Peek-a-Boo, Why Don’t I See You ?

One look out the window on most winter days and your first instinct is to crawl right back into bed and curl up like a ball. But as cozy as that sounds, its not always an option.

We are left to embrace the chilly winter days by adapting to them; poofy jackets, warm boots, wooly hats, furry mittens, snow pants, scarves, ear-muffs – you name it, before you know it, you’re barely recognizable.

But what do animals do during the long and cold winter months? How do they survive? And where are they?

BoyPeek-a-Boo, Why Don’t I See You – Animals in Winter, is a poem I wrote to help children understand how various animals cope during the winter. It introduces the concepts of hibernation, migration and adaptation.

BirdA fun and memorable way to acquaint students with the vocabulary is to form associations with them. (If you enjoy acting every now and then, this is a good time to show off those skills). I began by telling my students that I have a team of ‘scientists’ that will be working with us. I told them that my name was Bernate and asked them to wave and say hi to me, (hence hi-Bernate). Then I pretended to fall asleep (hibernating teacher). They seemed perplexed at first, but smiled when they understood what I was doing. Next, I introduced my pretend assistant named Grate (an invisible bird sitting on my hand) and gestured that he is only mine, (hence my-Grate). Then I pretended to catch him as he attempted to fly away (migrating assistant). Finally, I added our last participant to the mix – a very furry fox named Apt, (add-apt). There I had it, the terminology (and basic meaning) that students would need for the unit was now easily accessible with simple gestures as cues. (I can’t help but smile when I see my students mimicking the gestures I associated with the terms).

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Peek-a-Boo, Why Don’t I See You? Animals in Winter by Lora Rozler is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.


Here are some fun related activities I created and plan to share with my students throughout our exploration of Animals in Winter. I hope you enjoy incorporating them into your classroom adventures as well.


While we’ve AnimalsforChartAnimalsinWinterChartenjoyed reading many fiction and non-fiction books about Winter Animals, we have equally enjoyed filling a class chart on animals that hibernate, migrate and adapt. Though our list continues to grow each day, I selected various animals to be used in a follow-up sorting activity (sample here).


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Students colour, cut, and paste various animals into the appropriate place in the winter wonderland scene.


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BearSleepy Bear  Students use
various craft items (i.e., tissue paper, cotton balls, construction paper, paper bags, twigs, popsicle sticks, and whatever else you can find around your room) to create a home for a sleepy bear. You may or may not want to tell students in advance how these items can be used. I personally enjoy watching what students come up with when they are given free choice, but I do give them a starting point.


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What the Leaves Blew In…

fall_leaves_1_Winter is just around the corner (pout, moan, cry). But before its official debut, I thought I’d pay tribute to the wonderful adventures we embarked on during our study of Autumn.

Autumn LeavesWe began our exploration by taking an investigative walk around the school yard, looking for evidence of Fall.  Among the many things we observed, students marveled at the beautiful, colourful leaves everywhere; leaves of different shape, size and colour.

IMG_3884As with any great investigation, we had to gather specimens to bring back and explore further in our classroom – red leaves, yellow leaves, big leaves, little leaves, oak leaves, maple leaves, and what’s this – acorns, pine cones, flowers, twigs and rocks – all were welcomed.

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Over the next several weeks, we were quite busy inquiring, learning and integrating our artifacts into every aspect of our day. We read many books about Fall, trees, seeds and leaves.

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We documented and wrote about Fall changes. We learned about and labeled the different parts of a leaf. We counted, graphed, sorted and made patterns with leaves. We even made a pine cone shaker (to complement the seed shaker we previously made during our Apple inquiry – it turned out to be a great way to distinguish between the different sounds seeds can make).

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We created art with leaf rubbings and leaf stamps (students loved creating their own Leaf Creatures, which after being displayed on our walls, made an entertaining class book).

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It was endless! The ideas kept pouring, and the fun and learning continued.

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For the culminating activity, we created a class book where each student got to contribute their idea to a page about leaves (parents really enjoyed looking through it during our Fall conferences). Students also had a chance to read a personalized book about leaves with our Grade Three Reading Buddies – they were so excited, I was so proud.

IMG_4373Though I generally have an overall sense of where I’d like an inquiry based opportunity to lead, I can never truly predict how vast or fruitful it will grow to be. It is the students’ curiosity and eagerness that determines the direction and range of learning. Regardless, I am always pleasantly surprised and excited to see where each inquiry will take us.

GravatarEnjoy the last bit of Fall everyone. Thank you for your time.

Lora

Apples Big and Apples Small, Apples, Apples, One and All

appleMy first inquiry-based unit this year started off with a simple school snack – apples. I walked into the classroom just after Snack Break, and to my surprise, found a bin full of Golden Delicious apples.  Apparently, my three, four and five year-old students already had some pre-conceived ideas about apples – green ones specifically.

“I don’t like green apples,” the explaining began.

“Green apples are sour,” chimed in a few others.

Well, with that said, I walked over to the snack table, curiously staring at the batch of rejected apples. I grabbed one, inspected it for good measure and then took a big bite (good thing I always enjoyed Drama class in school – it sure comes in handy teaching Kindergarten).

“Hmmm, yummy,” I teased. “It doesn’t taste sour to me.” I shrug my shoulders and continued promenading around the tables, crunching along, making my usual small talk.  I then finally sat down to enjoy the rest of my juicy apple.

Across the room, I noticed one student get up and grab an apple from the bin.

“This is sweet,” she announced (thank goodness for those unknowing volunteers). Soon, another green apple landed in the hands of an unsuspecting child, and before long, nearly all of the apples had been gone.

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