Phenomenon based learning by videos

https://www.youtube.com/watch?v=Dhnq6QsdfAg?

https://www.youtube.com/watch?v=O7M1DtTAKnU

 

https://www.youtube.com/watch?v=FZIK4WrmQew

 

to Science on Stage London 2015

Science together

 

How do we start with children (process)

In preschool we observe children as they play together and listen their own thinking of practical problems.  By asking questions children tells us of their own interests. In fact scientific thinking starts the question of a child.  After that we discuss together in the pre-teaching groups:  how we can examine/ study the subject. A child is active she/he experiments, builds, examines and photographs.

 

When a child asks “could I?”, and refers to research, doing by hand, positive chores, we say Yes! We build knowledge together in a community, and we share the results. Knowledge is constructed by the children. By asking questions and looking for the answers children need to discover or construct their own ideas.

Adults begin to observe, listen, monitor and writes down the interesting opinions and questions and observations of each child in a diary. So to say, adults start to document the children scientific thinking process.

 

Fostering scientific learning (Edistäminen)

The children can suggest experts, to whom we can ask for consultation. Sharing expertise creates new knowledge and understanding that no child in pre-school can gain by his or herself. We visit school classes for 15 minutes to present our research through animations, constructions and photos. Everyone shares the responsibility over the success of classroom.

 

Scientific project can help child to child interaction/ making friends

It’s important how children get involved together in classroom.  We think children should learn to be nice to every kind of people.  I think Preschool classroom could be a little society with its rules made together with children. However, sometimes it is really hard for some children to get a friend and find out who is interested in same things as I am.

In our science projects we learn that children can work together, they are creative and positive when they managed to learn trough their strengths. One of them knows something, they discuss and share the information, someone knows a little more and they realize that together they are wiser than alone, we complement and strength each other.

One important thing in projects was that preschool teachers, day care nurses and all people working with them in a classroom are interested in same things:

Developing of science thinking in children let them make questions as much as possible and support their own skills to find out answers. By doing scientific thinking   together in a classroom children learn a lot!

 

 

How we work together with parents

We report the research results and research problems to the parents through Wilma (school- internet connection system) and the kids also research at home.

We support children to tell their parents about projects and parents can support scientific thinking to taking part of project. About this you can read more in case stories.

 

In our classroom for 10 years already, research about the joy of learning has been based on children’s activity: water purification, friction (how to make a sleigh slide best), rock study etc.

 

Our Case stories:

 

Stone studies

At year 2010 we were playing outside.  A 6- year old boy was holding a stone in his hand, thinking whether or not to throw the stone? Please do not throw the stone I said, it can be a treasure. Then he started to look for interesting stones. During the lunch we discussed about stones in classroom. Next day many children started to do the same: trying to find really interesting stones.

Some of our adults said that it is not allowed to dig a hole to the ground, someone may get hurt. But it was too late because the children had decided to build a mine already. They asked me what we need to warn adults and especially the young people who might come to the Kindergarten yard at night. Whom to ask? We discussed together about this and I wrote everything down. Children were thinking:”We should ask policeman/does someone work at mine/ Lets ask grandfather”. We asked and soon our “stone scientists” got answers. They need security fence, road signs, so let’s make them!

The digging the ground was the most popular thing, but children said they also needed trackman and woman, someone was looking for ore, someone tried to find stones of certain shape, someone tried to make stones smooth. Someone was sure that she is going to set up a mining and she promised that the other children can come to work at her mine. I thought it was up to me to say: Yes, it is possible! I am sure that it is going to happen!

Children hurried everyday outside to work at their mines. Children gave ideas what to do next. And we also had really many stones inside the classroom, it was sometimes little bit chaotic. We needed boxes and every child brought a box to their treasure stones.

 

One boy at the age of 12 noticed that pre-school children were knocking on the rocks with a hammer. He asked what they were doing. Indeed that schoolboy was also interested of stones and rocks. Next Friday he came to visit us to the preschool and he hold about 100 stones with him. He told the names of the stones, how he had found them and children listened really focused to stories.

 

One morning and I started my discussion with children in a classroom:”Dear stone scientists I have invited you here to find out what kind of stones you have collected.” We look the stones and everyone started to act like scientist while they tried to find out answers to their problems:  Can they make a mark to the glass? Are stones magnetic? What shapes and colours they can find?

 

 

Locally mine Nord Kalk informed in the newspaper that they had open doors on weekend. We informed every child’s family about open doors and asked them to visit the mine. I visited also the mine with my family, and next Monday there were smiling children at classroom who showed pictures, told how big the trucks were and guess what I also saw you, Kirsi! They were exciting!

 

In addition I manage to get children to see the stone collection of the school. The stone researchers compared they own stones to those at school. What is similar, what is different? We got treasures from abroad and children noticed that stones near the seas were different than stones near the lakes. Children started to build stone grinding machines and also they build trucks and cars which can transfer stones. We looked how the stone is marked on the map and wandered at forest looking for the stone with a map. We found two big stones. How the stones came here? That lead us to think what is the ridge and what the Ice Age did to our home area.

 

Forest studies

In Finland we have forest everywhere. Children asked: Why we have forests, if trees are felled? How there is still trees everywhere? How the age of the tree is calculated? These questions leaded us the forest-project at year 2013 – 2014.  In that time we used to visit couple of hours at the same forest every week. Every Tuesday tree scientists took a photo of their "own" tree, and they study how the trees change during the year, can you fix the branch with tape, why all the leaves were yellow this autumn. We send questions to gardeners and to the man who was the author of forest-book.  Docent Kimmo Saarinen walked with us in a forest and children asked difficult questions from him. We found out that even the forest professor did not know everything.

