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Science Fair: Nests. Nikki Daigle, Aris Pagan, & Amanda Mlyniec. Standards. Preschool-Kindergarten: Heredity and evolution: K.2a living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and responses to stimuli.

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Science Fair: Nests

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Science fair nests

Science Fair: Nests

Nikki Daigle, Aris Pagan, & Amanda Mlyniec




  • Heredity and evolution:

    • K.2aliving things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and responses to stimuli.

  • GLE: A.4(CMT Correlation)

    • Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).



  • Children will identify what a wasp looks like

  • Children will discuss the importance of nests to animals

  • Children will be able to compare bird nests to wasp nests

  • Children will be able to identify some of the materials used in making nests

  • Children will be able to compare bird/wasp nests to human homes

  • Students will create replicas of Robin and Paper Wasp nests

What we did

What We Did…

  • Initiation (KL Chart-K Completed)

    • American Robin

    • Paper Wasp

  • Construction of Nests

  • Closure

    • KL Chart-L Completed

    • Comparisons

What we learned

What We Learned…

  • Children have different interests

  • Different levels of prior knowledge

    • (Child A-a lot of prior knowledge/ Child B- not engaged)

  • Planning process – time consuming

  • Research is important

  • More time needed for children to respond

  • Adaptations are key

What children learned

What Children Learned…

  • Shapes of nests

  • Materials used

  • Purpose of animal nests

  • How nests relate to homes

  • What human homes have in common with nests

  • How to construct replicas in a cooperative environment



  • Environment:

    • Move wasp making table

    • Take tri-fold away and focus on

      white board

  • Less Distraction:

    • Less materials out on bird nest table

  • Constructivist:

    • Asking more questions in the beginning

    • Related wasp balls to the wasp nests (cover all white space to make sturdy)

    • More time in between questions

    • More visual cues to account for all learning types



  • Levels of Questioning (open or closed-ended)

  • Hand over Hand (newspaper strips cut/twigs broken)

  • Use of modeling was significant

  • Re-direction

    • Initiation and closure

    • Books handy

  • Peer Scaffolding:

    • Children who finished first helped other peers

Future activities

Future Activities…

  • Read book during initiation

  • Focus on one type of nest

  • Conduct with fewer groups

    • Built in reflection time

  • Possibly conducted in Practicum classroom

    • More rapport

    • Know children’s abilities

    • Follow-up assessment/reflection

  • Complete over a span of time (ex. 1 week instead of 1 day)

  • Focus on wasp stingers or other topics (cater to children’s interests)

Cfdrc comments

CFDRC Comments…

  • Group not specifically mentioned (good or bad?)

  • “I did find in some stations the students not giving the children time to "think" about their answers.  The students will ask a question and when not given a quick response added another question”

  • “Okay we're done.  (10 minutes left)”

    • Initiation stretched by three minutes

  • “ I think the children are going to really enjoy your lesson. Kids were very engaged, I like how it is very hands-on”-Ashlee

Pictures of initiation

Pictures of Initiation

Pictures in action

Pictures in Action…

Pictures in action1

Pictures in Action…

Pictures of closure

Pictures of Closure

Pictures of final products

Pictures of Final Products

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