Pre-Kindergarten & Kindergarten 11
Mini Olympics & Father's Day celebration
Zero-waste Lunch Goal Revisited
Thirty days have passed since we began this work. Have we affected a change in our habits?
Thirty days have passed since we began this work. Have we affected a change in our habits?
Children worked with Ms. Regina, our high school volunteer, to make individual stories. Thank you Ms. Regina for this great work! We will miss you!
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Similarities between The Story of Ferdinand by Munro Leaf (written 81 years ago) and Ferdinand, The Movie.
- The characters: Ferdinand, the Matador, the Banderilleros, & the Picadores
- Ferdinand's favorite spot: the cork tree
- Ferdinand get's stung by a bee and he goes crazy
- The setting: Spain & Madrid & a bull ring
- In both the book and the movie, Ferdinand gets taken to the bull fight in a vehicle
- The problem: the bull fight
- The solution: Ferdinand doesn't fight
Update on zero-waste lunch goal: This week we produced 4 pieces of trash on Monday (day 18) and Friday (day 22). We produced 1 piece of trash on Tuesday (day 19) and Wednesday (day 20). We produced ZERO trash on Thursday (day 21).
Lots of interpretations have emerged when reading this graph with children. Ask your child... how many times have we reached ZERO waste in all? How many times have we received four pieces of trash in all? What is the most frequent amount of trash produced? The least frequent amount of trash produced?
Lots of interpretations have emerged when reading this graph with children. Ask your child... how many times have we reached ZERO waste in all? How many times have we received four pieces of trash in all? What is the most frequent amount of trash produced? The least frequent amount of trash produced?
Below are this week's results from our Zero-Waste lunch goal (see the circled section of the graph).
We produced 1 piece of trash on 3 of the 4 days this week. We produced 0 trash on one of the four days of school this week. One child asked to count how many days in total have we reached zero. Can you find the data to this question?
We produced 1 piece of trash on 3 of the 4 days this week. We produced 0 trash on one of the four days of school this week. One child asked to count how many days in total have we reached zero. Can you find the data to this question?
Yakult letters: How are they the same? How are they different?
Due to our concern about plastic waste, we wrote to Yakult with suggestions of how they can change their product without hurting the environment. This letter was translated into Spanish for our community’s use and to Japanese, as Yakult is a Japanese company.
Sitting in small groups, children studied the three letters to look for similarities and differences in text. These are the comments they made:
Due to our concern about plastic waste, we wrote to Yakult with suggestions of how they can change their product without hurting the environment. This letter was translated into Spanish for our community’s use and to Japanese, as Yakult is a Japanese company.
Sitting in small groups, children studied the three letters to look for similarities and differences in text. These are the comments they made:
- Our names are written the same in both Spanish and English, but not in Japanese.
- My name only has 2 symbols in my name. It is so much shorter in Japanese!
- In Spanish and English, we use the same alphabet and in Japanese they use a different alphabet.
- We use the same alphabet in Spanish and English, but we combine the letters differently because in English the words are different than Spanish.
- The sounds of the letters in Spanish and English are more similar than Japanese. But they are all different.
- The numbers 4 and 6 are the same in all three letters.
- The punctuation mark, the period, is the same but I don’t see the exclamation point in the Japanese letter. Do they use the exclamation point?
- The layout of the letters all look the same.
- The brackets around our names are the same in all three letters.
- All three letters are the same because they are printed on white paper.
After reflecting on our yearlong experiment of burying Yakult in dirt, simulating a landfill, we determined that Yakult is taking a long, long, long time to disappear from the planet, especially in relation to the few seconds it takes for us to enjoy the product.
Simultaneously with our efforts to create ZERO-WASTE in our lunch, while reinforcing reduce habits (homemade is best!) and reuse habits (packaging items that allow for this- Tupperware, water bottles, utensils), we discovered the reality that changing our habits does not mean we have to give up the things we love. Expect, when it comes to Yakult. |
The children decided to take action and write to Yakult, explaining the problem and offering solutions. The letter was originally written in English and then translated to Spanish and Japanese, as Yukult is a Japanese company.
We hope that our community contribution will make a positive, lasting impact that will allow us to enjoy Yakult and be environmentally-responsible.
We hope that our community contribution will make a positive, lasting impact that will allow us to enjoy Yakult and be environmentally-responsible.
