Ms. Osiris' Kindergarten Blog

Yesterday, we stumbled upon an amazing big question: “How does nature work?” Ms. Osiris wasn’t sure how to answer, because the wonder was so big, it made her head a bit dizzy, just like the character in the book we read, I Wonder.

Today, we began our investigation of this big wonder, and read the book You Are Stardust to start our thinking. We talked about how big questions like this need to be climbed in steps, so we started with a smaller question: “What is nature?”

Our brainstorming about nature.ith a smaller question: “What is nature?”

It turns out, Div. 27 knows a lot about nature! We came up with all kinds of things we knew were part of nature: trees, birds, clouds, rocks, bugs, rivers, hills, frogs, and even humans are a part of nature!

But some suggestions had us wondering: were cars a part of nature? What about clocks? Many friends knew instinctively that no, cars weren’t a part of nature, but why? What do we know about cars and pinecones that helps us determine that one isn’t nature and the other is?

We came up with a few ideas: well, a car doesn’t have eyes. Hmmm… rocks don’t have eyes and they are part of nature. A car doesn’t have branches. Well, worms don’t have branches and we know they are nature. What is different about some things that tells us they aren’t a part of nature?

Guiding questions for our walk.

We couldn’t quite figure it out, but luckily, we were headed to the forest in the afternoon, so we could do some investigating there. We set out with three questions in mind:

• “What is nature?”
• “What is not nature?”
• “How do we know the difference?”
  

  We knew that this building wasn’t part of nature. But why not?

On our walk to the edge of the forest we could point to many things that were a part of nature: trees, leaves, clouds in the sky. We came across two things that had us stumped: a wooden fence and a house. Hmmm… both are made from wood, and wood is a tree, so are fences and houses nature? We felt like they weren’t, but couldn’t yet express exactly why that was.

Nature? Or not nature?

At the edge of the forest, we found something that helped us figure out the answer. Next to a bench, there was a rock embedded in the ground. On it was painted a heart. Hmmm… is it nature or not nature? We knew that rocks were nature, but we also knew that the paint wasn’t; someone painted the heart onto the rock. The bench next to it was also put there, and someone had to make the bench.

Hmm… how to classify this tree?

We reflected on our other examples of “not nature”… someone made the house we saw, a person had to make the car and the clock… That’s it! Things that are “not nature” were made by humans!

But our clarity didn’t last long. Pretty soon we were wondering about our favourite naked tree on the edge of the path. The tree itself is nature and it’s still rooted into the ground. But we noticed on the top that it’s been cut by a human. So is it nature or not?

Uh oh. Things weren’t so clear anymore. Friends had different ideas about how to classify certain things, which led to some wonderful scientific debate.

Jack-o-lanterns!

When we arrived at our favourite spot, we had a surprise in store: a whole row of jack-o-lanterns! Wow!

A plant… but also carved by a human…

So then we asked: were the jack-o-lanterns part of nature? One friend was convinced they were, because, after all, pumpkins are plants and a part of nature. But another friend thought that no, they weren’t, because a human had to carve them and put them there, so they weren’t a part of nature. Or maybe they were both?

The great chair debate happening in the background!

At one point, we were even questioning if a chair could be nature! We found a stump that made a great spot for sitting, so if we can sit on it, is it a chair, and if so, then this particular chair must be a part of nature, since it’s rooted in the ground. But other friends disagreed, and we got to think through this brain dizzying question together.

The great thing about science inquiry is that the process of asking the questions and thinking through possible answers can lead us in all different kinds of directions. In science, we can discuss our ideas with our friends, and sometimes we may come to different conclusions. The key is to work on expressing the “why” of our thoughts, and reflecting on our observations and ideas.

A candle on the ground: not nature.

Nature or not nature? Or both? We all had different ideas!

Div. 27’s nature inquiry is off to an amazing start!

Last week, Div. 27 had our very first Wilderness Wednesday! We had taken one short exploratory walk to the edge of the forest, but this time we went inside. We found some interesting plants along the way – students guessed what kind of fruit was growing from the tree. We guessed: tomato, grape, apple. On one tree, the fruit was green, but on another it was red!

