We have had a great first three weeks of camp. We visited Italy, South Africa, and Israel.
The week we went to Italy we had a special visitor-Ms. Michele. She taught us colors and numbers in Italian. We also made bagel pizzas, found Italy on a map, and did a pasta shape match.
The next week we traveled to South Africa. Hannah who is friends with one of our students came and helped us find South Africa on the map. She also brought the South African flag and some different crafts. We went on an African Safari through our building, made binoculars, and identified animals.
This week we traveled to Israel! We made chocolate balls, did Hebrew letter yoga, Israeli Dancing, and a Hamsa Craft. We had a lot of visitors including Morah Chen who did many projects with us!
See you next week as we travel to Russia with Morah Marina!
This week, with Shavuot coming up, we learned about Dairy Science.
We knew that dairy foods are made with milk and that milk comes from cows.
Everyone in the class agreed that cows are black and white. While it is true that some cows are black and white, like these Holsteins (the most common type of dairy cattle in the United States),
not all cattle are black and white. Some are brown and white and some are all white, all brown or all black.
No matter what color the cow is, they all produce white milk.
Note: When it comes to cattle, a baby boy or girl is called a calf, a mommy is called a cow, a ‘teenage’ girl that isn’t a mommy yet is called a heifer, and a boy / daddy is called a bull.
This week we did two activities in class. The first was to make butter. We poured some heavy cream into a container,
added a marble,
and screwed on the lid.
We put that aside for a minute, to introduce Activity Number Two.
Can cows fly? No. Can cows sting you? No. Can cows bite you? Yes – but, they only have bottom teeth, so they sort of bite/gum. We tried that:
Then we had a big surprise!
A Holstein came to visit our class!
We named her Supercow.
After we learned proper milking technique…
which included getting squirted…
everyone had a chance to milk Supercow.
As we took turns milking, we also took turns shaking the cream. We shook..and shook…and shook…and shook.
and shook the container until we couldn’t hear the marble rolling around inside it anymore.
By the time everyone was finished milking the cow, the butter was ready…
and so was lunch. :) Perfect timing!
See you in two weeks -
This summer we are going “Around the World in 40 Days.” Each week we will visit a new country. On our list: Italy, South Africa, Israel, Russia, India, China, Australia, and Brazil. For the different countries we will learn about food, clothing, customs, games, songs, and art. It is also a unique opportunity to have parents in our center who are familiar with these different countries to come and share with our children. It is a great opportunity for our children to experience different cultures right here at Beth Shalom.
At this age it is important for young minds to expand and to think about other cultures. By learning about others we begin to learn about not just differences but similarities. In an increasingly globalized society we have more associations across continents and in our neighborhoods. This summer we will take the opportunity to begin to open these doors and see these connections.
We already have some amazing volunteers who have agreed to help teach us about different countries. We will be making pasta and learning Italian letters with Ms. Michele. Ms. Yann will be helping us make dragons for China week, and Ms. Sandhya is going to help us do Rangoli for India week! Morah Marina is going to do Russian dancing with us and Lynn Berman is going to teach us Israeli dancing.
This is just part of our exciting summer. Of course we will end the same as we have for the past few with a petting zoo.
We are looking forward to traveling around the world with you. Thank you for all of our volunteers and if you have any suggestions for the summer or would like to volunteer, don’t hesitate to contact Kara.
This week in Science, in honor of Yom Ha’atzmaut, we explored floating and sinking.
First we filled up a container with tap water and talked about what the words ‘float’ and ‘sink’ mean. Then we each picked an object out of a box. Everyone had a turn to guess whether his/her item would sink or float when we put it in the water. We tested our hypotheses. Depending on our result, we chose a card that said ‘sink’ or ‘float’ and placed it on a chart in the first column next to our object.
Here’s what we came up with:
Good scientists make sure that their experiments can be repeated with the same results. This time, we used a container filled with water from Morah Elaine’s house and we tested all of the objects again. We recorded our results on the chart in the second column next to the objects.
As we would expect, all of the objects that floated in the school water floated in the water from Morah Elaine’s house. Many of the objects that sank the first time sank the second time…but not all of them. Some of them sank the first time but floated the second time (the objects that are pulled off of the chart onto the table, above). That was surprising!
