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  • Arctic Animals

    Posted by SARAH BRISSING at 2/7/2016

    During the month of January we studied the properties of water, living and nonliving things, as well as animal adaptations. 

    When looking at the properties of water we discussed what are the differences between a solid, a liquid, and a gas. We discussed that everything is made up of parts and that a solid has parts that are really close together. In order to demonstrate this we had a student pretend to be a solid. He put on a trash bag filled with balloons then we had him try to dance. The students noticed that because the balloons or parts of a solid were so close together he couldn't move around or flow. Then we had a student pretend to be a liquid. They put on a trash bag with fewer balloons and they were able to move and flow more freely. The last student put on a trash bag with even fewer balloons and was able to move around a lot. They represented a gas or steam. 

    solid, liquid, gas balloons Lucien Balloon

    Students studied what would melt ice. The students also watched reactions take place by placing vinegar ice cubes with arctic animals frozen in the middle in a pile of baking soda. Students enjoyed watching the bubbles and seeing how quickly the ice would melt. 

    arctic ice cubes

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  • Animal Adaptations

    Posted by SARAH BRISSING at 2/7/2016

    Students have been listening to nonfiction read alounds by Steve Jenkins. They participated in adaptation stations to develop a greater understanding for animals. 

    Toilet Paper Goggles: What if you had to turn your whole head to see? 

    TP Goggles 1 TP Goggles 2

    Tongs: If you were a bird what kind of beak would you prefer?

    Tongs

    Spoon Hands: What would it be like to have claws? 

    Spoon Fingers

    Penguin Ball Baby: What would it be like to be a daddy penguin and carry your egg on your feet? 

    Penguin daddy Penguin eggs Grayson egg

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  • Blubber Gloves and Ice Dice

    Posted by SARAH BRISSING at 1/10/2016

    This week we have been talking about properties of water in kindergarten. We began the week talking about the three states of water. Students completed an activity called "ice dice." Students were given a piece of ice and a dice. Each number on the dice gave students a different direction.

    1. Hold the ice for 10 sec.

    2. Blow on the dice for 10 sec.

    3. Drop it down the back of your shirt

    4. Float it in water

    5. Shake salt on it

    6. Drop it on the table

    Students participated in the activity then discussed what happened to their ice. Students concluded that when ice comes in contact with something warmer than itself it begins to melt. Students were most surprised that salt made ice melt. Students agreed that shaking salt on icy steps might be easier than blowing on them to make them melt.

     

    Later in the week students explored what it means to sink and float. I brought in a grocery bag full of fruit. Students made predictions about which fruits would float and which ones would sink. Ask your child about the results.

    At the end of the week we began talking about polar animals and how they survive in the frigid temperatures of the tundra. Our reading told us that one way animals like whales, walruses, and polar bears survive is because of a thick layer of fat they have called blubber. Students participated in an activity called "blubber gloves." Students placed their hand in a bowl of ice for 10 seconds and felt the chill of the icy terrain. Then, students put their hand in the blubber glove (glove with crisco). Students were able to keep their hand on the ice much, much longer. 

    Blubber Gloves

     

     

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  • The Great Gingerbread Chase

    Posted by SARAH BRISSING at 12/11/2015

    Today we baked and chased the gingerbread man. We went to every classroom in the whole school and couldn't find him anywhere. We did however find some clues and notes written by the gingerbread man. When we got back to our classroom their was a huge mess! The window was open with a note attached to it. It said, "I've run and run I need some rest. I think a vacation would suit me best." We are hoping to hear from him after winter break. Maybe we will receive a letter or postcard or two. Thanks for helping to keep the magic alive.

