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The Adventures of Pod B... HOPSCOTCH... (see captions on slideshow) Conversations while Paint mixing... Olivia: This is my daddy’s shirt. Andy: And this is MY daddy’s shirt. Olivia: Pinkish is the best color, right Andy? Andy: Yeah. Look what I did. Olivia: A little bit of yellow. It makes green! Andy: Light black! Olivia: How bout I mix pink? Mix, mix, mix. Mix it up. Pinkish… That’s so cool! (Andy laughs) Olivia: Now I’ll use yellow. Mix it up into black. Daniel would love this color, he loves black.
Andy and Oliver experimented with weaving at the same time from opposite sides and had a traffic jam in the center! Then, they tried to backtrack, but it created a large unwieldy clump that made further weaving tough. They still prevailed! Later, Olivia and Fletcher had a similar traffic jam, which made us laugh. Trial and error is a great way to learn about what does/doesn't work in any medium, and weaving is no exception. This is one example of why using materials is such an important part of our curriculum... it allows for a lot of child-driven problem solving! Adventures in Pod A |
| | It was a busy and noisy morning in Tucker A! Each of the children worked with hammers, nails, and wood in the studio area. Children discovered how much effort was required to drive and nail into the wood. They also noted the differences in using a shorter nail with a wide head and a longer, thinner nail. Wolf shared his knowledge of tools with his classmates. Wolf - (Looking at his nail in the wood) It's not exactly straight. (He removes the nail with the hammer.) Lane - Is that what the back (of the hammer) is for? (A little later.....) Wolf was an expert at hammering. As the morning progressed, Wolf shared this strategy with Maren and Nora as well. |
Investigating Leaves | The construction area is always a popular choice for our children. Yesterday, we added the new and unique materials pictured above. Children quickly proposed uses for these items. As they built today, children developed narratives involving animals and worked through concepts of stability and balance. The group wanted to build a structure that was taller than a teacher: mission accomplished. As always, the area supported collaboration and the formation of relationships. |
| The Tucker A Pod features a plant area to support children's understanding of the plants that are a part of the birthday gift this year. Nora examined leaves and flowers with the digital microscope today. The noticed the lines running through leaves in the enlarged image. Jill - Why do you think those lines are there? Nora - I don't know. Dakota - Because they growed like that. Wolf - (Coming over from the construction area) They hold the leaf to the stem. I see it connecting. Nora - I see the lines. They grew like that. (She examines a variety of leaves under the the microscope.) Nora - That leaf has the same thing -- the line. Jill - Are we noticing that all the leaves have lines? Nora - Yes! All the leaves have lines. (Looking at another leaf) It has lines, too. This (digital microscope) is like an x-ray. Like an x-ray taking pictures of your tummy. (She looks at another leaf) I'm pointing out that this leaf has a line. Lane - (Looking at the line) That's part of the stem. Nora - I think this is a mystery. The mystery is that all leaves have the same lines. Lane - (Pointing to the center of the enlarged image of a flower) See that part.... it's the necturn. Actually, it's the pollen. The bees get the pollen. Cannon - (From the sink) Bees get pollen and nectar. This is an early conversation about leaves and plants and there are certain to be several more. We are eager to hear children's theories and understandings. You'll notice that teachers don't correct children or rush in with our knowledge. Instead, we allow children to construct knowledge in a collaborative manner. |    |
Tucker B
Outdoor Classroom CollaborationThe Tucker B Pod had an hour outside today, which proved to be the perfect environment for making connections and building relationships. At certain points, all five children in attendance were playing and working together. It all started as Fletcher noticed that the sand had been dug to resemble a moat. He asked children to help build a moat and Aida was the first to join in. Then a bridge was suspended over the moat.... Fletcher - I'm afraid it (the bridge) will not hold.....(Indeed, the bridge does hold! Fletcher admires the hole that has been dug.) This is going to be the biggest hole ever!! Andy - Here's gonna be the river. We're making the biggest moat ever. Aida brings over a boat. Oliver - Let's make the stream nice and flat. We can get a tube and put it through there. Fletcher - We're saved! It (the tube) is too short! Aida - It looks like they're having fun! Fletcher - Psssssh, psssssh, turn off the (imaginary) water! Real water was eventually added as children worked together to create the moat. A good time was had by all! |   |
More Collaboration and Connections!
Tucker B children also studied the numbers on the communal hopscotch and continued work on a large rainbow weaving they began yesterday.
Memory Boxes!
Many thanks to the families that have shared their memory boxes. Yesterday, Olivia, Cannon, and Gig shared their boxes with their classrooms. As children share, their classmates are noticing connections. For example, the memory boxes of both Cannon and Gig prominently featured the messages they received during our time away from school. Olivia has been very generous with the items in her box..... she is letting classmates "buy" and "sell" items from her box in the Tucker B Store. The connections made by children will inform part of the future work of the classrooms. We'll keep you posted as these ideas develop!
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Happy 4th Birthday, Nora!Our new friend Nora turned four today! Olivia took the lead on creating a beautiful personalized pot, with assistance from Fletcher and Aida. The creation featured shiny beads attached to the painted plot with wire. We all had delicious cookies and read Aida's favorite story for a fun Friday celebration. Thanks to the committee from Pod B and thanks to Nora's family for making today so special! |  |
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Note: The blog post on the last Friday of each month will be short and sweet, as each classroom works to clean and maintain different areas of the school.
Have a great weekend!
