Pendulum Painting

The Per-K class has been study movement, more specifically how things move, what ways we can make things move.  One of the ways we introduced this concept to children was through Pendulum painting.  We set the pendulum up in the studio and worked with children in small groups. With each group we started by asking them to experiment with the pendulum without paint. We asked “How they could get the cup to move?”

August- We can push it

Ellis- it swings when you push it

Lawrence- back and forth

We then asked them to observe the cup. They all notice that there was a hole in it. We asked if we put paint in what they thought would happen.

Sofia- it will go onto the paper

Ava- the paint will come down

 

Children and teachers had to constantly reflect on, how much water needed to be added to the paint to make it run through the hole, how high to hold the cup so it would really swing across the paper, how to fill up the cup with paint and then quickly get set to swing the cup so the paint wouldn't all drip out before they were ready, and whether it was better to push the cup or just let go.

 

During the process we asked children:

What pattern is the pendulum making?

Stella- an oval

Chaska- lines

Elijah- circles

What does our painting look like?

Henry- comets in the solar system

Ava- stars

What happens if you swing the pendulum gently? or harder?

Jane- when you do it hard it spills

We also talked with children about what was happing to the

paint. What they thought would happen when we added
another color.

Valentina- it’s mixing together, it making orange

Allan John- Its mixing and mixing.

 

The next day we continue with sand and again worked with
children in small groups in the studio. We started by asking them if they
remembered what it was called and how it worked.

Rainflower- it is a pendulum it swings

Jaxson- moves and swings when you push it

Michael- Teacher Ali, you have to put the paint in the cup

then swing it and the paint will come out of the hole

 

Children worked together to choose colors of sand, hang the

cup and fill it with sand.  Students really took the lead and
communicated their ideas with peers on the best way to make it work,
They delegated jobs for themselves and others and worked together to push

the pendulum back and forth. During this time we also asked children to

notice if the sand was mixed together and if it was making a new color like the day before.

Amalie- Sand mix together but it is the same

Arianna- Red and yellow paint make orange but not with sand

 

The paint and sand allowed children to see the path the pendulum was
following and experiment with how they can alter it through movement.
The process invited critical thinking, coordination, cooperation,
collaboration, and problem solving. Children learned about the forces of

motion and gravity and a new painting technique!!

 

New Mexico Early Learning Guidelines Meet:

#4 The child demonstrates safe behaviors in increasing numbers of situations.

#5 The child demonstrates development and

expansion of listening skills.

#6 The child communicates experiences, ideas and feelings through speaking.

#14 The child uses the scientific method to  investigate the physical and natural worlds and to hypothesize and make predictions.

#17 The child exhibits self-awareness.

#18 The child demonstrates self-control

#19 The child demonstrates personal responsibility

#20 The child works cooperatively with other children and adults.

#23 The child is open and curious to learn new things

#24 The child takes initiative

#25 The child exhibits imagination and creativity

#26 The child shows confidence

#27 The child displays persistence and pursues challenges

#28 The child uses problem-solving skills

 

Filed Trips to Local Farms

This Fall the Pre-K and Preschool classes took Filed Trips to Local Farms. Our goal in taking children to local farms was for them to have as much hands-on experience as they can, so that they truly understand, with all their senses where food comes from. The more they can touch, smell, and taste the things they are learning about, the more deeply they will understand and remember what they learn. 

After each field trip Micha (Farm House Café) came to school with all the vegetables/fruit we had harvested.   We revisited the field trip with the children.  Then children had the opportunity to cook using the ingredients they had harvested. 



Raspberry picking at Las Augus Farm

The children were so excited to go the raspberry farm. When we got there we were greeted by Andy Tafoya (owner and Jaxson Dad ) . He first talked to the children about being gentle with the plants and then showed them the difference between a ripe and non-ripe berry.  Each child was given a cup for raspberry’s but as children were picking more were eaten then made it into the cup! Children were very interested not only in the raspberries but the entire surrounding and asked many questions.

 Apple Picking on Cuz Alta
The PreK class had the opportunity to visit a nearly 100 year old apple orchard
with Farmer Micah, and her assistants Lizzie and Nikki.  The children busily gathered many hundreds of apples which were made into yummy apple crisp by the children the following day.

Taos Village Farm  

When we were at Taos Village Farm we were welcomed by farmer Micha (Taos Farm House Lunch Program), Roy and Jonnie(owners) and Taos Academy 6th and 7th graders.  The children first helped collect eggs and feed the baby goats and pigs. We then walked down to the field and greenhouse where the children helped harvest tomatoes, beets, carrots, kale and onions! It was wonderful to see the children connecting with local agriculture and being mentored by Taos academy students about the farm.

 

 

 

New Mexico Early Learning Guidelines Meet:

#3 The child's behavior demonstrates health and hygiene skills.

#4 The child demonstrates safe behaviors in increasing numbers of situations.

#5 The child demonstrates development and

expansion of listening skills.

#6 The child communicates experiences, ideas and feelings through speaking.

#14 The child uses the scientific method to  investigate the physical and natural worlds and to hypothesize and make predictions.\

#15 The child acquires scientific knowledge related to life sciences.#17 The child exhibits self-awareness.

#18 The child demonstrates self-control.