Today in mindfulness we paid attention to sensations in our bodies. Upon reflection, each child shared what they felt when focusing their attention inward.
Alvaro- My body felt ticklish all over.
Daphne- I felt tingling in my arms and legs. My face felt relaxed and I felt my heart beat all over.
Ferran- I felt my heart in my stomach. I felt tranquil all over my body.
Gabe- I felt butterfly wings flapping in my tummy because I felt nervous.
Lucia- I felt my heart all over my body.
Loretta- I felt my heart tickling in my stomach.
Julia- I felt my heart beat everywhere. My lips felt ticklish. I also felt electricity in my legs.
Waka- I felt happy in my body.
Henrique- I felt like my body was in my house. That felt good.
Manu- My tummy was rumbly telling me I am hungry. I also felt pain in my leg.
Marcelo- I felt wiggly all over my body.
Mateo- I felt my heart beating. I felt my hands stick to the floor. I felt ticklish in my legs.
Theo- I felt hot all over.
Paula- I felt nervous in my tummy. I also felt hot all over.
Nicole- I felt my hair on my arms. I felt cold air on my legs. I felt my heart beating.
Natalia- I felt cold and hot. I also felt ticklish. And I heard my heart beating.
Musa- I felt my heart pumping very hard in my chest. I felt ticklish in my arms. I felt bubbles popping in my legs.
Triana- I felt my heart beating all over. I also felt hot all over.
Alvaro- My body felt ticklish all over.
Daphne- I felt tingling in my arms and legs. My face felt relaxed and I felt my heart beat all over.
Ferran- I felt my heart in my stomach. I felt tranquil all over my body.
Gabe- I felt butterfly wings flapping in my tummy because I felt nervous.
Lucia- I felt my heart all over my body.
Loretta- I felt my heart tickling in my stomach.
Julia- I felt my heart beat everywhere. My lips felt ticklish. I also felt electricity in my legs.
Waka- I felt happy in my body.
Henrique- I felt like my body was in my house. That felt good.
Manu- My tummy was rumbly telling me I am hungry. I also felt pain in my leg.
Marcelo- I felt wiggly all over my body.
Mateo- I felt my heart beating. I felt my hands stick to the floor. I felt ticklish in my legs.
Theo- I felt hot all over.
Paula- I felt nervous in my tummy. I also felt hot all over.
Nicole- I felt my hair on my arms. I felt cold air on my legs. I felt my heart beating.
Natalia- I felt cold and hot. I also felt ticklish. And I heard my heart beating.
Musa- I felt my heart pumping very hard in my chest. I felt ticklish in my arms. I felt bubbles popping in my legs.
Triana- I felt my heart beating all over. I also felt hot all over.
Week 3: Waste-Free Lunch
On the 11th day of our Zero-Waste Lunch goal, we reflected on our behavior. We determined that we have produced 3 pieces of trash on 3 of the 11 days, 2 pieces of trash on 2 of the 11 days, 1 piece of trash on 4 of the 11 days, and 0 pieces of trash on 2 of the 11 days. What will day 12 bring? See graph on the right to find out!
A digital story created by PK-K 11 children. Enjoy!
Mindfulness class continued this morning by practicing to send kind thoughts. We used this message: May you be happy; May you be healthy; May you be safe, while sending our love.
We drew to whom we wanted to send our love.
Happy Mother's Day
Today we practiced Mindful Breathing. We learned that when we focus our attention on a spot on our body while breathing it helps us focus our attention on our breath. We call this our anchor spot. Each child determined where they wanted their anchor spot to be on their body. The choices were: holding their hands over their heart, holding their hands over their belly, or placing a finger under their nose.
We have begun mindfulness classes. We determined that mindfulness means paying attention. We learned how to sit mindfully in order to help us pay attention. Here are some drawings of our mindful bodies, which is to sit crossed legged with hands resting on our knees and our back straight, not curved, and relaxed.
Our second week trying to reach our goal: ZERO-WASTE LUNCH.
Happy Earth Week
Thank you for support in helping us strive toward a zero-waste lunch this week. Individually and collectively what we do matters. Here are the results...
We are so close to ZERO that we decided to keep trying the following week. HELP UP REACH ZERO!
We need your help to achieve our Earth week goal: Zero-Waste lunch
Welcome Waka to PK-K 11
We are very excited to welcome you to our community!
Cheese!
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Now a silly face...
