Winter Eurythmics and Playing with “Snow” to Learn about Polymers and Osmosis

We’ve continued having fun and learning with our winter theme through more great poems, stories, songs, and musical movement. . . and playing with magical fake snow—indoors! During one circle time the kids explored multiple and divided beats with songs about winter animals. We also read a poem about hungry birds in winter and a beautifully illustrated rendition of Robert Frost’s poem “Stopping by Woods on a Snowy Evening.” (I highly recommend this picture book version illustrated by Susan Jeffers.) We made bird feeders with bagels, peanut butter, and bird seed. Another day we played with anapest (short-short-long rhythmical pattern) with a song to spell January and another song about January weather, and then we “ice skated” the anapest pattern in our socks on the wooden floor.

A side-note about Eurythmics: this is a method of teaching music with the body as the instrument. Eurythmics activities use movement as a vehicle for experiencing music in a way that engages the “whole person”—rather than learning music by rote or mechanical repetition, a musical concept is explored first through the child’s basic vocabulary of movement which leads to a deeper understanding of the elements of music. When children eventually approach written music, they will have internalized the elements of music and the notation will make more sense to them. This resembles the way children naturally learn to read and write words, after they have explored language through song, rhymes, and listening and have developed an internal drive to use the language independently.

This winter has been very dry in our area, so we haven’t even enjoyed the usual winter view of snow-capped mountains. But that hasn’t kept us from playing with snow. The kids enjoyed a science lesson on polymers and osmosis by playing with artificial snow in a big tub. They watched a few tablespoons of powder turn into a fluffy, cold, white substance the consistency of snow when they added water. As we filled the tub and the kids played with the “snow” we talked about the definition of polymers (“many molecules,” or repeated linked units, each a relatively light and simple molecule) and discussed how this substance seemed to match that definition. We also observed osmosis as the water moved from outside the dry powder to cause the “flakes” to swell.

To cap off our winter theme, we’ve been reading the chapter book Blizzard of the New Moon by Mary Pope Osborn. While I wouldn’t call the Magic Tree House series high quality literature, I value series like these when they engage kids in reading and learning. This adventure took place in depression-era New York City, so the book offered a bit of historical and cultural insight.

Up next: Owl Moon, a classic by Jane Yolen, and Snowflake Bentley followed by sun prints and further exploration of hexagons. . . and who knows what else the kids will lead us to explore and learn together!

Celebrating Winter with art, story, math, science, and more

We’ve had real winter weather the past week or so, with temperatures below freezing at night! Of course we’re finding fun ways to celebrate winter through new songs, science experiments, art projects, and even “snowflake geometry.”

We started back to our Circle Days last Friday after an extended holiday break, and the kids were so happy to be together again. I see new dynamics emerging in the group as the kids adjust to having one fewer child enrolled this session and as they realize how close their relationships with each other really are.

Last Friday’s Circle Time included a story, “The Winter King and The Summer Queen,” which got the imaginations of several kids rolling as they talked about how they would turn it into a play. (They’ve been playing the roles during outdoor time—but we haven’t decided to make costumes or anything yet.) The kids also learned a new song, “I Like Winter,” for which they created their own hand movements and then a little skit. (This is a good way to encourage kids to practice a song repeatedly without it becoming repetitious).

During an exploratory session, I introduced the art of Kirigami snowflakes. This was one of my favorite pastimes as a child—I just didn’t know it had Japanese origins or a fancy name. As we folded and cut intricate patterns into white paper, and then wondered at the unexpected and always beautiful results, we talked about symmetry. When one of the students said, “Well, it’s symmetrical—sort of,” I explained the difference between “bilateral” and “radial” symmetry. We talked about how our bodies are examples of bilateral symmetry, while a sea star would have radial symmetry. When I sensed that one of the younger kids was ready to begin a new activity, I got out the pattern blocks and asked him if he could make something symmetrical. Well, he amazed me with creating complex examples of both bilateral and radial symmetry, and then even made a fabulous pattern that would have been perfectly symmetrical, except for one fun piece intentionally placed to throw it into asymmetry. He showed me this one with a mischievous grin.

Now, the State of California would not expect a child in public school to grasp these terms until about 4^th grade. I was introducing the terms to my older students (a 2^nd and 3^rd grader) because one of them mentioned symmetry, while this kindergarten-aged child worked quietly at the table. The kindergarten child may not tell me the difference between radial and bilateral symmetry in words or on a worksheet, but he clearly showed his understanding of the concepts through informally “playing” with pattern blocks as he lay comfortably on the carpeted floor. One of many thrilling moments that reinforce what we’re doing with our integrated arts curriculum and multi-age class group.

After some chilly outdoor play, we experimented with the laws of thermodynamics. While we warmed our chilled hands, I wondered aloud, “Does it take longer to boil water or to melt ice?” The students made some predictions as they measured two cups of ice into one pot and then two cups of water into another pot. We observed thermodynamics in action as each pot sat over the flames on our gas stove. I’ll let you satisfy your curiosity with your own experiment. Check back soon for more about our winter celebrations and learning experiences.

The Resilience of Children

The Thanksgiving through New Year holidays were a time of great loss in our family, but through it all we were sustained by the shining resilience of the children in our family. My beloved dad, Brian Fisher, became ill in November and then passed away on December 1st. I honor his dedication and incredible loyalty to his family. He was ALWAYS there for his seven children and his wife. My husband's loving dad, Philip David Blake, passed away January 5th after several months of illness. I honor his quiet unconditional love and will always be grateful for his example of expressing affection. He was always interested in what his kids (including daughters-in-law) or grandkids were doing.

Even though our kids lost both Pappy and Papa in one season, they have helped all of us adults cope with the hardship through their unequivocal ability to keep laughing and having fun, even through tears. I’m so grateful for the kids in my life, and not just my own two children, for giving me constant reminders that life is good, and that depth of feeling, whether sorrow or joy, can simply be part of the movement of life that impels personal growth and progress.