Вы находитесь на странице: 1из 56

CONSTRUCTING A PERISCOPE

Jannis, Hannah, Vidhi, Kiron, and Teacher Sarah

IT STARTED WITH A SHOE!


On September 15, our small group was working on assessments in the light studio. The children were working hard and once they were done they wanted to look at Seenanes shoes in the dark as they were light up shoes. We turned off the lights and talked about what we saw. The children quickly noticed that we were not alone!! There was a lady in the large two-way mirror in the light studio. The children kept turning the lights on and off to see what would happen. When it was on they saw themselves, but when it was off, that is when they saw the lady!

SEPTEMBER 21
We continued on with our assessments, but every time we went into the light studio the only thing on the childrens minds was the lady! I was not sure where to go with this lady idea so I decided to web with the children. We just did a simple web about our thoughts on the lady.

SEPTEMBER 21
At the beach At home working A closet is back there India In the kitchen Where is the lady? Down stairs In the mirror

In the classroom We cannot find her

The Lady
How did she get there?

Who is the lady? Throug h the hole Teacher De Through a big rectangle square

A boy

September 22

We decided we would figure out just who this lady was and why she was watching us. We also wanted to know how she got behind that mirror.

September 22
On September 22, we drew a picture of the lady. We eventually figured out just who and where the lady was. (It was teacher De).

We learned that from another room, you could watch people in the light studio. We also learned that you can do this in our classroom booth too. The children concluded that these rooms had magic glass in them.

September 23
On September 23, I decided to provoke the childrens thinking by having them look for more mirrors around our school and other objects that reflect. To see if an object would reflect, we decided to put flashlights on them. I also introduced the children to the large triangular prism that we have at the school. This prism is made from three triangular mirrors set up to make one large triangular prism. It is large enough for the children to sit in.

SEPTEMBER 23
In the triangular mirrors the children looked at the reflections of themselves and of the flashlight. Eventually Kiron noticed that he could make more circles with his flashlight if he held it in certain areas. We took time to explore and find where he could make more circles and why. We also counted to see just how many circles he could make.

September 30
On September 30, there was only one group member present. He was new to our group so I took this time to catch him up. Jannis spent most of the time in the triangular mirrors.

September 30

Jannis found two ways to see more light with the flashlight. He noticed, like the other two children, that when it was reflected there were more. He also noticed the rings of light that a flashlight makes. He really enjoyed counting these and making them grow.

September 30
Here is how Jannis made the light grow. He held it lower to make it smaller and higher to make it bigger.

OCTOBER 4

After looking at reflections around the school and in the triangle mirrors, I decided to build the childrens knowledge of reflection by having them continue exploring mirrors. I brought in hand held mirrors and suggested various activities to do with these. The children doubled objects, reflected light, and walked on the ceiling by holding the mirror just above their noses. As I observed the childrens exploratory behaviors and interests in the mirrors I demonstrated additional ways to reflect the light and other objects.

OCTOBER 4
We doubled objects in little mirrors. Then we counted them. We also made new shapes with the objects reflections. We made a square out of two triangles. Hannah also noticed that the objects on the mirror were facing the opposite direction than their reflections.

Jannis- I see two of all of them. Hannah (puts her palm on the mirror with her fingers pointing up)- My fingers are pointing down and my fingers are pointing up.

OCTOBER 4
When we were finished with our objects, we walked on the ceiling with our mirrors. Here is some of our dialogue from that. Teacher Sarah- Dont walk on the lights you will break them! Hannah laughs and says, No I wont cause it is just an eflection. Teacher Sarah- Oh its just a reflection.

Hannah begins to jump on the floor while looking in her mirror as if to break the lights.
Vidhi- Im walking on the light. I breaked the light. Teacher Sarah- You broke it? Vidhi smiles and says, Ya! She later says, 1, 2, 3, 4, four lights I see!.

October 5
Today we decided to continue to look around for materials that showed reflections. We found that some windows show reflections. We also found a few materials that made our reflections look funny. I introduced The children to a toy that uses reflection. This toy was a periscope. The children decided to spy with this. We sat on the corner of walls and watched for people. We also looked through our classroom windows to see what was happening on the playground, without anyone seeing us!

OCTOBER 6
Today we went to McCrory Gardens. We wanted to run!! We also enjoyed spying on various animals. Kiron pretended to be a praying mantis spying on a lion! We had a lot of fun at McCrory Gardens. I was very surprised to see that the children were continuing with the spying theme.

OCTOBER 7

Today we did a little more spying with our periscope. Hannah kept talking about the shapes on the periscope. I decided to have the children draw their own periscope with the shapes that they saw.

October 7

They drew some triangles, squares, and rectangles as that was what they thought a periscope was made of. After drawing, the children decided that we should make our own periscope. This idea came after I had made a comment about making a periscope. I was thinking that the children would draw one on their paper, but the children wanted to make a real one.

