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Science Fair: Nests. Nikki Daigle, Aris Pagan, & Amanda Mlyniec. Standards. Preschool-Kindergarten: Heredity and evolution: K.2a living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and responses to stimuli.
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Science Fair: Nests Nikki Daigle, Aris Pagan, & Amanda Mlyniec
Standards Preschool-Kindergarten: • Heredity and evolution: • K.2aliving things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and responses to stimuli. • GLE: A.4(CMT Correlation) • Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).
Objectives • Children will identify what a wasp looks like • Children will discuss the importance of nests to animals • Children will be able to compare bird nests to wasp nests • Children will be able to identify some of the materials used in making nests • Children will be able to compare bird/wasp nests to human homes • Students will create replicas of Robin and Paper Wasp nests
What We Did… • Initiation (KL Chart-K Completed) • American Robin • Paper Wasp • Construction of Nests • Closure • KL Chart-L Completed • Comparisons
What We Learned… • Children have different interests • Different levels of prior knowledge • (Child A-a lot of prior knowledge/ Child B- not engaged) • Planning process – time consuming • Research is important • More time needed for children to respond • Adaptations are key
What Children Learned… • Shapes of nests • Materials used • Purpose of animal nests • How nests relate to homes • What human homes have in common with nests • How to construct replicas in a cooperative environment
Adaptations • Environment: • Move wasp making table • Take tri-fold away and focus on white board • Less Distraction: • Less materials out on bird nest table • Constructivist: • Asking more questions in the beginning • Related wasp balls to the wasp nests (cover all white space to make sturdy) • More time in between questions • More visual cues to account for all learning types
Scaffolding • Levels of Questioning (open or closed-ended) • Hand over Hand (newspaper strips cut/twigs broken) • Use of modeling was significant • Re-direction • Initiation and closure • Books handy • Peer Scaffolding: • Children who finished first helped other peers
Future Activities… • Read book during initiation • Focus on one type of nest • Conduct with fewer groups • Built in reflection time • Possibly conducted in Practicum classroom • More rapport • Know children’s abilities • Follow-up assessment/reflection • Complete over a span of time (ex. 1 week instead of 1 day) • Focus on wasp stingers or other topics (cater to children’s interests)
CFDRC Comments… • Group not specifically mentioned (good or bad?) • “I did find in some stations the students not giving the children time to "think" about their answers. The students will ask a question and when not given a quick response added another question” • “Okay we're done. (10 minutes left)” • Initiation stretched by three minutes • “ I think the children are going to really enjoy your lesson. Kids were very engaged, I like how it is very hands-on”-Ashlee
