Block Play into Learning

       I'm an architect's daughter, and one of the very first toys we had lying around our house were blocks. Different brands and types littered our home's floors through the years--from Lincoln Logs to Lego's to cardboard boxes. Even now I still firmly believe that giving children blocks to play and create and manipulate serves as one of the best toys. 

       The benefits of block play have been researched in depth on the great many skills they build in children. Here are five of those skills that as an educator I greatly appreciate:

1. Development of  visual discrimination, the recognition of detail in visuals--particularly with descriptive and comparative language, as a pre-reading skill
2. Development of small and gross motor skills, along with hand-eye cordination development
3. Basic mapping skills are often learned through blocks
4. Offers introductory math and science concepts to children such as problem solving via trial and error, pattern creating, categorizing and classifying, and identifying sets, size, shapes, and weight
5. Ability to visualize spatially--to mentally manipulate 2D, 3D, and 4D objects--often a skill that is stronger in boys than in girls simply due to their time spent with constructive based toys (blocks)

       Even more, I've always loved how blocks are one of the most open-ended toys. Regardless of the age and interest of the child, they can utilize blocks in countless ways. While I was planning curriculum with first graders in mind this past school year I wanted to find ways to incorporate blocks into some of our various learning activities. My favorite was when the student had to build a zoo using blocks and small plastic animals, followed by drawing their creation as a map, which you can check out here. What ways have you integrated blocks into your students and children's learning?

What are you able to build with your blocks? 

Castles and palaces, temples and docks. 

Rain may keep raining, and others go roam, 

But I can be happy and building at home.

~Block City, Robert Louis Stevenson~ 

*To learn more on the importance and history of block play check out The Yale-New Haven Teacher Institute

Study on Mammals and Camouflage

       We recently wrapped up our integrated study on mammals, camouflage, and map-making (geography) in room 14. From day one of this unit the students have shown genuine enthusiasm and interest in learning about their favorite mammals and discovering new mammals from all over the world. 

        Our unit began with the reading of Mammals by Adele Richardson. From the read-alouds we learned what makes a mammal a mammal (as opposed to reptiles, amphibians, etc.) and mapped out our acquired information with a bubble map. I also took this opportunity to introduce features of non-fiction texts. Throughout the rest of the week we continued to participate in shared readings that introduced new vocabulary words, which we illustrated on post-it notes as we were reading.

       The historical figure that was integrated into the unit was Jane Goodall. We had two read-alouds that the students had to narrate back at the end of their reading on her life working with the chimps: Me... Jane by Patrick McDonnell and The Watcher by Jeanette Winter.

       The students were really excited when at the end of the week they were partnered off and given a big zip-lock bag of plastics animals, which they then had to sort out the mammals from the rest of the differing creatures found within our huge animal kingdom. They then had the choice to play some of the various mammal and camouflage file folder games I had on hand, or they could participate in a challenge sort: sorting their group of mammals into groups of carnivores, herbivores, and omnivores.

       Students were then divided into small groups to collaborate in designing and building a 3-D zoo with exhibits for four mammals of their choosing. The groups had to then look at all the materials provided to them (which consisted mostly of construction paper, markers, and various types of blocks that were pulled from our classroom tinker station), their mammals, and then consider what their exhibits would have to have in order to reflect the mammals given habitats. As the children were building, I interviewed each group--asking them questions to explain and support their decisions.

       The final component of our unit integrated information writing. Each student picked a mammal of their choice to research and write on. During this latter half of the unit, students learned that researchers read informational texts to gain knowledge on their topic, the difference between writing information and narratives, and the structure of paragraph writing. Student's were given a plan to help support them in their writing.

       After the students had written on their mammal, they then edited, and published a final paragraph as a zoo plaque (with accompanying picture they drew) onto our whole class zoo map.

Author Study Unit on James Herriot

       Using the beloved children's books penned by award-winning author, James Herriot, students will widen their knowledge in the following: animal life science, England's geography, watercolor as an art medium, music styles from the 1940's, measurment practice, and more. The unit seeks to integrate social science, math, language arts, science, art, and music together--over the course of eight school days.

Unit at a Glance

Grade Level: Second

Dictionary: Amphibian, Author, Life Cycle, Mammal, Reptiles, Setting, Veterinarian 

Objectives:

• Practice respectful listening skills
• Describe the author and his professions
• Connect their own experiences to the reading materials
• Retell and narrate a story orally
• Create a storybook including proper story structure: beginning, middle, and end
• Describe the setting (including its geography) of the stories
• Explain how a country's geography related to how its people live
• Measure objects in inches and rounding off to the nearest inch
• Distinguish the difference between mammals, reptiles, and amphibians and their differing life cycles

Below is a brief outline of the learning activities of the unit.