October 7

Hannahs periscope Hannah was talking a lot about what shapes the periscope had.

OCTOBER 7

Vidhis picture of a periscope. She was talking about fruit and drawing fruits.

OCTOBER 7
This is Kirons picture of a periscope.

OCTOBER 12
Today we made a list of the materials we would need to build a periscope. I brought some boxes to give us some ideas. The children, however did not want cardboard boxes. They wanted to use wood so it would be sturdy! I eventually came around to the childrens idea and we started to figure out how we would use wood.

OCTOBER 12

While I was writing down the childrens ideas into a list, some of the children wrote their own lists. Some of the children were very engaged in helping to make one list, but others wanted to make their own.

OCTOBER 12
This is Janniss materials list

OCTOBER 13

We also made a list of the decorations needed to make the periscope.

OCTOBER 13

Part of our decorating was painting we made a list of all of the colors we might want to use.

OCTOBER 14

On October 14, we made a list of the steps to making a periscope. We decided to see if these instructions would work and then make changes as needed. We also searched for some materials today.

OCTOBER 19

Today we collected more materials. We also went through our old list and wrote down the things we still needed. We wrote down where we thought we could find the items as well.

OCTOBER 20
Today I read a few books about building safety. We also looked at a book about making your own toys. Hannah decided it would be fun to make our own book. She said the title should be called How to Make a Periscope.

OCTOBER 21
Today we tested out one of our ideas about how to put the wood together. We practiced using a hammer and nails. We looked back into the book we read yesterday about building safety to be sure we were using the hammer safely. Although we did it right, it was still very hard. We ultimately decided that wood glue would be the easiest and safest way to hold the wood together. .

OCTOBER 28
This did not start out to be a good day. I ended up holding the wood together while the children ran around the room. Vidhi glued some pieces of wood together, Hannah was building something of her own, and Jannis was walking around saying, This is so boring. Finally I let go of the wood and explained that I did not understand why I had to sit there all alone without any help. All three of the children stopped what they were doing and grabbed some of the wood that needed to be held! After that day I figured out that all I had to do was ask when I needed help!

NOVEMBER 1
We ran out of wood! I said that we could order more if we tell Mrs. Schaefer. We decided that the best thing to do would be to write her a letter. Jannis said she should order it from Lowes.

Here are our rough drafts.

NOVEMBER 2
This is the final letter that we hand delivered to Mrs. Schaefer.

NOVEMBER 6

Today we went to McCrory Gardens. We decided to journal about what we have been doing in small group. Hannah and Jannis decided to journal about Lowes as this is where we wanted Mrs. Schaefer to get our wood.

NOVEMBER 6
Janniss Lowes had a triangle roof and 100 lights.

NOVEMBER 8
We got our wood today! We kept on building. We are starting to become tired of building already, but we have to be patient and keep working hard.

NOVEMBER 9
We kept building today.

Here is a conversation between Vidhi and I.

Teacher Sarah- Vidhi, what are you going to do with the periscope when it is done?
Vidhi-Look in it and we can share it.

NOVEMBER 9
We also remembered that we had a lot of colors of paint on our list. I asked the children what color they would like. Hannah and Jannis had to go to the bathroom, so I asked Vidhi while they were out just to get her perspective. She said she wanted pink. I told her that Hannah really likes that color as well, but I was not sure Jannis would agree. When Jannis and Hannah came back I asked them. Hannah said pink right away and Jannis agreed.

NOVEMBER 10
Today we were ready to paint. We used rollers to paint. It took a lot of paint to cove the whole periscope.

NOVEMBER 16
After the paint was dry we decided to decorate. Janniss dad came in to help us decorate. We told him all about the work we had been doing on our periscope. We used a lot of fun materials to decorate. We could not find all the materials on our list, but found some other neat things. We deiced that we would have to revise our materials list.

NOVEMBER 16

NOVEMBER 18
We placed out mirrors in the end of our periscope. It was a lot of work to line them up just right. Luckily, we had help from teacher Laurie. We were able to get one side glued in, but had to wait for that one to dry to glue the other. This meant we had to come back right after snack to finish up.

NOVEMBER 18

After we put our mirrors in, we noticed that some of the extra decorations had made a mess on the floor. We decided we had to clean them as other people use this space too.

NOVEMBER 23
Today we played with our periscope and went back through our steps. We have been looking at it throughout this process, but had to change a few. We went through and checked what materials we really used and what steps we followed. We also discussed whether we liked the order of the steps or if it would make more sense to change some.

NOVEMBER 23
Here is our final list of the materials we needed.

