“And, when you want something, all the universe conspires in helping you to achieve it.”
― Paulo Coelho, The Alchemist
WHO ARE WE?We are explorers and investigators.
On park day some sprouts noticed pollen fills the air when you throw big pinecones at the little pinecones on the pine trees. They tested different sizes, sticks, and rocks to determine which would create the biggest “smoke”. They worked together in collecting pine cones, throwing them on the count of three, and making sure the path was clear before launching. Our exploration continued in the classroom where we took a closer look at what we collected. We took turns walking around the neighborhood to observe how Hesse Park is similar or different.
We are curious. Clay was requested and was set up for deep learning on Tuesday, which continued into Wednesday. Nicole noticed how some were pounding dry clay into smaller pieces and talk about mixing it with other things. Michelle knew a student had been making “slime” by adding glue, paint, water, and glitter. She also recalled how much all students have shown interested in mixing paint, sidewalk chalk, and making snow globes. Nicole set up a plan for mixing with vinegar, corn starch, water, glue, and color tablets. We welcomed Erin (Hayden’s mom) as PT and she observed and noted students experimenting:
Hayden noticed you can hear it fizzle even if you can’t see it.
Bennett and Aiel observed that the bubbles come from the baking soda, baking soda and water, or maybe the color tabs? Bennett thought the baking soda would make it bubble. Aiel noticed the bubbles make a sound
Alex said “baking soda makes it fizzle, cornstarch makes it gooey.” And after adding vinegar he exclaimed, “It grows big!” He also noticed the tabs “destroyed” the glue.
John (Otis) was interested in making goo and experiments with glue.
Madison voiced her thoughts while pouring, “I need to add just the right amount of vinegar to make it bubble like a scientist.
Orange and purple make bright pink. – Aiel
Mine is not making any color, just black. -Sydney
Who are we? A conversation began in studio before meeting.
Madison: Where did you get that sweater?
Nicole: My grandmother gave it to me. My family comes from Holland and their clothes are a little different there. Where is your family from?
Madison: I’m a little bit country, but mostly Irish.
Aiel: I’m mostly Californian.
Madison: I thought you were mostly Hanukkah!
Aiel: I don’t know what I am. I am beautiful curious, that’s what I am. Like, my mom is Catholic and my dad is Jewish.
Who are you and where is YOUR family from? (families: think about wedding or theatre traditions or stories that are in your family history, or are important to you. This is an ongoing exploration that will probably continue through Spring Break)
We are persistent. Michelle asked students not to begin new projects, but to revisit an ongoing one to edit and possibly finish. Everyone set a goal and many shared at reflection time. Next week we will continue to focus on unfinished projects and plans to wrap up before spring break.
Writing: Students will review and edit their work with a peer or teacher before sharing with the class. This will support each child’s individual need. Does the story have a beginning, middle, and end? Does each sentence begin with a capital letter, have spaced between words, and an end mark? For others, does it have an apostrophe s to show ownership? If interested they will read their story to the group and ask for questions and feedback for possible revisit and edit.
Creation Station/Math: Students will continue digging into shapes. Drawing shapes, building with shapes…what makes a shape, a shape? Polygon, Triangle, Square, Rhombus, Trapezoid, Pentagon, Hexagon, Heptagon, Octogon…did you hear the story about the Octopus?
How many sides does that one have? How about corners? How many ways can you make a hexagon?
A city is forming. What shapes are in your city?
Theatre: We are Playwrights. Students will continue planning the play. We will research how plays came about and their evolution. Who invented plays? Why? Are you inspired by this new information? How could you implement that into this play?
Science: Students will plant seeds for our bed at the Hermosa Community Garden. They will journal the process as well as generate questions that will lead their investigation as the plants grow. What do you notice about your seed? What does this seed need to grow? What questions do you have for this seed?
Paper World: Students will continue to collaborate and make habitats for animals. They will research their animals, decide what their animals need and how to incorporate them into the community. Teachers will support with primary resources and encouragement.
Studio: Students will paint clay plans that have been drying for several days (testing their patience!). Teachers will ask students to slow down, journal their plans and observations and carefully mix their colors. How do artists know which color to use? Do all artists use color? What is color made of?