    Ginger note Mrs. Edwards with Gman QR Gman codes window Gman cut out Gman gone

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  • Santa's Toothpaste

    Posted by SARAH BRISSING at 12/10/2015
      Santa's ToothpasteExperiment intro results santa's toothpaste
     
    Today in kindergarten we asked the question "How does Santa get toothpaste?" Without much hesitation the students responded, "He makes it." Today we made a batch of toothpaste for Santa in kindergarten. I promised the boys and girls I would post the experiment so they could duplicate it at home.
    First, place a plastic bottle in a large bowl to contain the mess. Then, in the bottle pour 1c of hydrogen peroxide, a generous squirt of soap, some green food coloring, and some peppermint extract. Swirl the bottle around to mix. Next, mix a packet of quick rising yeast with about 6 tablespoons of warm water in a separate bowl. Get your camera ready and then pour the yeast mixture into the bottle of hydrogen peroxide. Enjoy watching the reaction.
    If you complete this experiment please blog with me and post comments or pictures of your results.  
     
     
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  • December in K

    Posted by SARAH BRISSING at 12/10/2015

    Rudolph More Rudolph Grinch whole class Grinch

     

    In case you haven't made it down the kindergarten hallway in a while, I thought I would share some pictures with you of kindergarten's writing prompts. The picture of the reindeer accompanies a prompt that says, "If Rudolph looked in my window during the holidays this is what he would see..." For this activity students wrote about their own holiday traditions.

    After reading "How the Grinch Stole Christmas" students wrote about how they would make a Grinch grin. Students made their own Grinch and glued on a picture of themselves as a Who from Whoville.

     

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  • Thanksgiving

    Posted by SARAH BRISSING at 11/30/2015

    I hope that everyone had a restful holiday. We were all a little blurry eyed coming back to school this morning, teachers included. Last week was a lot of fun perparing for the Thanksgiving holiday. We learned about why we celebrate and different traditions people have during Thanksgiving. Students also learned turkey facts. On Tuesday, before break, students participated in cranberry math and science stations. Thank you to all of the parents that volunteered to run the cranberry stations. 

    paper bag turkey I'm Thankful for... Nonfiction turkey cranberry stations

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  • 50 Days Smarter

    Posted by SARAH BRISSING at 11/17/2015

     

     50th day
        Golly time flies when you are having fun. It is hard to believe that we have already been in school 50 days! We spent the day celebrating that we are fifty days smarter by doing a 1950's art project. When you come by Banneker be sure to check it out. We also practiced twisting 50 times, hula hooping 50 times, making pink and black patterns, counting by 5's, counting by 10's, and enjoying root beer floats. What a day. I can't wait to see what happens when we are 100 days smarter!  
     
     
    Check out pictures from our sock hop on our Banneker Youtube channel!
     
     
    music
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  • Turkey Disguises

    Posted by SARAH BRISSING at 11/10/2015

    gobblers

    Enjoy our turkey disguises and pattern block turkeys!

     

    https://youtu.be/kY-RjEjkHmc

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  • Five Senses

    Posted by SARAH BRISSING at 11/10/2015
    For the last week we have been studying our five senses. Students participated in several activities that helped them to realize the importance of each of their senses. 
     
    Our week began by playing pin the squirrel in the hole in the tree (creative name, right?). Students were blindfolded and had to try to pin the squirrel in the hole in the tree, hence the name. We recorded results of how many students went above, below, and in the hole. Most of us missed the mark, reminding us of the importance of our sense of sight. When some students had trouble finding the tree we would clap and make noise to encourage them to move in a particular direction. This reminded us of the importance of our sense of hearing.
     
    While studying bats we played "Whose my mother" . I blindfolded one student and they were the momma bat. I placed lemon extract on a cotton ball and told them that that was the smell of their baby. I lined all other students up with cotton balls with vanilla extract and them asked the momma bat to find her baby. She had to find the student holding the lemon extract and then say "that's my baby."
     
    Students also used their sense of touch to describe items in touch bags. After feeling the objects students were asked to guess what object was in the bag.
     
    To end our study on the five senses I told students that I was baking and spilled the salt and sugar. I asked the students to help me determine which one was salt and which was sugar by using our five senses.
     
    Fall and winter are a great time to talk about the five senses with our children. Go on a walk with your child and ask them what sights they see, what sounds they hear, what smells they smell, different textures that they can feel outside. The tastes of fall and winter are some of my favorites.  
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