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We had a wonderful time on our Spring Egg Hunt. Thank you Moms for a fantastic day!
Thank you Jess for reading us two books. We enjoyed our time with you during Library class.
We harvested our EcoHuerta boxes! Children explored garden life by discovering small creatures, roots, and varying produce growing.
Alvaro: Yo tengo una huerta y en mi huerta solo sacamos las plantas cuando ya estén grandes, así sabemos que se pueden comer.
Luis: Mi abuela también tiene muchas plantas y ella me enseñó que se sacan cuando estén grandes.
Musa: [pointing at a small plant] Leave the baby one in, it needs to grow more.
Paula: Está pequeña.
Nicole: Todavía no crece
Julia: The ones that are big pueden salir.
Daphne: [pointing at a plant that is drooping and yellowing] Don’t take this one out, we cant eat it.
Teacher- Why don't you think we can eat the one Daphne pointed to?
Henrique: It’s not the plant’s time. Ya pasó.
Marcelo: Esa está poquito blanca porque está vieja, no nos podemos comer esa porque nos podemos enfermar.
Teacher- Is there a time in which plants have to be picked?
Julia: Yes, cuando estén grandes pero no feas.
Teacher-How should I get out the plant? Should I just cut it?
Musa: Cut them, use scissors.
Mateo: Hay que cortarlas pero desde abajo.
Ferran: “Take off the plastic [referring to the cover on the boxes] and excavar para sacar las raices.
Teacher- What are raíces? Why do I need to dig to get them out?
Ferran: Están debajo de la tierra. Raíces son pelitos blancos.
Teacher- Oh, the roots. What do roots do?
Luis: Son cosas blancas y así toman agua.
Mateo: Las raíces toman agua y se la dan a la planta.
Daphne: Raices son como popote. Chupan el agua y se lo llevan a todas partes.
Marcelo: Eso blanco [pointing at the roots] es para el agua, hacen [makes sucking noise] al agua.
Daphne: Las raíces son para que la planta no se caiga. Las plantas se pueden caer de la tierra. La raíz hace que no.
Alvaro: Yo tengo una huerta y en mi huerta solo sacamos las plantas cuando ya estén grandes, así sabemos que se pueden comer.
Luis: Mi abuela también tiene muchas plantas y ella me enseñó que se sacan cuando estén grandes.
Musa: [pointing at a small plant] Leave the baby one in, it needs to grow more.
Paula: Está pequeña.
Nicole: Todavía no crece
Julia: The ones that are big pueden salir.
Daphne: [pointing at a plant that is drooping and yellowing] Don’t take this one out, we cant eat it.
Teacher- Why don't you think we can eat the one Daphne pointed to?
Henrique: It’s not the plant’s time. Ya pasó.
Marcelo: Esa está poquito blanca porque está vieja, no nos podemos comer esa porque nos podemos enfermar.
Teacher- Is there a time in which plants have to be picked?
Julia: Yes, cuando estén grandes pero no feas.
Teacher-How should I get out the plant? Should I just cut it?
Musa: Cut them, use scissors.
Mateo: Hay que cortarlas pero desde abajo.
Ferran: “Take off the plastic [referring to the cover on the boxes] and excavar para sacar las raices.
Teacher- What are raíces? Why do I need to dig to get them out?
Ferran: Están debajo de la tierra. Raíces son pelitos blancos.
Teacher- Oh, the roots. What do roots do?
Luis: Son cosas blancas y así toman agua.
Mateo: Las raíces toman agua y se la dan a la planta.
Daphne: Raices son como popote. Chupan el agua y se lo llevan a todas partes.
Marcelo: Eso blanco [pointing at the roots] es para el agua, hacen [makes sucking noise] al agua.
Daphne: Las raíces son para que la planta no se caiga. Las plantas se pueden caer de la tierra. La raíz hace que no.
We washed our produce and before eating it, we explored varying aspects of the plants.
To prepare our food, we washed it with a disinfectant. We needed to wait 20 minutes.
In continuation with our treehouse interest and our focus on preparing for our Spring Egg Hunt as well as my desire to encourage higher order thinking skills in young children, we began an animal unit of study. We explored what animals come from eggs and what animals live in or near trees. First children picked and drew an animal that is born from an egg. Some children ask for the aid of technology to provide an image that they can copy. We also used this opportunity to explore writing and all its sophisticated components. We repeated this activity using the focus of animals that live in or near a tree. Again, some children asked for the aid of technology.