At the edge of the forest, we said our Indigenous Acknowledgement – a reminder of how lucky we are to be living together on this land that has been cared for since Time Immemorial by the Coast Salish peoples. We said thank you to the Coast Salish and thank you to the forest!

Along the way to Ms. Osiris’ favourite spot, we saw a number of tiny doors at the base of the tree trunks. What could they be?! We decided that they were, in fact, fairy doors (obviously).

The path to the secret spot was narrow, so we walked in a line, following together and seeing what we could see. We practiced looking closely in the forest, just like our book! We saw tiny black worms, many leaves and sticks, and even some mushrooms.

At one point, the path widened and we came to two logs. We decided they were a bridge, and so we crossed them! We practiced our balancing as we carefully walked along the logs.

When we finally arrived to the secret spot, some friends were familiar with it! They knew the secret! The spot contains two old walls and a large walnut tree. We were able to explore around the area (within the boundaries – invisible walls that tell us how far we can go) and investigate the nature around us.

One student found some branches with large leaves on them, and we counted how many were on each. Others used their muscles to climb the wall and their eyes to investigate the rocks and trees. We had our pocket snacks and were sure to bring all our garbage back with us, to leave the forest as clean as we found it.

During Wilderness Wednesdays, students are learning and practicing many important things: observing (looking closely), making predictions and guesses, asking questions, stewardship (care-taking) of our neighbourhood and natural environment, as well as gross motor skills (like running, climbing, balancing). We also used our experiences in the forest as a provocation for some writing jobs – we drew about our favourite part of the walk, and even built imaginary stories in Story Workshop about the fairy doors! One of the most important skills we learn in unstructured and sometimes unpredictable environments like the forest is risk-assessment. Students need to think about the things around them, take stock of their own abilities, and be brave when appropriate!

We are so excited to spend more time in the forest in the coming months!

Friends exploring  around the room with magnifying glasses.

The work of kindergarten is exploration – exploring spaces, ideas, feelings, friends, imagination, materials, and so much more! Exploration is built deeply into everything we do in kindergarten, as students take their rightful place as fellow explorers in their own education. By teaching children how to explore, we are teaching them the lifelong skill of how to learn, building a foundation of curiosity and a joy of discovery.

A huge leaf!

Div. 27 will spend this year wondering – asking questions and figuring out how to seek answers. We won’t always be right, but we will be determined to have fun! And every mistake we make along the way is an opportunity to learn and grow.

So far, we have been busy exploring fall (Science), patterns (Math), and letters (English Language Arts). We are exploring what it means to be a member of our classroom community by tapping into our inner super powers for calm and kindness (Social Studies). We are exploring how to use our bodies inside and outside the classroom and how to help keep each other safe at school (Physical and Health Education) .

Exploring the playground equipment in the courtyard at recess.

At home, our families can help us develop as explorers by exploring with us! When we have adventures as a family, we do a number of things:

– Model what it looks like to look closely, ask questions, and be excited about learning new things.

– Develop new experiences to draw from when making connections to books or when writing stories.

– Growing important vocabulary (foundational both for students whose first language is English and for those who English is an additional language).

Exploring in the forest.

When you have adventures as a family, whether it be a trip to the beach, a backyard bug hunt, or a family vacation, engage your child by having them draw about what they experienced. This representation is a form of early writing, and as they develop in their skills, they will begin to add letters and inventive spelling to their paper. You can also take pictures of your adventures and review them later with your child, having them orally describe what they did and explored. Ask them questions, engaging them with thoughts on what they discovered and what they still wonder about.

Enjoy exploring, friends!

-Ms. Osiris

Today is our second day with our (mostly) full class, and things are going well! Students are making new friends, adjusting to having more bodies in the room, and learning routines. We will continue to have additional students trickle in over the next coming weeks and months, with all transition students in no later than mid-December. So our Div. 27 family will continue to grow!

The focus of these first few weeks is building classroom community and learning what is expected in Kindergarten. We will be discussing our behaviour in terms of finding our inner super hero – what makes you a star at school? To reinforce at home, families can use the language of “star behaviour” or “kindergarten super powers” when their child is helpful, brave, or kind.

