Posts tagged ‘fetus’
During project work, we find it very important to give the children anything real that the children can touch, feel, hold, sketch, and investigating. Although the children can not obviously touch a real fetus the models were the closest models we could explore. In order to find these models, I was able to contact an organization that was willingly to let us borrow the materials. It is important when asking for items to borrow in your classroom to share with the organization the importance of project work, what it actually is, and how the children intend on using it. I typically like to share photos, anecdotes, and representation with these organizations to show them how we used the materials. You do need to be an advocate for your children because often times the organization does not know how confident and capable we believe children ages two, three, four, and five can be! Please share this knowledge with them so that they know how capable they are!
The Leapfrogs were provided with models of four wombs and three fetal models to fit in the wombs with babies the size of babies that are ten, twelve, and fourteen weeks along. Maddie (3.7), Drake (3.10), and Alli (2.11) feel the models of the fetuses. Maddie shares while holding the fourteen week old fetus, “If this baby comes out it will go to the NICU (Neo-Natal Intensive Care Unit). If that baby comes out (the full term baby) then it will be okay.”
The fetuses and the uteruses were set on the table for investigation. Aidan (5.2) puts the fetuses in order according to size without any prompts. He points to each fetus and identifies them as big, medium and small. Alex (5.4) organizes the wombs from the fetuses according to size. He then shares the sizes of each by starting at the top, “Hugest, biggest, small, and very small.
Alex (5.4) looks at each of the four uteruses and three fetuses. He wonders why the arms, ears, legs, and body are more defined in the last fetus compared to the first one. Mahi offers him a book to look for the answer. Alex looks at each page and shares with Mahi. “These pictures are showing the babies ear and eyes. It looks like it starts small and then big. Is that what that says?”
Through what we have learned from books, articles, project work, and Lilian Katz, we know that sketching is so important. As Lilian shared during her training at the Engaging Young Minds Conference, adults take notes when they are learning something new and do not want to forget it. Children sketch. They sketch while listening to an expert, they sketch for predictions, they sketch to document data, and they sketch to teach us what they have learned. Below are sketching during the last two months. Their work is phenomenal!
Eila (4.1) uses the computer as a resources with a power point depicting each month of pregnancy and what is happening to the baby. After reading and looking at each picture, Eila creates three sketches based on the first month, third month, and ninth month slides. She describes the first picture as the “embryo”, the second as “the babies bones are getting stronger. It’s growing legs!” and the third, “Nine months baby is ready to come out. The baby is kicking because it does not have much room.
Hayden (2.11) watches Lydia trace the uterus and then tell Mahi her words. Hayden gathers paper, pencil, and a clipboard and tells Lydia and Mahi, “I want to do it!” He traces the uterus several times. “That mommy’s belly.”
Lydia (3.10) traces each of the four uterus in the tenth, twelfth, fourteenth, and sixteenth week of pregnancy. She sketches each side of the uterus, draws several pictures, and asks Mahi to document her pictures. She documents several babies in different stages of pregnancy. She also documents the umbilical cord.
Eamon (4.10) sketches a six-week old fetus inside a uterus. “The baby isn’t full term so it doesn’t have all its body parts.”