In order to prepare for the higher order thinking opportunity, we photocopied the children's two drawings and cut out their animal drawings. One morning we re-introduced our sorting rings and used the animal drawings to sort into two groups: animals that are born from eggs and animals that live in or near trees. Children were excited to see their drawings being used to sort. Then, I introduced a Venn diagram and we explored the similarities and differences of sorting using sorting rings or a Venn diagram. This is where lightbulbs starting going off and conversation exploded! One child exclaimed, "We can use the middle circle for those animals that come from an egg AND live in trees!".
We then re-sorted our animals with the criteria: animals that are born from eggs in one circle, animals that live in or near a tree in another circle and the middle, intersecting circle we housed the animals that are born from eggs and live in or near trees. Of course we then re-defined our outer circles so that they represented only animals that come from an egg or only animals that live in or near trees.
We then re-sorted our animals with the criteria: animals that are born from eggs in one circle, animals that live in or near a tree in another circle and the middle, intersecting circle we housed the animals that are born from eggs and live in or near trees. Of course we then re-defined our outer circles so that they represented only animals that come from an egg or only animals that live in or near trees.
When we first sorted we learned there was a 1:1 ratio, 18 animals in each of the two groups. When we regrouped we discovered that there were 14 animals in the egg only group, 6 animals in the tree only group, and 16 animals in the new group: egg AND tree.
In this activity we applied our knowledge in a new but similar way. We also analyzed information and then deconstruct that information to explore a new relationship. We evaluated our thinking in order to make judgements. Some interesting observation and discussion emerged. The comments below were made by children.
- If we have a bird than it can go in the "middle" group. But if we have a chick, well, that only comes from an egg and does not live in or near a tree.
- If a Koala has a mommy, does an egg have a mommy, too?
- We have 4 butterflies. How did that happen?
- Does a butterfly come from an egg?
- Depending on the type of dinosaur will determine if it lives in or near a tree. So, if it is a dinosaur that flies than we can put that drawing in the middle group because it also comes from an egg. But if it a T-Rex, it is only an animal that comes from an egg.
Thank you Gaby (Natalia's mom) for working with us this morning and starting the hard work required in creating our new treehouse curtain. The children are proud of how it is turning out. See you next week to continue the process!
On Thursday Alvaro's father, Christian, came into the classroom to help us develop our treehouse ideas. We projected an image of the classroom loft onto the white board and each child drew a detail they would like to see come to life.
Some common elements that we saw children drawing were branches and leaves, a hanging curtain that you walk through in order to enter the treehouse, and various animals throughout. Other singular ideas were using a rock wall as a point of access to the treehouse, various types of swings below the treehouse, a zip line that you use to get down from the treehouse, and a boat below the treehouse.
Thank you Christian for your time and interest in helping us make our treehouse even more grand!
Some common elements that we saw children drawing were branches and leaves, a hanging curtain that you walk through in order to enter the treehouse, and various animals throughout. Other singular ideas were using a rock wall as a point of access to the treehouse, various types of swings below the treehouse, a zip line that you use to get down from the treehouse, and a boat below the treehouse.
Thank you Christian for your time and interest in helping us make our treehouse even more grand!
Crayon Experiment using the Scientific Method- a continuation of our solar study...
On Wednesday we discovered many broken crayons amongst our materials. We discussed the importance of taking care of our materials.
One child took the opportunity to suggest making a new crayon from the broken ones. A classroom discussion erupted with “I wonder” questions as well as many suggestions of how we could conduct an experiment that would allow us to determine if our hypothesis is correct. Currently we are now observing and recording data.
Questions
What do you predict will happen to the crayons that are placed in a Ziplock bag and taped to the classroom window?
What do you predict will happen to the crayons with glue that are placed in a Ziplock bag and hung in the window
Hypothesis
Triana- [The crayons will stick together in both bags]. [translated from Spanish]
Julia- I think the bag with glue the crayons will melt and grow. I mean the mixture will get harder, so the crayons won’t break. The bag with crayons and no glue will just melt (the crayons) but not get bigger. And I think the mixed crayon without glue can still break easily.
Daphne- I think the crayons will get fixed because they will re-attach themselves to each other. We will be making new crayons.