• Day 1: Students are introduced to the author James Herriot through a short video clip and the teacher's SMARTBoard presentation. Student's listen to a read-aloud of Moses the Kitten, followed by constructing a 7 Flip-Flap Booklet of key terms and vocabulary words they'll come across throughout the unit.
• Day 2: Students listen to a read aloud of Bonny's Big Day and take a virtual field trip of where author James Herriot lived and worked.
• Day 3: Students design postcards writing and illustrating about James Herriot's home.
• Day 4: Student's listen to a read aloud of Blossom Comes Home and participate in the SMARTBoard activity: Animal Classification
• Day 5: Working with partner's students will practice measuring
• Day 6: Students listen to a read aloud of Only One Woof and begin their storybook projects
• Day 7: Students listen to a read aloud of Market Square Dog and continue to work on their storybook
• Day 8: Students share their storybooks with the class and assess themselves. 

*Additional and supplemental resources can be found here as well

Standards: CCSS.ELA-Literacy.RL.2.7, CCSS.ELA-Literacy.W.2.8, CCSS.ELA-Literacy.SL.2.2,  CCSS.ELA-Literacy.L.2.4a, CCSS.ELA-Literacy.L.2.4e, CCSS.Math.Content.2.MD.A.1, CCSS.Math.Content.2.MD.A.4  

Author Profile of James Herriot. 

The First Grade Journal Pages

Welcome to My Teaching and Reflecting: 
One Year In 1rst Grade.
You can also read my current posts at
 www.nataliegrimm.com

       "For as long as I can remember I wanted to be a teacher. Some childhoods are spent playing house or with Tonka trucks; mine was spent subjecting my little sister to playing school (naturally I made her the student). My passion and love for teaching children has grown ever since then.

       It is my firm belief that the role of a teacher is one of a cultivator. Looking back on my own education, the teachers that made the most impact in my life were not the ones who tried to fit me into some kind of mold, but rather spotted my strengths and passions that were already present in me and sought out to grow them in me. I desire to continue that approach in my own teaching and learning. Likewise, the role of the student is to glean, personalize, & take ownership in the learning environment they find themselves." Natalie Grimm

1rst Grade Journal Pages: Tour My First Grade Classroom

• Integrating Block Play into Learning
• 30 Loose Parts to Use in Story Workshop
• Story Workshop in First Grade
• Tide Pool Inquiry
• Garden Maps
• Snapshots: Exploring Herbs with Descriptive Writing
• Nature Study (The How and Why)
• Botany on Our Plates!
• Entomology and Ladybug Study
• S.T.E.A.M. Basic Insect Hotels
• Exploring Architecture
• Snapshots: Going on a Noun Hunt!
• 5 Insect Inspired Morning Work Activities
• Steam Leprechaun Traps
• Microbe Study
• Provocation: Abraham Lincoln and Cabin Building
• Our Class Valentine's Day
• Our Nature Table and Center
• Tree Inquiry
• Study on Mammals and Camouflage
• Author Study Unit: James Herriot

Book Reviews:

• PD Reads on Nature Based and Eco-Learning
• 7 Books on Tide Pools for Children
• 7 Gardening Books for Kids
• 10 Must Have Insect Books for Your Classroom
• 6 Books to Celebrate Valentines Day
• Rotating Library for Winter Book Themes
• Favored Children's Books of 2015
• 25 Days of Christmas Books for Children (and Adults Too!)
• Rotating Library Selections for Thanksgiving in 2015
• 2014 Favorite Books for The Classroom
• Halloween Book Bin for 2018

Extras: Pre-K and Kindergarten: 

• Lessons: The Lorax
• Lessons: Pumpkin Soup

Recommended Reading:

• Little Book, Big Story
• The Owl Teacher
• Renovated Learning
• iLearn Technology
• Growing a STEM Classroom
• Art Education Daily
• Created for Learning
• Teach Train Love
• Lesson Deli
• The Evolving Educator   

Lessons: The Lorax

Unless someone like you care a whole lot, nothing is ever
 going to get better. It's not. ~The Lorax

        Hands down The Lorax was my favorite Dr. Suess book as a child. I always loved it's message of taking care and stewarding the environment wisely--a message I still appreciate as an adult.

Grade(s): Kindergarten, First, Second

Big Picture(s): Preservation, Sustainability, Earth-Friendly

Dictionary: Caretaker/Steward, Environment, Green, Habitat, Nature, Wildlife, Tree, Pollution, Park

In Class: This lesson began with a shared reading of the Dr. Seuss classic, The Lorax, followed up with How to Help the Earth by Tish Rabe. As a whole group, the students fill out a graphic organizer on the SMARTBoard addressing either of the two: What practical (big or little) things they could do to take care of their environment (if the group of students already had a basic understanding of sustainability), or list the different causes and effects that were present in the story as a way to scaffold into further discussions and learning on sustainability. Throughout this time various vocabulary words would be introduced and discussed as well.
    During the next portion of the lesson, students were released to individually write reflectively on what they thought about the reading, class discussion, and how the two connect to them each. As students finished they're writing, they gathered an assortment of art materials provided to them to make their own visual depiction of a Truffula forest around their writing which was mounted on construction paper. 

