Forcing Bulbs Indoors

My daughter and I picked up an amaryllis bulb from the local grocery store last week. We planted it yesterday and she has been eagerly checking the bulb every few hours to see if it has grown yet. I love that she is enthusiastic about the experience and anticipating what changes will happen to the bulb as it grows. Before she planted it, we examined it in depth and discussed how it was similar and different to the tulip bulbs she helped me plant back in the spring.

Each January I also encourage the children in my class to explore forcing bulbs indoors as we plant various ones and watch them grow. We keep them in our science area along with chart paper, measuring tapes, magnifying glasses, and markers and the children record the changes in appearance they notice as time passes. I encourage children to observe the bulb carefully, but do not suggest what they should record on the chart paper. In the past children have recorded the length of growth using numerals and drawn pictures to represent the changes as they observe them. The bulb has also become a discussion point in our classroom where children gather and engage in lively conversations with one another.

Science in the Classroom

I was surfing this morning, trying to find some new blogs to read. I came across "Science and Children's Early Years Blog" and was amazed by the quality of the content. I immediately added it to my list of favourite websites. Quickly scanning the blog, I was able to learn how to engage children in authentic, meaningful whole and small group science activities and experiments. What a valuable resource for a busy kindergarten teacher!

I know from experience how hard it can be to create an engaging science program in an early years environment. Often the materials and resources are not available. Non-fiction books are hard to find in small school libraries. Science can often become a one-sided situation in a classroom, where a teacher is the one reading from science texts, demonstrating experiments for students, and displaying only readily available materials at the science center. I've fallen into this trap too.

If we want to prepare our children for the higher level thinking needed for success in their future lives and careers (who knows what kind of jobs they will have 15+ years from now) then we need to strive to engage our youngest learners in active, authentic, challenging scientific experiences that allow them to question, predict, explore, analyze, and discuss what they have done. Easier said than done, but the information at Science and Children's Early Years Blog will help teachers see how simple, everyday activities like play dough and water play have the potential for being rich scientific activities in the classroom.

http://blogs.nsta.org/EarlyYearsBlog/default.aspx