Eucalyptus Journals: Week 2, Term 4

“Why do clocks move?” - Bear Last week, Bear asked the question ‘Why do clocks move?’. On Tuesday we had a morning meeting to

discuss this question.

Why do clocks move?

Sophie To tell the time.

Bear Clocks move because they need batteries.

Lawson I have two clocks at home. One doesn’t move by itself.

George They need batteries that’s they move.

Do all clocks move?

George Not all of them move.

Which ones don’t move?

George Watches don’t have batteries.

Taylor Yes, they do!

George You don’t see a screw driver. Two of my watches don’t work. Because they need batteries.

Are all clocks the same?

Anya Some are different.

Ollie A cuckoo clock has batteries. They make a noise.

How do clocks move?

Taylor It’s when it goes around.

Anya It has a stick in the middle and numbers, so it knows where it goes.

Callan I have a clock that is broken.

Claudia I have a clock at home. And it goes tick, tock, tick, tock. It moves round and round.

Nate On our microwave I have a clock. It moves with the microwave.

Does it have batteries?

Nate No. When the microwave goes, it goes.

Leki I have a clock. Sometimes it doesn’t work and then it works in a few hours.

George I have a clock that has hands.

What are the hands on the clock?

George They are the sticks that move.

Summer The lines are numbers.

Nate We have two clocks. One on the microwave and one on the heater thing. As we begin our PYP unit on ‘How the World Works’ the children’s interest and understanding of clocks will start our inquiry.

Tuesday, 17 October 2017

Victorian Early Years Learning and Development Framework

LEARNING – Outcome 4: Children are confident and involved learners.

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,

commitment, enthusiasm, persistence, imagination and reflexivity.

The children were able to transfer knowledge from one context to another. They were able to critical

think about different aspects of clocks and justify their ideas. As challenged each others ideas, they

remained open to learning from each other to extend their knowledge.

Eucalyptus Journals: Week 2, Term 4

“Come quick. We found bugs!!” - Felix On Monday, Lawson and Felix went on a bug hunt and with excitement they wanted to share what they had found.

The excitement was contagious amongst all the children continued to go on bugs hunts each day to see what they could find.

What have you found?

Felix It’s a caterpillar—it’s going to transform into a cocoon.

Lawson It’s not a caterpillar. I don’t know what it is.

Taylor It’s a worm. Well, it looks like one.

Where do worms live?

Taylor In caves. Maybe it’s a worm. Because its black.

Taylor Felix, how did you find it? Was it under the soil.

Felix Lawson found it.

Bear Worms homes are under ground.

The search continued on Tuesday when Emmy and Clemmie found a ladybug.

Clemmie We know ladybugs have spots on them. Marsie has ladybugs at home—inside! We found it in the rock

garden.

16—20 October 2017

Victorian Early Years Learning and Development Framework

COMMUNITY – Outcome 2: Children are connected with and contribute to their world.

Children become socially responsible and show respect for the environment.

The children confidently explore and engage with the physical environments through relationships with living things. They use play to investigate, project and explore new ideas and come to new understandings.

George Sophie

The bug hunts created many questions amongst the children, especially when they were looking at a worm. Which we will investigate next week.

Leki Where’s it’s face?

Anya Do they like noise?

Inside the children used the paper clay and wire to create different insects.

“The ants are finding a new home and they are carrying their eggs.” - Felix

A grasshopper—Jacob

Eucalyptus Journals: Week 2, Term 4

Diwali

On Thursday Anya and her family shared with us the importance of Diwali, a week long

Hindu celebration. Diwali is a celebration to remember that light triumphs over dark and good

triumphs over evil. We watched a movie that told the story of how Prince Rama defeated

Ravana, to rescue his wife, Sita. The whole world rejoiced when Rama and Sita were safe

again. As they began their long journey back to their land, and everybody lit oil lamps to

guide them on their way and welcome them back. Ever since, people light lamps at Diwali.

During Diwali people celebrate by decorating their home floors using colourful

materials such as wood shavings, flower petals, coloured sand and coloured rice. This

colourful patterned art is called Rangoli. The purpose of Rangoli is decoration, and it is thought

to bring good luck.

The children were invited to add their mark on the group Rangoli. Another very important

part of the festival celebrations is to share sweet treats.

Thank you to Anya and her family for sharing Diwali with us.

Thursday, 19 October 2017

Victorian Early Years Learning and Development Framework

IDENTITY – Outcome 1: Children have a strong sense of identity

Children develop knowledgeable and confident self-identities.

Children feel safe, secure and supported to share aspects of their culture with other children and educators.

The children demonstrated respect and intrigue to learn about Diwali and the importance it has for Anya

and her family.