Anglo-American School of Moscow – Pre-K Team

Category: Love Learning (Page 4 of 8)

How We Organize Ourselves

Dear Pre-K Parents,

We have begun our new unit of inquiry. The following information will allow you to support your child’s learning and understanding from home.

We will be inquiring into the following:

Transdisciplinary Theme: How we organize ourselves

An inquiry into the interconnectedness of human-made systems

Central Idea: Signs and symbols are human-made systems that help people communicate.

Lines of Inquiry that will define the scope of our inquiry into the central idea:

  • Signs and symbols
  • How signs and symbols help people to communicate
  • Systems of communication

Ways you can help:

  • Be on the lookout for signs and symbols with your child around your home or while you are out and about. They are all around us and will be exciting for your child to begin noticing with a keen eye! Ask your child what the sign is trying to communicate and how they know. Take pictures or draw them and encourage your child to share his/her findings in class.

Yours in learning,

The Pre-K Team

A Celebration of Learning


The costumes have been created, the shadow puppets made, the clay has been animated!  It is time to put on our show!!

We would like to invite you to our Celebration of Learning, here in our Pre-K classrooms, on Friday, March 1st, at 9:00 am.



Since December, we have been learning to make and tell stories.  The children have been inspired to create their own stories and want to share them with their loved ones – YOU!





At the beginning of our unit, children were split into four learning groups.  They rotated through the classrooms learning the various skills needed to create their own stories.




Then, they had free reign over all the classrooms to play and experiment, returning to the spaces where they could put their new storytelling skills into practice.




Finally, after observing and listening to the children during play, the educators split them up into storytelling groups (according to their interests) and supported them to make their final products:  stories that they can share and tell to you!


We hope you all can make it!  Please feel free to bring your child’s siblings along, and any other family members that would take pride in your child’s learning.  The videos that have been made will be put up on our website after the Celebration of Learning so that friends and family from afar will be able to see the work.

We hope to see you on Friday, March 1st!

Pre-K Team


How We Express Ourselves

It’s the magic time of Storytelling in Pre-K! We are starting our “How We Express Ourselves” Unit of Inquiry in which students will be thinking about different ways to express ideas through stories and showing their creativity.

Central Idea: Stories can be expressed and interpreted in many ways.

Lines of Inquiry that will define the scope of our inquiry into the central idea:

  • Ways stories are expressed
  • Ways people respond to and retell stories
  • Creating and expressing our own stories


All throughout this unit, we are discussing and exploring various means of storytelling. Through Guided Inquiry students are investigating what the creators need to think about while crafting a story. During the Open Inquiry time, students are learning different ways of storytelling and special skills required for those.

Each student is a member of a learning group exploring the different storytelling spaces created for them in our Pre-K classrooms:

  • Drama area with a stage and costumes
  • Puppet theatre
  • Shadow theatre
  • Green Screen studio
  • Animation Studio
  • Book Making and Publishing areas
  • Art Studio

Teachers are thrilled to see how much thinking is happening through play in those areas!

Ways you can help at home:

  • Help your child notice the different ways we share and tell stories at home or during family day trips (theatre visits, gallery walks,camping…). Take pictures or draw them and encourage your child to share his/her understanding in class.
  • Read books or watch movies and talk about who the characters are, in what setting the story takes place,  and what problem the characters are trying to solve.
  • Please speak with your child’s teacher if you would like to come in and share a story with the class. Maybe you have a favorite book you’d like to read to students.  Maybe you have a way of sharing stories that other children may not have experienced – something specific to your culture.
  • Create stories with your child at home during play time!

Happy storytelling!

The Pre-K Team

Learning through Experiments

Dear Parents,

We know our students learn in many different ways: visual, auditory, tactile, kinesthetic, and social. Studies show that for Early Years classroom there is nothing better than activities that require kids to use their hands as well as their minds.

Hands-on projects obviously engage kids who are tactile or kinesthetic learners, who need movement to learn best. They also engage students who are auditory learners, who talk about what they’re doing, and visual learners, who have the opportunity to see what everyone else is creating. For social learners, the time spent in small group conversation will strengthen their knowledge. As students put projects together or use familiar materials in new ways, they’re constructing meaning.

During The Open Inquiry times students were given an opportunity to conduct water experiments in our Ocean Area.

Students experimented with all the things they could find in the classroom. there was a happy buzz discussing what happens to the objects when you put them in the water.


  • Let me try this…
  • Look it floats, but… look it doesn’t anymore…
  • Let’s try this one. I know it will sink but I want to try. It floats!!! Look it floats!!!
  • This one is sinking.
  • This one is heavy. It will sink…
  • It still comes up again, so it is floating!
  • Oh look it is floating. All balls are floating!

Some assumptions that were challenged:

  • All heavy things sink.
  • All magnets sink.
  • All balls float.
  • Shells float because they are from the ocean.

On the next stage of an experiment students were asked to predict how the object behaves in the water.

  • I think it will sink… Sinks! Sinks! I was right!
  • No, this one doesn’t. It’s a magnet.
  • Both of them float if we put one into the other nothing happens.
  • Why the lion is floating and the tiger is not?  – Because the lion is a baby and it is not heavy yet, it’s not big.

There were several objects that were hard to determine if they are sinking or floating:

  • Is this one sinking?
  •  No, it’s floating.
  • No it’s sinking!
  • It’s not any it doesn’t float and it doesn’t’ sink!
  • No it is floating look, it’s not on the bottom.
  • On the bottom it looks like it’s floating, but from the top it looks like it’s sinking!
  • Look from the side, it floats.

Some findings:

  • Some balls sink, because they are magnets.
  • If there is air inside it floats.
  • If there is water inside a cup or a Lego piece it sinks.

Then it turns out that the metal bowl is floating perfectly well. Keen minds started testing other “boat like” objects.

  • We can put people inside!
  • What happens if you attach magnets to the metal bowl?
  • What if we put the magnets inside?
  • Let’s put a lot of people in and see if it is working.
  • I can try this lid. It can be a raft!
  • If you have a lot of water in the bowl it sinks, but without water it floats.
  • The cup – no good, it go down and no people.
  • The little one is down with only one people.
  • Let me try and put some tape on it.
  • I can count how many people my boat holds.

This is when the teachers decided to help children deeper their understanding. Therefore we transferred the “Float or Sink” experiment into “Boat Making”. All the objects that might work as a boat on their own were removed and a variety of different materials were displayed on the table next to the water bin.

Students were experimenting with different materials. Helping each other and discussing their theories. Feeding from each others ideas they were building common understanding.

By the time it was time to share and reflect students had a lot to communicate:

  • I was wondering how not to make water go in when I put the people in. So I put the people in and put some tape over and it worked.
  • When water comes in the boat it sinks!
  • If you put too many people in the boat it sinks. If there are no people on the boat it floats.
  • A big boat can have a lot of people on it.
  • Plastisin sinks if you don’t make the sides go up high.
  • The boat needs to not crook on the side, then the water comes in too quickly
  • It was made out of metal. And I tested it and it worked, and we kept on putting people in and it holds 45 people.
  • Different boats hold different number of people.

Students were very thoughtful while sharing their findings and giving suggestion on how to make boats better.

  • The boat should have the sides so the water doesn’t go in.
  • You need to make it thin and make the sides up-up-up for water not to come.
  • The boat can’t have holes.
  • If you touch the boat and push it down or on the side it sinks.

If you are not too tired of reading, sit back and enjoy the video.

Have a great week,

The Pre-K Team

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