the “changes” project

brainstorming changesIt has been a particularly busy couple of months. During that time, “planning” for inquiry has continued to evolve.  When I looked at the big ideas in the curriculum, one that I saw repeated in different subject areas was the notion of change. We began November discussing what we know about change…and the Grade 1s know a lot. Through their brainstorming they shared that leaves change colours, caterpillars change into butterflies, the weather changes, clouds change, years change, seasons change, and the sun and the moon change. We went on a “changes” walk to see what changes we could find. One of the things the students noticed was that their shadows changed. Based on this observation, we went outside one day to trace and measure our shadows. We decided to use our feet as our unit of measurement. The students discovered that in the morning, their shadows were one size, in the afternoon, they were shorter, and by the end of the day, they were very long.

measuring shadows

During our second visit outside, “J” compared his shadows and had a theory about why they were different and what he might find on the third visit:

“The sun was at the top, then at the middle, then after it’s going to be lower at the bottom.  Then our shadow at the bottom will get shorter, but when it’s (the sun) high in the middle, it’s (the shadow) getting a little bit smaller and when the sun is getting lower it’s (the shadow) going to be small.”

In order to allow the students to continue their investigations of light and shadow, I put some flashlights out for them to explore and make connections to their experiences the previous day.

exploring shadows

They soon discovered that the size of the shadow had to do with the distance at which they held the flashlight:

H:  When we do it higher, it looks different.

S:  Look.  If you do this (raises hand) it grows big.  If you do this (lowers hand), it goes small.

H:  You can make any shadows with light. Look! The shadow comes on the wall!

Mr. P.: Why do you think that is?

H:  I don’t know. Maybe because there’s no light and this is like the sun because the sun glows and a flashlight glows just like the sun.

The investigations of light and shadow also led the students to explore colour and light. They were fascinated at how the light changed colour and projected onto objects.

flashlight and colour

They also began “mixing” colours by laying different coloured tiles on top of one another to make new colours.  This reinforced their Kindergarten experiences when they mixed primary colours to make secondary colours using paint. This was an opportunity to make connections to their prior learning while exploring colour using a different medium.  We will no doubt continue with colour exploration in the new year.  Our “changes” project will also continue to evolve.