama to the rest of the class as well as their parents.

BW: “I’m going to paint my dolphin light blue”EG: “My jellyfish is going to be green”

SE: “I have the dorsal fin, and this is going to be the small fin that’s by the big back fin.

CG: “Look my jellyfish looks like it’s moving when I move the wire”

Our Trip to the Bell Museum11/21/12

Teacher Experience:To wrap up our small group, a field trip was planned to explore underwater animals at the Bell Museum. Prior to this field trip I had a discussion with the children about the differences of fresh and salt water. Through this discussion we talked about the types of fish found in fresh water and I also provided pictures of fresh water fish we will see on our field trip. When we arrived at the Bell Museum, I gave each of the children a booklet of pictures of the fish on display in the museum. With these booklets I encouraged the children to find the fish as we observed the fish on display. After seeing the displayed fish, our group went to the touch and see room. In the touch in see room I encouraged the children to explore the provided shark jaws, shells, coral, and whale skull, and compare the materials to what we have learned in our small group.

MN Early Learning Standards:• Curiosity 1: Show eagerness and a sense of wonder as a learner. • Curiosity 2: Show interest in discovering and learning new things. • Questioning 3: Express wonder about the natural world. • Questioning 4: Ask questions and seek answers through active exploration. • Physical Health and Well-Being 2: Follow basic health and safety rules.

Teacher: “So why do you think all the fish are pointed to the bottom?”SE & MH: “Cause that’s where they find food”

MH: “The fish scales are really smooth”

AB: “This is the fish in my book”EG: “Yeah I found this fish too”

Our Trip to the Bell Museum11/21/12

Children’s Experience:Through the discussion about fresh and salt water, many of the children shared past experiences. The children’s past experiences related to the lakes they had visited and the different fresh water fish they had seen. Through our discussion the children showed an eagerness to see different fresh water fish at the Bell Museum. While on our field trip many of the children used the booklets to search for the different fish, and showed excitement when they found the fish in the picture. While in the touch in see room many of the children explored and commented on the size of the sharks jaws and the whales skull. Other children explored the different shells and coral by listening to the shells and touching the coral.

Next Steps:- The children will share what they saw and learned at the Bell Museum with the other children in the class.

MH: “Look how big the shark’s jaw is, I can fit my head through it”

MH: “I can hear the ocean in this shell”

BW: Yeah I can hear the ocean is this shell too”

SummaryWhat The Children Learned: Throughout this small group experience, the children have had time to practice participating and learning with one another in a small group. As part of the different activities, the children have learned about different underwater animals, in particular: sharks, dolphins, crabs, jellyfish, and whales. As part of exploring these animals the children participated in hands on activities exploring the animals size, shape, movement and color. Through this exploration the children showed an eagerness to learn new facts as well as share prior knowledge they knew about different animals. Not only did the children explore different characteristics of ocean animals, the children also explored the differences of salt and fresh water, and the different animals that live in each type of water. Most importantly while the children participated in this group they practiced their listening skills, as they took turns listening and sharing with the group. What I Learned, As The Teacher: While facilitating this small group I learned several different aspects to successfully lead a small group. The most important aspect I learned was to follow the children’s interest and to plan activities that involve open-ended materials to allow the children to freely explore. Also as I facilitated this small group I learned that each child learns differently, and the activities I create need to be flexible and adaptable to each child in the group. Along with planning activities with each child in consideration, I have learned to be flexible with my planning, and to be prepared if activities don’t go as planned. Lastly I have learned that to encourage the children’s interest in the topic, I myself need to show an interest and be willing to learn and explore the topic with the children.