Pine Class News
Read on to find out more about these experiences.
This week we encouraged children to write a plan for their exploration. For planting, it felt appropriate to write the goal and the necessary materials as you can see.
Each day throughout the week, the children who were exploring planting and gardening, recorded what they did. This is the first day. On subsequent days they wrote the names of other seeds they planted and they wrote how they cared for the plant. The children are somewhat aware that overwatering can be a problem. Maybe in the future we will need to measure how much we water the seeds.
All of our seeds were labeled so we know what to expect. And we found a bulb in our compost bin that started growing once again!
The idea actually started in the art studio two weeks ago. One children drew a picture of the turtles in their lair and asked if he could build it in the block area the following week. We are very excited to see children make connections between different areas of their exploration. This child has been using the word "architecture" a lot recently. Isn't he getting started as an architect by drawing plans and then overseeing construction?
Here's the inside of the lair. The children knew what each piece inside was. Since we left the structure up the whole week, toward the end of the week, construction tapered off and the children played in their creation. "Ok, I'm Raphael, I'm just back from the pizza shop I'm gonna sit on the couch over here..."
What are those pillars on top of the lair? Unfortunately, they were added at the last moment on Friday. So we're not sure. I'm wondering if the children were trying to connect the Turtles' underground lair to the streets and the world up above. We'll have to ask them on Monday. That would be such a nice connection, but we don't want to force it.
At the end, they also wrote an appeal for more time in the block area. We asked the class, "Is it fair for the same children to stay in the block area from one week to the next?" The answer was a resounding "No" but not a clamorous, reactive "No." The children seemed to think it was reasonable that someone would want to stay in the same spot, but they thought other children deserved a turn.
We plan to ask them when we make choices on Monday about gender balance in the block area. Last week there happened to be a group of boys only in the block area. Would it be fair for us to say that this coming week is going to be girls only?
What big ideas do you see coming out in this discussion? Surely, it is a discussion they will be living out for the rest of their lives.
From earlier in the year you should have Make 10, Make 20. Recently we've sent home materials for Collect 25 cents.
If you need any of these materials or have any questions about the games, please let us know.
Big Ideas in Math
Are they comfortable counting on a number line? Soon we will construct an open number line in our math class to connect to a measurement context.
Does your child see how 6 + 4 and 4 + 6 are related?
Does your child see how 6 + 4 and 7 + 3 are related?
The block rectangle shows where I school is. Children find school on maps of Brooklyn by saying, "It's near the three fingered hand!" Can you see what they're referring to? It's probably near or part of the Navy Yard? Maybe we should go find it!
Again you see school represented by black tape. It's a little bigger this time. The three fingered hand is a little bigger to. Some students also noticed that things on this map look more spread out.
To drive home this introduction to the idea of scale, we zoomed in all the way on 300 Adelphi and printed out the four pages that it takes to represent school at that scale. A small group of children assembled these four pages in the correct orientation. We marked it with black tape at the edges to try to remind children that this is the same thing as the black tape on the other two maps.
Here is a map key that shows the locations of our field trips thus far. Each field trip is represented by a photo of the location and by a color that backs the photo.
Each field trip location is represented on the map with a sticker that corresponds to the color that is backing the photo of that place in our map key.
Here, the same locations are represented on a map of different scale.
The children have also made their own individual maps that correspond to these large format maps. We'll try to include a picture of those next week.
What are other ways to measure the health of the system?
Special Guest! Eleanor Roosevelt!!!!
The children started designing a small world for Eleanor to play in.
This particular construction problem won't work for Eleanor because it doesn't look safe for her. Maybe children will build something more permanent and safer in exploration time.