Nicole- Both bags of crayons will [melt], and the colors will mix. [translated from Spanish]
Natalia- [The crayons will melt. The glue will also melt.] [translated from Spanish]
Paula- [I think in both bags the crayons will melt and get stuck together.] [translated from Spanish]
Mateo- I think the crayons will become harder with the glue and get stuck together. The crayons without glue will stick together but will be less strong.
Theo- Maybe they will melt because when I was with my mom and dad and it was nighttime and I picked a book of colors, I saw a picture of crayons with the sun and they melted. The one with glue will be harder to break. It will also melt, too.
Henrique- I think the sun will destroy the crayons so they become one big crayon. I think the same will happen with the glue bag.
Ana Karla- [The bag with glue will make the crayons stick together. The bag without the glue, nothing will happen to the crayons.] [translated from Spanish]
Luis- I think the bag with glue is going to make… hmm… stick into one big ball. I think the other bag will do the same but the bag with glue will add the color white to the mixture.
Ferran- I think the same will happen to both bags, [they will melt and mix]. I think because the bags have different crayon colors [the final mixed crayon color won’t be the same in each bag. For example,] if there was a yellow and a blue crayon together the same bag, the color would change to green. [But if] the other bag doesn’t have blue and yellow, there won’t be green. Maybe the white from the glue will make that crayon mixture lighter? [translated from Spanish]
Lucia- [I think the crayons will get stuck together with the glue. The bag without the glue will also get stuck together because they both will melt.] [translated from Spanish]
Manu- I think both bags of crayons will do the same thing- the crayons will melt together- and the glue won’t make a difference.
Marcelo- Is going to happen the same- both bags of crayons will [melt] and [become] one flat crayon. [translated from Spanish]
Alvaro- I think… [the bag with glue will keep the colors from mixing but the other bag will mix to become another color]. [translated from Spanish]
Musa- I think the sun will make both bags of crayons melt. I think the bag with glue will make those colors lighter.
Gabe- I think the sun will change the colors of the crayons. But at night no because the moon is not hot. I think the bag with glue will do the same as the other bag.
On Wednesday we discovered many broken crayons amongst our materials. We discussed the importance of taking care of our materials.
One child took the opportunity to suggest making a new crayon from the broken ones. A classroom discussion erupted with “I wonder” questions as well as many suggestions of how we could conduct an experiment that would allow us to determine if our hypothesis is correct. Currently we are now observing and recording data.
Questions
What do you predict will happen to the crayons that are placed in a Ziplock bag and taped to the classroom window?
What do you predict will happen to the crayons with glue that are placed in a Ziplock bag and hung in the window
Hypothesis
Triana- [The crayons will stick together in both bags]. [translated from Spanish]
Julia- I think the bag with glue the crayons will melt and grow. I mean the mixture will get harder, so the crayons won’t break. The bag with crayons and no glue will just melt (the crayons) but not get bigger. And I think the mixed crayon without glue can still break easily.
Daphne- I think the crayons will get fixed because they will re-attach themselves to each other. We will be making new crayons.
Nicole- Both bags of crayons will [melt], and the colors will mix. [translated from Spanish]
Natalia- [The crayons will melt. The glue will also melt.] [translated from Spanish]
Paula- [I think in both bags the crayons will melt and get stuck together.] [translated from Spanish]
Mateo- I think the crayons will become harder with the glue and get stuck together. The crayons without glue will stick together but will be less strong.
Theo- Maybe they will melt because when I was with my mom and dad and it was nighttime and I picked a book of colors, I saw a picture of crayons with the sun and they melted. The one with glue will be harder to break. It will also melt, too.
Henrique- I think the sun will destroy the crayons so they become one big crayon. I think the same will happen with the glue bag.
Ana Karla- [The bag with glue will make the crayons stick together. The bag without the glue, nothing will happen to the crayons.] [translated from Spanish]
Luis- I think the bag with glue is going to make… hmm… stick into one big ball. I think the other bag will do the same but the bag with glue will add the color white to the mixture.
Ferran- I think the same will happen to both bags, [they will melt and mix]. I think because the bags have different crayon colors [the final mixed crayon color won’t be the same in each bag. For example,] if there was a yellow and a blue crayon together the same bag, the color would change to green. [But if] the other bag doesn’t have blue and yellow, there won’t be green. Maybe the white from the glue will make that crayon mixture lighter? [translated from Spanish]
Lucia- [I think the crayons will get stuck together with the glue. The bag without the glue will also get stuck together because they both will melt.] [translated from Spanish]
Manu- I think both bags of crayons will do the same thing- the crayons will melt together- and the glue won’t make a difference.