Further Resources:

• How to Help the Earth by Tish Rabe
• View the Original 1972 short film The Lorax
• Lorax Quest Game on Suessville

*CCSS.ELA-Literacy.CCRA.R.3, CCSS.ELA-Literacy.CCRA.W.9

Lessons by Natalie Grimm © 2014 

Lessons: Pumpkin Soup

"Deep in the woods in an old white cabin, three friends make
 their pumpkin soup..." ~Helen Cooper

       This sweet tradebook, Pumpkin Soup, tells the tale of how three friends, Duck, Cat, and Squirrel, learn to work together to make their favorite fall dinner. In the elementary grades, the book lends itself well to teaching process writing and verbs. Likewise, preschoolers can be introduced to the same topics of teamwork and friendship that are explored through the text through various play activities. Young children and adults will both love the illustrations and this simple story to celebrate the coming of autumn together.

Ages and Grades: Preschool--First Grade

The Big Picture: Autumn, Teamwork, Friendship 

Dictionary: Process, Sequence, Step(s), Pumpkin, Scoff, Trudge, Mutter, Wail

In The Classroom... 

• Read aloud Helen Cooper's storybook Pumpkin Soup
• Brainstorm a list using a graphic organizer of all the different foods we eat with pumpkins
• Have students sort out the sequence of steps to making pumpkin soup based on what they heard in the read aloud
• Process Writing Activity (1st Grade): Have students pick one of the pumpkin foods brainstormed, write the sequence (series of steps) of how that food is made, then add illustrations
• Have students identify the verbs the author used throughout the book (e.g. scoff, mutter, trudge) through various vocabulary strategies and activities
• For preschoolers discuss each character's job and how they needed to work as a team to make their pumpkin soup using this free job card printable from Learning Parade

In The Home...

• For little ones set up this sensory table inspired by the book from Frogs, Snails, and Puppy Dog Tails.
• Read the further tales of Squirrel, Cat, Duck, and their favorite soup in the companion books Delicious! and A Pipkin of Pepper.
• Make a pipping hot pot of pumpkin soup together as a team at home with this recipe: Roasted Pumpkin Soup

Further Resources...

• Related Lesson: It's Pumpkin Time!
• YouTube Video Read Aloud
• Teacher's Notes for The Pumpkin Soup Trilogy (along with discussion questions) 

*CCSS: ELA-Literacy.W.1.5

Lessons by Natalie Grimm © 2014

PD Reads on Nature Based and Eco-Learning

        "Normally I share on the children's books that line the shelves in my classroom, however, I wanted to share a few of the books that have lined my own shelf these past couple of months. This past winter and spring I wanted the focus of my professional development (pd) reading to be on eco-learning (naturalist learning or nature based learning). Here's a little snapshot of each book that I'd recommend to other educators who have the same passion and interest" N. Grimm

The Last Child in the Woods: Saving Our Children from Nature Deficit Disorder by Richard Louv. Children spend less time outdoors in nature more than ever before: Richard Louv explores the causes that have lead to this nature deficit culture children live in currently through a great deal of research that he shares in this award winning book--a must-have for any educator's bookshelf who wants to cultivate and implement eco-learning in their classroom and school.

The Nature Connection by Clare Walker Leslie. If a teacher were ever in need of a resource packed with nature based lessons and activities, then this ought to be the book to pick up. From garden planning, to building a nature table, to exploring dirt, The Nature Connection is sure to lay out a wide variety of ideas for the whole year--every season--to choose from to take into your classroom.

Botany on Your Plate: Investigating the Plants We Eat by Katharine D. Barrett. This book is a great curriculum resource for bringing gardening into your classroom. We did a lesson out of it this spring that the kids loved on taste-testing various garden vegetables and collecting data on them.

The Sense of Wonder by Rachel Carson. Carson weaves together a beautiful narrative, parried with lovely photographs, of her days exploring outdoors with her young nephew and on the importance of helping children keep their "inborn sense of wonder" through nature.

Cabinet of Curiosities: Collecting and Understanding the Wonders of the Natural World by Gordon Grice. This book shares on the art of collecting the nature treasures that peek our curiosity or serve as a memento of a memory made--the art of bringing natural history into your life. I still have nature finds from my own childhood in a small wooden cabinet on display that remind me of days spent walking sandy shores or hiking through the Colorado mountains. The book has a small section on building one's own cabinet of curiosities and caring for your specimens, with the majority of the book focused on classifying specimens with the Linneaus system. This would be a great reference book to have in a class library for older elementary students to practice classifying specimens and building their own collection.

And a couple of articles from across the web that resonated with me while I've been learning more on integrating eco-learning into the classroom...

• Encouraging Nature Play by Dr. Scott Simpson 
• The School of Nature by Richard Louv