A couple of weeks ago, a small group of 3 and 4 year old children visited the Charity Garden. They observed a web on one of the plants and debate started when Maddox asked, “Is the web good for the plants?”
After the initial discussion among the children, we concluded:
With all this contention, we decided to consult the scientists for more information. We plan to visit the school library to find out about the spider’s role in the garden.
In reflection, the teachers decided that seeking the answer through an expert would too quickly bring this investigation to an end. This would rob us of the opportunity to understand the children’s theories better and encourage them to express them to others. Amy worked with them to draw their theories and Teacher Samantha videotaped more focused dialogue.

"Because flies eat plants, so the spiders eat the flies."-Brendan


” I think the spider webs are good. They connect to the plants and when it rains, the web gives the plants water.” –Hanami 4yrs old
They still want to consult a scientist, but the teachers see potential in extending their ideas. Can they come to a consensus on how to proceed, what theories to test? They want to know:
1.If spiders are good or bad for plants
2.Do they eat plants?
3.Are webs good for plants?
4.If spiders can poison plants?
Their theories are based on the idea to remove spiders from the garden. They need to revisit these ideas, and decide together which of these ideas will be tested:
1.Create a decoy garden out of paper to draw spiders away from the garden. – Hanami
2.Get some lights to shine on the garden all day and all night and scare them away. -Brandon
The teachers are wondering why their ideas seem to support spiders in the garden, but their plans to proceed include removing the spiders from the garden. Are they aware of the conflicting thinking? Did the group discusson change their theories? How will they choose to present these ideas for debate with the other chldren?