Marcelo- Is going to happen the same- both bags of crayons will [melt] and [become] one flat crayon. [translated from Spanish]
Alvaro- I think… [the bag with glue will keep the colors from mixing but the other bag will mix to become another color]. [translated from Spanish]
Musa- I think the sun will make both bags of crayons melt. I think the bag with glue will make those colors lighter.
Gabe- I think the sun will change the colors of the crayons. But at night no because the moon is not hot. I think the bag with glue will do the same as the other bag.
I am often amazed at how children process the world. I find that they have little difficulty grasping our complex, interconnected world and I see my job as helping make their thinking visible to the rest. Recently I tried a new tool that I am at the beginning stages of working out how to make useful for both children and adults.
We began with a discussion based on an important topic to children as well as to the world- Sharing. As this topic is a rather broad one we narrowed it down to "Sharing Toys". We thought of 4 components that influence our topic and choose: ME, PEERS, ADULTS, and PLACE. We then began to think of scenerios that influence, affect, or cause a reaction in ME. We filled out that quadrant of the tool. We proceed around the tool and shared our ideas per component.
Upon reflection, we determined that the tool let us see that we can easily think of how "sharing toys" affects ourselves (ME) and our PEERS and vice versa. In fact, children used the tool of quantifying words to confirm their thinking that the quadrant with more words was easier to fill in (more words/ideas=easy to connect to and come up with ideas) . We determined it was a "little bit" hard (fewer words but not the least amount of words) to think how our sharing toys affects ADULTS and vice versa. And we thought it was "super hard" to think how sharing toys influences the PLACE, in specific we choose to narrow this idea to SCHOOL (and we quantified the least amount words on the chart in this quadrant).
We began with a discussion based on an important topic to children as well as to the world- Sharing. As this topic is a rather broad one we narrowed it down to "Sharing Toys". We thought of 4 components that influence our topic and choose: ME, PEERS, ADULTS, and PLACE. We then began to think of scenerios that influence, affect, or cause a reaction in ME. We filled out that quadrant of the tool. We proceed around the tool and shared our ideas per component.
Upon reflection, we determined that the tool let us see that we can easily think of how "sharing toys" affects ourselves (ME) and our PEERS and vice versa. In fact, children used the tool of quantifying words to confirm their thinking that the quadrant with more words was easier to fill in (more words/ideas=easy to connect to and come up with ideas) . We determined it was a "little bit" hard (fewer words but not the least amount of words) to think how our sharing toys affects ADULTS and vice versa. And we thought it was "super hard" to think how sharing toys influences the PLACE, in specific we choose to narrow this idea to SCHOOL (and we quantified the least amount words on the chart in this quadrant).
We received our vases from the kiln this week and have chosen the glaze color we want. Glazing a ceramic piece is harder than you think. There are many cracks and crevices that need to be filled. As well, we applied two coats to even out the color so that our final piece will be shiny and bright. We have sent them off to the kiln for their second and last firing.
Mark your calendars for March 15th so you can purchase your child's vase. Proceeds are donated to ONI.
Mark your calendars for March 15th so you can purchase your child's vase. Proceeds are donated to ONI.
Happy Valentine's Day
We had a wonderful day filled with love and friendship. The book exchange was beautiful! Thank you for your participation.
We also loved receiving cards we made each other in the classroom as well as enjoyed our delicious, classroom-made ice-cream!
We had a wonderful day filled with love and friendship. The book exchange was beautiful! Thank you for your participation.
We also loved receiving cards we made each other in the classroom as well as enjoyed our delicious, classroom-made ice-cream!
We made a video for Juan Pablo because he is our friend and we miss him!
Even Shark, our classroom fish, received a card... Thanks Theo for including our fish.
Here are some photos from the classroom Valentine's day picnic that was shared in the afternoon. Looks like a great time. I wish I could have been there!
Preparing for Valentine's Day
In order to make ice cream you need: heavy cream, whole milk, sugar, and vanilla.
The magic begins when we engage our senses and share the experience with our friends.
In order to make ice cream you need: heavy cream, whole milk, sugar, and vanilla.
The magic begins when we engage our senses and share the experience with our friends.
Getting ready for Valentine's day, we are making each other cards and reading our "mailboxes" to deliver the card to its owner.
