One of the children asked us many times if we might try cooking the corn. We asked them how we should cook it. After a bit of thinking, they decided that their mom makes corn in the oven. We weren’t sure where this experiment might lead, but we thought it was certainly an interesting prospect.
The temperature and baking time were suggested by the experimenting student.
These cooked quietly in the science lab while we finished our choice time in the classroom. The children helped us set a timer so we wouldn’t forget to pull them out of the oven. Two students watched the timer carefully for the last 9 minutes.
When Miss. Davis brought them in, the pan was still hot. We noticed they didn’t look too different. We did, however, decide that we should keep them separate from the other corn so we could compare them. One child suggested making a label and another wrote it out for us.
Once we looked a bit closer, we could see some differences between the cooked and uncooked corn. What do you notice?
An unusual box arrived today. Curiosity and excitement are bubbling out the door and down the hall. What could be inside?
- A hamster in a cage, because I saw one once.
- A turtle because ___ put his finger in and he said something bit him. It must be a turtle.
- I think it’s a stuffed cat. Stuffed cats come to your house in a box like that.
- Glass because you said that it is fragile and can’t get hot or cold.
- A turtle because that’s what some other people said.
- A real cat. When kittens came to my house, they came in a box.
We tried listening to the box for clues. Unfortunately, we didn’t hear anything that might give us clues.
Everyone wrote down their ideas using one of our Feely Box Friday forms. The top says, “I think it is a________.” We use the bottom to write about what we actually find.
Finally, we opened the box. Its contents were not what we expected. Inside we found bugs! In fact, there were four containers of them. The bugs are very small and a few of the children were a bit nervous that they might be poisonous. I quickly assured them that I would never invite a dangerous bug into our school. The package also contained some white fuzzy things, two little Petri dishes with what appear to be seeds, and some sort of crispy, hard thing that reminded the children of a butterfly “cocoon.” I’ve set up all of these items in an observable space so we can keep an eye on them. Our little scientists are looking forward to watching this drama unfold.
We had the most perfect snow for our Forest 4s this past week!
Two of our dear friends moved back to Florida last week. We are already missing their smiles. Sigh….
No worries! The children have a plan….
We’re going on a road trip to Florida! Yippee! Oh, fine, it is only imaginary, but we can still make our plans. To assist in the planning, I photocopied all of the pertinent states from my trusty road atlas and stitched them together with old-fashioned scotch tape. The class was quite surprised to find such a spaghetti mess of roads between here and there. Yet undaunted, they began to take action.
First, the children decided we needed a car to get there. Enter our trusty stand-by, a nice empty box.
Here are a few bits demonstrating the process and explaining some of the technical details:
I think we’ll need to attack the map next….
At Morning Meeting today we were discussing the upcoming change in weather. For those of you not in our locale, it is 56 degrees here today with rain. Tonight, this will change drastically. We are expecting up to a tenth of an inch of ice this evening with 3-6 inches of snow tomorrow and a high of around 17. I posited the question, “Where does the ice come from?” (They weren’t too keen on my idea that the ice came from trays in the sky.)
When they decided that it came from the sky and the rain, I wondered where the rain came from. One of the children offered that it happened because of the water cycle. She then explained to us that the water cycle meant that the water on the ground evaporated, went up into the sky, made clouds, and then fell back to earth. We tried to find an explanation of “evaporate” and only came up with “you need to have something yellow, like the sun” to make it happen. Finally, another child explained that the sun made the water hot and turned it into vapor. The vapor then goes up to become the clouds and the water vapor parts bonk into each other and get heavier, making it rain. (I still think my idea that there is a big watering can sprinkling water on the Earth is more interesting.)
Then I began to wonder where the snow came from. It took a bit of thinking, but it was finally decided that when it is cold, the water “melts” and turns into ice which turns into snow. I foresee some experiments in our future.
Welcome back to school! I hope all of you had peaceful holidays filled with rest and joy. During the vacation, I was reflecting on some of the play I’d noticed appearing repeatedly in various parts of the room.
Many months ago, two children created a “boat” using wooden arches and blocks in the construction area. I’m sad to say, I can’t seem to find a picture of this creation. Allow me to explain that the arch was set on the curve so that it would rock sideways if pressure were applied to either end. The rest of the boat balanced in the center of this waving contraption. At the time, I didn’t realize that this would become an activity captivating most in the class.
Since, I’ve noticed balancing fanciful creatures, other balanced block structures, and lots of experiments balancing bodies throughout the playground and forest. I’m looking forward to directions we might take as we play we these mathematical, kinesthetic ideas.