We visited the forest early in the morning when it was dark outside and also in daylight. The children made movies of insects of the forest. We had a popular movie Metsän Tarina (Story of Forest) and we borrowed it children homes to watch movie with parents. We discussed a lot! We found acorns and made a research what a tree needs to grow, does it need only water? Every child had their own acorns and at November they got little oak seedlings to home. We read a book Seven carbon brothers (Seitsemän hiili veljestä) and it toured every home. While parents read they had two questions to think: What part of the book was your favourite? Where would you hide if you were one of the carbon brothers?

 

Water studies

Year 2012 we spend the whole year exploring and studying water.  There is big Lake Saimaa near the preschool. Every week we visited the lake Saimaa.  Children purified dirty water with they own ideas of purifying, they examined the buoyancy of the wood, we tried to blow soap bubbles and frozen them. Children found out that in a very windy and cold day the bubbles went frozen. We found out how the temperature of the lake changes, what happens at lake during four seasons, we examined systematically every week. In the winter time we went ice fishing and measured the thickness of the ice. We made ice buildings and watched what happens during the spring. And of course we took photos.

Kuinka kivet syntyvät

http://mommaowlslab.blogspot.fi/2012/01/science-thursday-crayon-rocks.html

blogisivusto antoi hienoja ideoita selvittämään vastauksia lasten kysymyksiin.

Ihastelemme retkikuvia torstaina

Muutamia pulmatehtäviä mikä ei kuulu joukkoon, mitä näillä asioilla on yhteistä. Malmikiviä, metallipurkkeja, auto ym vastaavanlaisia tehtäviä.

Perheet ovat retkeilleet ihailtavasti hankalapääsyisiinkin kohteisiin: Linnavuori, Pirunkellari, Koiravuori, Vammonniemi sekä Kuppikivet tulleet seikkaillessa tutuksi. Huomenna lapset esittelevät
retkiensä valokuvia toinen toisilleen.

Lapset ovat suunnitelleet lautapeliä aarteiden etsimisestä. Monia hyviä ideoita: valokuvia, tutut retkipaikat, historiaa, ametistin kuva, spektroliitin kuva, kullan kuva.

kiven etsinnässä 1.10.2014

Aarrelaatikot ovat täyttyneet kivistä, on kiviä Saimaasta, soramontulta ja harjulla kulkevan polun viereltä. Lammen pohjassa näkyi vain saven kaltaista pohjaa. Onkohan siellä kiviä?

Yksi lapsista oli seikkailut isänsä kanssa Viialassa Pirunkellarissa ja saimme ihailla hienoja kuvia tältä reissulta. Tutkimme olisiko Taipalsaarella kiviä tai kallioita joihin voisi retkeillä. Vammoniemestä löytyi paikka jota kutsutaan kuppikallioksi, kuulosti mielenkiintoiselta. toivon pääseväni tutustumaan paikkaan, jospa saisi jonkun lapsista kaveriksi.

 kuva Suurlammen rannalta

Tänään löysimme toisen suuren karttaan merkityn kiven. Onneksemme koululaisia oli suunnistamassa ja saimme heiltä apua. Kivi maastoutui syksyiseen luontoon merkillisen taitavasti. Jokainen sai kivetä kiven huipulle, tuntui korkealta!
Hankasimme kiven kuvioita paperille, mittasimme kumpi oli lämpimämpi ihmisen suu vai kivi. Kiven pinta oli 10 astetta ihmisen suussa oli 32 astetta. Saimaan rannassakin mittasimme myös veden lämpötila oli 10 astetta.

http://www.taipalsaari.fi/fi/matkailu/nahtavyydet/linnavuoret-ja-kalliomaalaukset

Haaveilemme videopäiväkirjasta

Saimme Saimaan mediakeskuksesta lainaksi Ipadin ja opettelimme videokuvausta lasten kanssa.
Lapset kertoivat aarrekivistään ja kiteytymiskokeesta. Book Creator- ohjelma tuli myös tutuksi.
Olympialaisissa oli aivan uusi laji. Työnsimme kuulaa, ei sittenkään vaan esikoululaispojan löytämää pallon muotoista kiveä. Toimi oivallisesti yhtenä olympialaisten lajina.

Kiteytymiskokeen tulos ja kivitutkimuksien jatkoa

Kuinka tippukivet syntyvät? Kiteytymiskoe suolalla. Nyt kokeemme oli onnistunut Linnunlaulun ryhmässä. Ketunleivät sekoittavat kokeen vielä uudelleen.
Etsimme tänään kartan avulla suuren kiven ja koputtelimme sitä vasaralla. Osa lapsista sai aikaan kipinän. Kivi oli jostain kohdin ruskea ja toisesta kohtaa harmaa. Sen pinnalla kasvoi vihreää sammalta.

Pyöritimme pallon muotoista aarrekiveä alas rinnettä. Kiveä oli vaikeaa kuvata videolle. Se pyöri nopeasti. Rannassa tutkimme kellumista puupaloilla, muovailuvahalla, näkinkegillä, kivillä, muovisella korkilla ja lajittelimme esineitä ja asioita kelluu-ei kellu ruutuihin hiekkarannalle.
Saimaan vesi oli 15 asteista. Suurlammen pinnalla oli höyryä.