Observing tiny creatures - Small Science Grade 3

We got back to 3^rd grade Small Science after a long hiatus, started on Chapter 4.

Today, I tried some techniques to help me improve class management. Small Science classes are typically held outside in the playground – under trees, sitting on the ground. Despite the lovely ambience, the noise levels are high – vehicles going by, kids playing, crows cawing.  Moreover, the children seem to get easily distracted. 

We went outside. They were taking a long time to settle down and groups kept chatting. I started talking softly keeping my voice low.  The girls, who were sitting really close by started paying attention. I continued by reminding them of our class groundrules – listen to others, raise hands to speak etc. Slowly the boys realised that the class had actually started, and started listening.  I read out the first part – Apu & Mini’s story. Now all were listening – possibly because my own voice was deliberately low and they had to pay attention to hear. 

Then I divided them up into groups – using the old A,B,C, D technique.  2 boys and 2 girls per group. Random choice. They got up and sat in their new groups.  “These are going to be your groups for the rest of the chapter. Each group has to work as a team. You will conduct experiments, do observations and even work together on the workbook.”  Now came the experimental part, the one about which I still have mixed feelings – “I will give points to groups, or take away points depending on your behaviour, following groundrules and completion of work.” They sat up – the mantle on responsibility, the sense of group feeling suddenly dawning.  They paid more attention. “The group with the highest points is going to have an ice cream party!” Now this was a great incentive. There was pin drop silence.

I asked each group to read Section 1 of the textbook chapter 4.  Then a volunteer from each group had to stand and explain what they understood – and what each group had to do.

My colleague and I reused small paint bottles to store honey, sugar, cake and biscuit pieces. Each group got a set of these 4 items, along with some chips. 

Group A went to the back of the school. They emptied their bottles on the boundary wall, next to an old neem tree.  Lucky guys – the tree was home to several large ants.

Group B put out their stuff next to the fish tank.  Then they squatted down and started watching. 

Group C were in front of the gate.  Like patient scientists, each child sat next to a particular item to observe it carefully.

Group D went near Montessori. They dumped their bottles all in one pile. 

I gave each group a magnifying glass with the commitment they would ensure it was returned to me correctly placed in its box. Each group was told they had to observe very carefully and quietly by sitting still.  To my complete amazement, they actually managed to sit still and focus.  Then the excitement started. “Aunty a big black ant came. It just sniffed and went away.” “A fly came”. “The big ant frightened all other ants away”. The ants carried the chip to a hole, but the chip got stuck – it was too big for the hole.” “Then what did they do?” “Many ants came and bit it into small pieces.” “How are they carrying the food?” “In their hands, they’re rolling it.” We were lucky to see a large ant carrying a small black ball like object – rolling it along. “Aunty – look crows came!! They’re gulping our chips!”. “Aunty- Fazal & Afeef ate the biscuit themselves!”

They did get bored after a bit – it’s a lot to expect 7-8 year olds to silently observe for more than 5 minutes.  But that’s the very skill we want to inculcate. Reminders to observe helped. Calling them “scientists” helped – they were thrilled with the accolade. 

We came back into our groups to discuss our observations.  Each team had 2 members come up and talk about what their team saw – I tried to ensure that all kids got a chance to speak today in class.

Then came time to answer the questions in the workbook – an exercise that takes hours usually and fraught with frustration.  This time, each team could work together, but the leader had to ensure that all the team members finished the work.  Contrary to adult expectations, the kids did not simply copy from one another or dictate answers.  There was actual discussion.  Midway, children went off to observe the status of their food – and this led to more excitement. “Look Aunty, many ants have come. They’ve made a line” “They’re bumping into each other” “They’re going over the wall.”

We discussed why the first ant simply came, walked around the food and went away “Maybe it didn’t realise it was food.” “Maybe it didn’t know its home” were some of their guesses.  We also discussed the different types of ants they saw – small red, big black and all variations in between.

To my great surprise, the children completed the workbook questions they were assigned, the team leaders checked and made sure everything was complete, collected the books and submitted them to me.