Preparing for the amazing Empty Bowl school-wide event, which takes place on Thursday, March 15th. Save the date!
Thank you for helping us celebrate 100 days of school, Olga, Yolanda, Daniela, Karla, and Jess. We appreciate your support!
There is beauty and generosity and art all around us every day. Here is but two examples of children using classroom materials to communicate.
Children were provided the opportunity to plant in our Earth boxes, outside the EC offices. This conversation was recorded:
Gardener- Worms help plants grow because worm eat the dead scraps and produce nutrient-rich poop.
Luis- "Popó especial!"
Ferran- "Popó especial que se hace composta!"
The gardener shows the children a handful of worms.
Lucianna- "Son serpientes."
Lucía-"Son porque protejen la tierra."
Theo exclaimed, "We are gardeners!"
The children explored the natural world around them and discovered a blooming pumpkin plant in the midst of the lavender.
Gardener- Worms help plants grow because worm eat the dead scraps and produce nutrient-rich poop.
Luis- "Popó especial!"
Ferran- "Popó especial que se hace composta!"
The gardener shows the children a handful of worms.
Lucianna- "Son serpientes."
Lucía-"Son porque protejen la tierra."
Theo exclaimed, "We are gardeners!"
The children explored the natural world around them and discovered a blooming pumpkin plant in the midst of the lavender.
May your winter vacations be filled with good health, laughter, family, and cheer. Here are but a few of the magical moments we share together.
Special visitors came to the classroom- two, new-born kittens! We learned how to care for abandoned kittens, played with them, fed them, and loved them. We studied how they moved and made sketches using a cat model and magnifying glasses.
I struggle with capturing & sharing all the amazing moments we experience at school. It is a constant balance between being in the moment, planning ahead, and finding time to share. I do hope that you ask your child to explain the photos, even if it is not of your child, as the experience was shared by all. So, here is but a glimpse into our rich and robust moments shared.
Another full week of building relationships with the world.
After sketching from memory for some and sketching with the aid of books and other materials for others, a butterfly card emerged.
Transforming the treehouse continues...
Happy Halloween!
Different techniques were used to draw leaves. Some children traced real leaves, others traced leaves we had created in the classroom and some drew using observation. Once the leaves were on the wood children traced the pencil leaves with markers, paying attention to the details in each leaf.
Thank you Olga and Julia for making pumpkin bread with us. The bread was delicious!!!
Pumpkin carving
Thank you for coming to share in the pumpkin carving experience. The children enjoyed the time with you!
Moments captured this week...
Open House
Thank you for joining us last night. Paty and I appreciate your voice in creating meaningful school experiences.
Below is the presentation for those that missed it. As well, we are sharing photos taken by one of our parent photographers from the evening in combination with photos taken by teachers. And lastly, we are sharing photos of the children interacting with the wooden block treehouse found early this morning.
Below is the presentation for those that missed it. As well, we are sharing photos taken by one of our parent photographers from the evening in combination with photos taken by teachers. And lastly, we are sharing photos of the children interacting with the wooden block treehouse found early this morning.
Peace… such an important, complex concept. What does peace mean to you?
Julia- Peace is when all the children are happy and that no children fight.
Daphne- Peace is when all the children play happy and that there is no garbage on the floor.
Ana Karla- Peace is when all the children on our planet are happy.
Natalia- Peace is when everyone feels happy at a party.
Henrique- Peace is when all the world is happy.
Nicole- I say peace when I don’t like something and I want someone to stop.
Gabe- I feel sad when I hurt myself. I feel peace when I don’t hurt myself. Peace means I feel happy.
Lucia- Peace is when I feel good.
Marcelo- Peace is a day we celebrate like Independence Day. It’s a day we see a big dove at recess. We also say peace when we want someone to stop bothering us.
Manu- Peace is not to fight. Fighting is not pretty and it’s bad. Peace is pretty and nice.
Triana- Peace is a world without fighting.
Juan Pablo- Peace is a nice place, like a place that doesn’t have bad guys.
Ferran- Peace is a word I use to tell someone to stop, you are bothering me.
Luis- Peace is when all the world feels safe.
Loretta- Peace is to pray.
Musa- Peace is when you have fun.
Alvaro- Peace is when I say, “no, don’t take that from me.”
Theo- Peace is when all the children hold hands around the world and say peace because we are saying stop to fighting.
