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Science & Nature

Hey...Those Flowers Drank My Rainbow! Learn Water Science Through Art | Play Based Kindergarten & Preschool

Using a book-club story, play, free-talk and an open-ended art-based science experiment, we will discover how plants ‘drink’ water using capillary action and 'growing' our own bunch of beautiful paper flowers. Taught in English.
Alice Campbell | MTeach., MPlayTherapy., BNursing
134 total reviews for this teacher
3 reviews for this class
Completed by 7 learners
Class
40 minutes
per class
Meets once
4-7
year olds
1-5
learners per class
per learner

How does aOne-Timeclass work?

Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers

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Available Times

Pacific Time
This teacher may live in a different time zone.

Sat Aug 13

Meet once (1 day)
Saturday
8pm - 8:40pm
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Thu Aug 18

Meet once (1 day)
Wednesday
6:30am - 7:10am
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Fri Aug 26

Meet once (1 day)
Thursday
2am - 2:40am
Outside 6am-10pm in your local time.
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Sat Sep 3

Meet once (1 day)
Saturday
11pm - 11:40pm
Outside 6am-10pm in your local time.
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Sat Sep 10

Meet once (1 day)
Friday
5am - 5:40am
Outside 6am-10pm in your local time.
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Sat Sep 17

Meet once (1 day)
Saturday
7pm - 7:40pm
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Sat Sep 24

Meet once (1 day)
Friday
3am - 3:40am
Outside 6am-10pm in your local time.
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Don't see a time that works for you?

Description

Class Experience

The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. 

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Intended Learning Outcomes
1. I can begin to make predictions about how water moves inside plants and communicate these using language or other representations. 
2. I can make connections between my observations and more general concepts and processes. 
3. I can use representations of things to help organise and communicate my ideas, thoughts, and concepts.

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Critical Thinking Question(s)
1. How does water move inside plants?

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Science Content and Concepts
~ Plants need water to grow. 
~ Plants transport water from their roots to their leaves through tubes.  

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Mathematics Content and Concepts
~ Counting.
~ Subitising.
~ Adding/ subtracting.
~ Fractions.
~ Patterns, structure and algebraic thinking.
~ 3D shapes.
~ Spatial orientation. 
~ Measurement (length).
~ Measurement (area).
~ Measurement (volume).

______________________________
Vocabulary and Speech
This class will provide a setting for children to develop and practice their vocabulary and speech relating to the content, concepts, and activities we are exploring. The words we will be using will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

​Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. 

Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 

𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻
Explicit vocabulary discussion means that, in this class we not only use words, but we may also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want? 
~ what other words can we use for this?

While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 

𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is sufficient opportunity for children to engage in meaningful, two-way conversations that are interesting to them. 

To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout this class about the things that have captured their interest or that they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech. 
I hold a Master of Teaching (Early Childhood) and have specialist skills in designing immersive education programs for very young children. 
There is no homework in this class. However, children may wish to continue creating art after class. I will also provide a handout after each class with suggestions for (optional) activities, play and art to extend children's learning and interests between sessions.  

Children will need assistance from an adult to prepare and set-up prior to the session. Once you have the materials, this will typically take approximately 15 minutes.  
 1 file available upon enrollment
For this class you will need: ~ A tray or something to protect the surface your child is working on! We are going to be working with food colour...which can stain! A tray will help protect your surface and floor from accidental spills. If you do not have a tray, you can use a sheet of foil with the edges turned up, a new pet-litter tray, a baking tray, or a disposable roasting tray (approx. $2 from the supermarket). ~ 6 jars, glasses, or clear plastic cups, 3/4 filled with luke-warm water. ~ Food colour (a minimum of red, yellow, and blue. Please feel free to bring other colours if you have them) ~ "Paper flowers" - you will need around 10 - 12 sheets of absorbent kitchen paper towel, masking or duct tape, and a pair of scissors to make these.𝗧𝗵𝗲𝘀𝗲 𝘄𝗶𝗹𝗹 𝗻𝗲𝗲𝗱 𝘁𝗼 𝗯𝗲 𝗺𝗮𝗱𝗲 ***𝗯𝗲𝗳𝗼𝗿𝗲*** 𝗰𝗹𝗮𝘀𝘀 (𝗶𝘁 𝘁𝗮𝗸𝗲𝘀 𝗮𝗽𝗽𝗿𝗼𝘅. 𝟭𝟬- 𝟭𝟱 𝗺𝗶𝗻𝘂𝘁𝗲𝘀) 𝗮𝗻𝗱 𝗳𝘂𝗹𝗹 𝗶𝗻𝘀𝘁𝗿𝘂𝗰𝘁𝗶𝗼𝗻𝘀 𝘄𝗶𝗹𝗹 𝗯𝗲 𝗽𝗿𝗼𝘃𝗶𝗱𝗲𝗱.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. 

However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. 

To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). 

I then routinely provide feedback to children. This may consist of: 
~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting");
~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or
~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). 

This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. 

I welcome questions and inquiries from parents about their child's learning progress. 
40 minutes per week in class, and an estimated 0 - 1 hours per week outside of class.
~ Children will need assistance to prepare and set-up prior to each session, including making the paper flowers. This will typically take around 15 minutes.  

~ This class includes a strong focus on children's hands-on participation and agency. I suggest having a large tray, towel, or sheet to ensure easy clean-up following the class. Children should wear clothes that you are comfortable if they get messy or stained.  
Teaching approaches in this class are drawn from:
~ Waldorf and Montessori teaching philosophies
~ Ecoliteracy Education (Charles Massey)
~ Play-based learning, with a focus on Play Profiles (Sara-Lea Chazan).
~ Imaginative Pedagogy (Kieran Egan)
~ Scientific Playworlds Science Education Model (Marylin Fleer)
~ Eight-Ways Pedagogy (Tyson Yunkaporta)

Teacher

Alice Campbell | MTeach., MPlayTherapy., BNursing
🇦🇺
Lives in Australia
Heart-Based Teaching - Small Personalised Groups - Play-Based & Nature-Based Learning - Humanised Relationships
134 total reviews
241 completed classes

About Me

𝗛𝗲𝗹𝗹𝗼! 𝗠𝘆 𝗻𝗮𝗺𝗲 𝗶𝘀 𝗔𝗹𝗶𝗰𝗲.

I help families from all over the world, who have had trouble finding meaningful alternatives to high-pressure and standardised teaching approaches. An increasing number of parents recognise the unique importance of an... 
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