With the recent wet weather, we are finding that some students are coming to school not prepared to play outside in the rain. Please ensure that your child has waterproof boots and a rain jacket each day. Waterproof pants or a muddy buddy are highly recommended and can be left at school with their extra change of clothes.

Another couple of housekeeping reminders:

• Please make a School Cash Online account and log on. There you will find some digital forms that we need you to complete as soon as possible.
• Please pay $25 on School Cash Online for Kindergarten Supplies. It will be open for payment until September 30.
• There is no school tomorrow (Friday, September 25) due to a Professional Development Day.
• Monday, September 28 is our first full day together! Please take note of your arrival and dismissal time, which is staggered based on your child’s last name. Last names beginning with A-L arrive at 8:55 and dismiss by 2:50; last names beginning with M-Z arrive at 9:05 and dismiss by 3:02.

Today, students will be bringing home an information letter for families – please read over it, and let me know if you have any questions.

Thank you for supporting your child!

Hi Families!

We did it, we’ve reached the last week of school! I’m so proud of all the students, and couldn’t have asked for a more wonderful group of families to go through this unprecedented experience with – Thank you!

A few reminders for this week:

• Please sign-up for a time to pickup your child’s report card, end of the year gift, and other items still remaining in the classroom (happening outside our room Wednesday)
• Final Class Meeting on Wednesday at 2:00
• Whole-school Celebration of Learning Assembly is happening Thursday morning (contact the office to sign up)

Thank you for being amazing!

-Ms. Osiris

Weekly Learning Plan for the last week of school!

Hi Families,

Here is our weekly learning plan for our last full week of school! Can you believe the year is almost over?!

This week we have a look at three different celebrations happening in June: National Indigenous People’s Day (June 21), Father’s Day (June 21), and Pride (month-long)! One of my favourite things about sharing celebrations with students is sharing different cultures, communities, and ways of being. I feel so privileged to work in one of the most culturally and linguistically diverse cities in the country – making sure children know how much diversity of human experience is out there is a crucial step in that ensuring love, peace, and acceptance blossom in our neighbourhoods.

Much love,

-Ms. Osiris

Weekly Learning Plan June 15-19

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Hi families!

Welcome to week 2 of our blended distance and on-site learning! It was lovely to see some of you last week at school; things are quite a bit different, but Ms. McCarthy and I are doing our very best to make sure students have fun. We are fast approaching the end of the school year – I almost can’t believe that Div. 27’s kindergarten year is almost done… Wow, they have all come so far! I know that is in large part to the incredible support that families have been providing at home, so thank you!!

This week’s learning plan is a little different than usual. One of the things that I do in my program during “normal times” is make sure that our classroom is responsive – that means observing the students’ interests and designing activities that tap into and support those passions.

I also am certain to be responsive to important events happening around us – in our community, in our country, and in our world. What I know to be true about children and their growth is that they are always smarter and more resilient than we tend to give them credit for; as we build their social and emotional intelligence, we are building their sense of responsibility and citizenship. This is difficult work, especially with younger children, who need complex topics presented in meaningful but age-appropriate ways. But we cannot shy away from this task – it is too vital and children are too important.

This week, we are focusing on diversity as a response to everything happening across North America. Discussing race and racism with children isn’t easy but it is necessary – as such, this week begins with a bit of homework for the adults in the family, an article to help support you as we all raise a generation of anti-racist children together. I am here to support any families who wish to dive deeper into anti-racist education with their children – please feel free to reach out for additional resources or to have a conversation about how to approach this topic.

Thank you for your continued support and love.

-Ms. Osiris

Weekly Learning Plan for June 8-12

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Hi Families!

Here is your weekly learning plan for this week – we have a fun and creative board game making project, and many other exciting activities to do at home.

-Ms. Osiris

Weekly Learning Plan June 1-4

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Hi Families,

Here is the weekly learning plan for this week! This week we are continuing our investigations about weather and measurement. I have also included our Core Competency Self-Reflection that I would appreciate before the end of this week.

Thank you!

-Ms. Osiris

Weekly Learning Plan for May 25-29

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