Why did some of the objects float in the second container but not in the first? The objects didn’t change and the containers were the same…
It had to be the water that was different. We knew that the water in the first container came from the classroom sink, but what exactly was in the second container? We weren’t really sure. Everyone got a drop of water from the second container to taste.
It tasted awful!
That’s because the water in the second container was completely saturated with salt. Note that while this water did come from my house, it did not come out of my faucet this way. :) I added lots and lots of salt to it before bringing it to school.
How salty was the water?
Let’s pretend that Zac’s hands are a pot full of tap water and we add some salt (aka white pompoms) to it. We heat the water, and then stir in the salt until it dissolves. We add more and more salt until the water can’t possibly hold any more. Then the salt starts coming out of the water and onto the table.
That’s pretty much what happened with the salt solution in the second container. I kept adding salt until the water couldn’t hold any more. That’s called a ‘super saturated salt solution.’
Next, we looked at a photo of the Earth taken from space.
All of the blue parts are water, but not all water is the same. Water in lakes, ponds, and streams is fresh water (like the water in container number 1). Water in the oceans and seas is salt water (sort of like the water in container number 2). As we discovered today, some things that sink in fresh water can float on salt water. If the water is salty enough, people can float on it without even trying. The best example of this is the Dead Sea (Salt Sea) in Israel. The Dead Sea has the saltiest water of anyplace on the whole Earth. We looked at some pictures of people reading newspapers and books while floating on the Dead Sea:
Finally, we learned a really big word, ‘buoyancy,’ which has to do with an object’s ability to float on the water.
As we discovered today, changing the amount of salt in a given amount of water, changes the buoyancy of objects that are placed in it. Adding salt to the water makes objects more buoyant (making it easier for them to float).
That’s a lot to think about!
See you next week,
Beth Shalom Early Learning Center is on Passover Break through April 22nd. If you have contacted us about inquiries or other questions we will get back to you around April 23rd. See all of our students back on Wednesday, April 23rd.
This week in Science, (pretend) frogs were leaping everywhere!
We started out with a small pond:
In the water were some teeny tiny eggs. They were so small that you couldn’t even see them. When one of the eggs hatched, what do you think came out?
An alligator? A duckling? A chick? A caterpillar? A turtle? None of those…
What is it?
Everyone wanted to see.
It’s a fish ??
but then…all of a sudden, when we weren’t looking :) something interesting happened.
Look at that! It has two feet!
…and then, two more!
That’s a frog! You’re almost right, but not quite yet…right now it’s called a ‘froglet.’
As the froglet got older and bigger, its tail became smaller and smaller and it looked more and more like a frog.
Finally the frog was all grown up. Some of us wanted to touch it – so we did – very gently.
Eventually, we figured out that it was really just a toy. Some of us were pretty relieved.
We talked about the frog life cycle and took a look at all of our tadpole and frog models.
Did you know that as a tadpole develops into a frog, its front legs form inside its chest cavity? Then, one day, the front legs ‘pop’ out at its sides one at a time.
It’s true! Once it has all four legs, it is officially a froglet.
We practiced popping our arms out.
Next, we learned about some of the differences between frogs and toads.
(We sang the frog song…’One morning when Pharaoh woke in his bed, there were frogs on his bed and frogs on his head. Frogs on his nose and frogs on his toes. Frogs here…frogs there…frogs were LEAPING everywhere!’)
Toads have short legs and walk or hop.
We also listened to sounds made by many different types of frogs and toads – and tried making the sounds too.
The Bullfrogs made cello-like sounds and the Red-legged frogs sounded like they were clearing their throats.
The Carpenter frogs sounded like they were using hammers in the woods and we hammered with them.
The Crawfish frog seemed to be snoring and the Spring Peepers peeped like chicks.
The toads made interesting sounds too.
The Fire-bellied toads sounded like musical seals and the Yosemite toad sounded like a fire alarm.
Please note that while we heard a wide variety of frogs and toads making sounds, NONE of them said, ‘ribbit.’
See you next week,