In conclusion – what worked well was that kids were given clear directions, given responsibility for their teams and that they managed to work together. 

Communications Class for Upper Elementary - What I learned

Upper Elementary students have a Communications class every week - run by FutureImpact.  We decided to offer this class to help children develop not only better communication skills - vital for the 21st century world, but also improve their interpersonal skills.  Kids do fight, bicker, call each names, grab stuff, and can be generally very self centred.  However, they need the tools to cope with strong negative emotions and learn how to get along with others.

At the end of the class, they have to write down their reflections. Here are some excerpts:

“Today we learned a precept. Being Imaginative and creative. (By the way, if you don’t know what a precept is, it’s a rule). We were split into four teams. Each team had 4-5 people. There were 4 papers stuck around the classroom and the teacher had written a question on it.  For instance, one question was “Why are the stars bright?”. Each team had to write 2-5 answers. We only had 2 minutes to do that. After 2 minutes the teams had to switch to another paper. After all the teams finished, they had to make a drama or speech about our answers.

Lesson:

You have to cooperate with your Team. Never fight with your team members. I learned a lot in this class. Whenever a team member speaks, you have to listen to them. Not just teams, anyone who gives a speech. You might learn a lesson.

Feedback:

A very good class. I learned a lot just from games. Literally, games! You can learn boring things as fun games. I can’t wait for the next class.

Thank You! 5 Stars."

Muhsin

Grade 5

"What I learnt:

In this class, I learnt that we do team work and not be bossy so that teammates can also be happy.  That’s not the only thing. We need to be kind to everybody so they return to us in kindness. And to cooperate in the team."

Hajira

Grade 4

"First we did a quick reacap of what we learned in the previous class.  After we finished, we played a game. In the game, we were divided into groups and were given a question. Our team’s question was “Why are leaves green?” We had to think out of the box and write an answer. Then Aunty told us we had to make a skit or play or something about our question.  We did a play. Hanan was the teacher and she taught us a poem. Then we asked a question “Why are leaves green?” She showed us a video (imaginary) in which I was a leaf. After the video ended, I asked silly questions and had a tantrum! The other teams performed their plays. Aunty said she like ours the best! In this class I learned about imagination and cooperation."

Khadijah

Grade 5

"We played a game today.  In the game, we learnt how to cooperate.  We also learnt to be polite, grateful, not to hurt others' feelings, we should make them feel happy and have fun.  We should not talk to the audience in a play.  We should not hurt the team members.

Earlier also we played games and wrote letters.  I also learnt about precepts and the first precept was kindness and being compassionate and considerate.  I also learnt to be helpful.  We learnt to play without being harsh to others and not to blame others saying it's their fault because we lost.

I also learnt to show gratitude to others."

Abdul Muiz

Grade 4

"We did a skit about a teacher named Mr. European Onion, and three students – Hamdan, Sara & Zoya. We were discussing about stars. Mostly, everyone wrote jokes like, “When the universe got pimples and it became the sun and the moon. They married and got baby stars. 

I learned to cooperate with other members. And that a presentation doesn’t mean only humour. It also means sensible things. And we have to always be polite to other people, even strangers."

Hamdan

Grade 4

I think the class is already having a great impact! Thanks Keerthana & Vinay

Are teachers essential for learning - a class debate!

Felt very very actualized.

In the English class we had a debate on "Is a teacher essential for learning."

As in any debate, there were groups For and Against the motion.

And they spoke well, gave good insights, handled rebuttals.

Then I opened it up for a vote - "Are teachers essential for learning". I bypassed their clever lawyer like definitions - Nature is a teacher, the tree is a teacher. I wanted specifics. Only regular classroom teachers. Or people in similar teaching positions - tuition teachers included.

The overwhelming vote, 16-0 ' "No teachers are NOT essential to learning!"

Yes!!

My kids believe they can learn themselves. Teachers are just resources. These kids, young kids, Grade 6, have realised something which even college kids struggle with - you can learn yourself. You can be an independent learner. You aren't dependent on some adult to teach you. No spoonfeeding needed. Whoa! This is what we've been planning to inculcate since the beginning of our school.