Mateo- Peace, to me, is a word that helps me to remember that I can calm myself down. Like, when I feel angry and I say peace, or someone says peace to me, I know I can stop, breathe, and think. This is peace. When I can feel peaceful and not angry.
Lucianna- Peace is being with my family.
Paula- Peace to me is when I am happy.
Julia- Peace is when all the children are happy and that no children fight.
Daphne- Peace is when all the children play happy and that there is no garbage on the floor.
Ana Karla- Peace is when all the children on our planet are happy.
Natalia- Peace is when everyone feels happy at a party.
Henrique- Peace is when all the world is happy.
Nicole- I say peace when I don’t like something and I want someone to stop.
Gabe- I feel sad when I hurt myself. I feel peace when I don’t hurt myself. Peace means I feel happy.
Lucia- Peace is when I feel good.
Marcelo- Peace is a day we celebrate like Independence Day. It’s a day we see a big dove at recess. We also say peace when we want someone to stop bothering us.
Manu- Peace is not to fight. Fighting is not pretty and it’s bad. Peace is pretty and nice.
Triana- Peace is a world without fighting.
Juan Pablo- Peace is a nice place, like a place that doesn’t have bad guys.
Ferran- Peace is a word I use to tell someone to stop, you are bothering me.
Luis- Peace is when all the world feels safe.
Loretta- Peace is to pray.
Musa- Peace is when you have fun.
Alvaro- Peace is when I say, “no, don’t take that from me.”
Theo- Peace is when all the children hold hands around the world and say peace because we are saying stop to fighting.
Mateo- Peace, to me, is a word that helps me to remember that I can calm myself down. Like, when I feel angry and I say peace, or someone says peace to me, I know I can stop, breathe, and think. This is peace. When I can feel peaceful and not angry.
Lucianna- Peace is being with my family.
Paula- Peace to me is when I am happy.
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Recently we have been exploring the life cycle of plants and animals. How are they similar? How are they different? |
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A study of a rainy day...
Get to know PK-K 11 friends
Scroll the mouse over the image to learn each child's name. Click on the image to enlarge the photo.
Help your child learn his/her new classmate's names by practicing until all names are mastered by memory!
Scroll the mouse over the image to learn each child's name. Click on the image to enlarge the photo.
Help your child learn his/her new classmate's names by practicing until all names are mastered by memory!
And to help foster conversations about school... please visit our "Building Community" tab.
Children came with much curiosity about the sun this morning. We sat in a circle and shared what we understood was happening.
Ferran- The sun is bad so we shouldn't look at it.
Teacher- How can the sun be bad if it gives us life, light, and joy?
Ferran- No, the sun isn't bad. It is just behaving badly today.
Luis- The moon is passing in front of the sun.
Mateo- We can't look at the sun.
Julia- It is going to be dark today, like a cloudy day.
Teacher- We should never look at the sun. It is strong and powerful.
Luis- I have an idea. Why don't you use the machine on the ceiling (he points to the projector) and show us a video on the white board of the eclipse? That way we don't look at the sun but we see what is going on.
Children- Yeah!
Below are the videos we watched to satisfy children's curiosity without harming their eyes. For more information on the total solar eclipse, visit Nasa's website.
After watching the first video, Musa asked to watch a "real" video so I showed the second video where they could see a total solar eclipse from several years ago.
Ferran- The sun is bad so we shouldn't look at it.
Teacher- How can the sun be bad if it gives us life, light, and joy?
Ferran- No, the sun isn't bad. It is just behaving badly today.
Luis- The moon is passing in front of the sun.
Mateo- We can't look at the sun.
Julia- It is going to be dark today, like a cloudy day.
Teacher- We should never look at the sun. It is strong and powerful.
Luis- I have an idea. Why don't you use the machine on the ceiling (he points to the projector) and show us a video on the white board of the eclipse? That way we don't look at the sun but we see what is going on.
Children- Yeah!
Below are the videos we watched to satisfy children's curiosity without harming their eyes. For more information on the total solar eclipse, visit Nasa's website.
After watching the first video, Musa asked to watch a "real" video so I showed the second video where they could see a total solar eclipse from several years ago.
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What a beautiful few days we shared this week. We reconnected with old friendships and embraced new ones, while exploring the classroom space and materials. The outdoors always provides us with many opportunities to discover nature and move more freely. Here are but a few of our moments...