Squares Rectangles Friends Shiny circular colored glass Shiny plastic Pink paint Food Wood glue Ribbons Paint rollers

NOVEMBER 23
Here are our final steps.
Step 1: gather materials from the list

Step 2: get some short boards that are 5 inches by 11 inches


Step 3:find 2 rectangular or square pieces of special magic glass which are also called mirrors Step 4: do 100 jumping jacks Step 5: glue your material together Step6: paint your periscope Step 7: decorate your periscope Step 8: Glue your mirrors in the ends of your periscope Step9: look through them Step 10: eat a snack

NOVEMBER 29
Today we finally ate our snack!

NOVEMBER 29

Our final product!

THE CHILDREN LEARNED:


about mirrors, light, reflection, and how these work by investigating various materials. how to work as a team by building together and making some hard decisions about our periscope. responsibility by cleaning up sharing our work area, and keeping it clean for other groups. that wood glue works better than a hammer and nails in some cases. our teacher works very well as a vice grip and while she sits and holds our wood pieces together we have a lot of time to do whatever we want! not to glue random wood pieces together as they are very hard to pull apart. to have patience as making a periscope takes long time!

TEACHER SARAH LEARNED:


that it is okay to take on something bigger than you are used to. that it is okay to follow the childrens lead and go with their ideas. that you can incorporate all of the childrens ideas. not to underestimate childrens abilities to learn and understand complex information at an early age.

EARLY LEARNING GUIDELINES


Social-Emotional STANDARD 1 Self-concept and Self-Confidence Children demonstrate a positive self-concept and self-confidence in play and everyday tasks. The children in this group were able to construct a very large periscope. This was something that they were very proud of. They were able to do this in a small group where it was easy for them to be expressive. STANDARD 3 Respect and Appreciation of Similarities and Differences Children respect others and recognize and appreciate their similarities and differences in . The children had many discussions about what the periscope would look like and how we would build it. They had to work together to make these decisions.

EARLY LEARNING GUIDELINES


STANDARD 4 Speaking/Communicating and Oral Language Development Children demonstrate pro-social behaviors and social competence, and participate cooperatively as members of a group in play and everyday tasks. The children had to be cooperative in this group and work hard to respect and listen to their peers. We used ideas from everyone and if their was a disagreement we worked through and talked about why we need to use everyones opinions as this was one large periscope and not our own small ones. Language and Literacy STANDARD 2 Writing Through their explorations, play, and social interactions, children use writing and drawing as means of communication. We had to write Mrs. Schaefer a letter to get more wood, we also made several lists of materials and steps.

EARLY LEARNING GUIDELINES


STANDARD 3 Listening and Phonological Awareness Through their explorations, play, and social interactions, children listen, identify, and respond to environmental sounds, directions and conversations, and have phonological awareness. When the children were not writing they were sounding words out to help I write. They also had to listen closely to directions. A specific example of this would be when we practiced using nails. I was very specific about the directions and we also looked at a book about safety with hammers. STANDARD 4 Speaking/Communicating and Oral Language Development Through their explorations, play, and social interactions, children successfully communicate for multiple purposes. The children all wanted their thoughts and opinions to be heard. They had to understand when it was appropriate to express these and when we needed to listen.

EARLY LEARNING GUIDELINES


Mathematics STANDARD 1 Number Sense and Operations Through their explorations, play, and social interactions, children count with . understanding and use numbers to tell how many, describe order, and compare. We counted the objects that were doubled in mirrors. We also wrote lists and had to number the steps to building our periscope. STANDARD 2 Shapes/Geometry Through their explorations, play, and social interactions, children identify and describe simple geometric shapes (circle, triangle, rectangle) and show an awareness of their positions in relation to other objects. One of the first things that the children noticed about the toy periscope, was that it had a lot of shapes to it. We also used this when writing out materials list. We knew we needed triangles, squares, and rectangles. We thought about hearts as well, but decided that this would not work very well.

EARLY LEARNING GUIDELINES


STANDARD 3 Measurement Through their explorations, play, and social interactions, children identify and compare the attributes of length, volume, weight, time, and temperature and use the tools needed to measure them. In the beginning, we had to decide how big we wanted to make our periscope. When we decided to order more wood, we had to tell Mrs. Schafer the exact size we needed. STANDARD 5 Patterns/Algebra Through their explorations, play, and social interactions, children identify, repeat, and describe simple patterns using concrete objects. We had to keep on repeating the same pattern with our wood or it would not work. They had to go just like the one before, or it would not line up.

EARLY LEARNING GUIDELINES


Science STANDARD 1 Science as Inquiry As a result of their explorations and participation in simple investigations through play, children demonstrate their understanding of and ability to use scientific inquiry. The children had to do a lot of hypothesizing and problem solving throughout this process. They also made many simple observations and gave reasoning for the observations. STANDARD 2 Physical Science As a result of their explorations and participation in simple investigations through play, children develop an understanding of properties, position, and motion of objects in the environment. The children learned a lot about the position of the mirrors. They had to place them at the right angle to be able to see into the other one.