Stories from Pod B
| | Clay: “Score and Slip” In the studio today, children worked to adhere different pieces of clay together using the “score and slip” technique. A teacher guided them to understand that by scratching up the surface and using watery clay as a ‘glue’, the pieces have a better chance of sticking together in the kiln. Fletcher continued building up his rocket from yesterday by adding two triangular pieces to the top. Aida made a house. She poked lots of holes in the surface and said, “Maybe we need more holes in it for it to stick together.” Then she laughed and said, “I’m just joking. I’m just being a jokester because it’s Hop Hop’s birthday.” First Oliver built a rocket with wings and "boosters". He constructed it very carefully using score and slip. We put it away to dry, and then Oliver heard about Aida’s house and said, “I want to make a house for the mousies.” Grace’s rocket transformed into a house. She made a window which turned into a door. She wanted to carve it out so the inside would be accessible. “It’s just like carving pumpkins”, she said. Then she saw how dark the inside was and said, “I have an idea - we need a light in there." |
Outside Time
 Fletcher: "We found two feathers and we don't know where it's coming from. I think it's coming from the branch. A bird's nest that lives in the branch, and its nest is made out of twigs up in the tree."  |  Aida drew some characters from Bubble Guppies. Her idea to draw outside was inspiring to her classmates who decided to join her.    Rachel hears Fletcher giggling on the swing and asks what is making him laugh. "Nothing, I'm just dreaming," he said. |  Calling Tucker Pod A on our new walkie talkie!   |
Taking a Trip on a Train....
In Blake Hall, we set up a projection of a video of a train going down the tracks. Children reacted to the image as they imagined different scenarios while traveling.
  | Olivia: We’re going to that mountain! (Sings) We’re riding to the mountain, we’re riding to the mountain. Fletcher: That’s not a mountain! We’re going to crash! We’re all going to die!! Olivia: We’re not going to crash - we can stop! Fletcher, we’re going into a tunnel now. You’ll like it. But it’s dark, and you can’t see anything. Andy: I wonder what’s on the other side? Olivia: There’s flowers and the train will stop. And there’s flowers. And it will beautiful and there will be a breeze. A beautiful breeze. Fletcher: We have been in this canyon for hours! Olivia: Yeah. Is anyone hungry? Andy: I’m hungry! Olivia: Okay. Would anyone like a drink or foodie? …Who’s driving the train? No one is driving! Andy: But you’re the conductor. Olivia: I’m just teasing. I’m driving. Fletcher: (sits in conductor chair) My job is to drive the train. Andy: Oh my gosh! We’re going faster faster faster! Olivia: I’m going to make some home spaghetti so you calm down. Fletcher can you drive a little bit faster? Fletcher: I can’t. Too bad I can’t drive faster. Olivia: There’s no brakes? I see brakes. Fletcher: We’re going to crash! Olivia: I know, I know, everyone crashes. We’re in the tunnel. Everyone loves tunnels. They’re so quiet and peaceful. You can hear the music. The ducks quacking in the water. |
Pod B
| Lane's Memory Box  (outside of box) I have a box that has a platypus on it and dogs on it. The platypus has a stinger on its back leg. I has flippers to swim and legs to go on an island where it lays eggs. (inside) Basically everything is attached. I have stars because last night was a full moon. I have tape of things I like: fizzy water, cheesy popcorn is literally my favorite popcorn. I have donuts, strawberry donuts are my favorite. And there’s pizza and a hotdog. The person is me. |  |
The Giant Hopscotch
Yesterday and today, the children worked in collaborative small groups to continue the hopscotch project we started last school year (in February). Pod A decided it was time to let the Pod B have a turn to work on it, too, so they'll be letting us borrow it for some time.
Yesterday and today, the children worked in collaborative small groups to continue the hopscotch project we started last school year (in February). Pod A decided it was time to let the Pod B have a turn to work on it, too, so they'll be letting us borrow it for some time.
Construction - Animal World
Children used animals to play with the complex structure built yesterday. (see dialogue below!)
Children used animals to play with the complex structure built yesterday. (see dialogue below!)
Lane - A bigfoot is coming to smash the whole building and attack the animals.
Gigi - (Using a dog or two) And the dog has to get to a circus, but he’s hiding from the monster. He has to get to practice, but the monster is coming.
Maren - (Joins in, adding the lights) I’m putting the lights where they (the animals) live.
Lane - Yeah, because all the animals are scared of the dark.
Gigi - Well, I don’t know if the dog is.
Lane - Big foot decided not to come to the village.
Lane - There’s a storm coming.
Gigi - Well, the dog has so much fur that the rain doesn’t even bother him. He can go out in the storm.
Lane - (With mother and child llamas, speaking to Gigi’s dog) Can you please take my baby out for a walk in the storm?
Gigi - Yes.
Lane - Good, because I need some mommy time.
Later…
Gig’s dogs and Cannon’s hyenas are threatened by a hyena.
Cannon - We’re freezing out the hyena. (Using small plastic cubes to freeze and deter the hyena.)
A little later, Palmer’s yak family befriends Gigi’s dog and cat family.
Palmer - I’m building an apartment for you.
Gigi -This can be there visiting apartment where they stay when they come for a visit.
A large dinosaur threatens.
Palmer - We’ll protect you!
Gigi - Thanks for protecting us!
Gigi - (Using a dog or two) And the dog has to get to a circus, but he’s hiding from the monster. He has to get to practice, but the monster is coming.
Maren - (Joins in, adding the lights) I’m putting the lights where they (the animals) live.
Lane - Yeah, because all the animals are scared of the dark.
Gigi - Well, I don’t know if the dog is.
Lane - Big foot decided not to come to the village.
Lane - There’s a storm coming.
Gigi - Well, the dog has so much fur that the rain doesn’t even bother him. He can go out in the storm.
Lane - (With mother and child llamas, speaking to Gigi’s dog) Can you please take my baby out for a walk in the storm?
Gigi - Yes.
Lane - Good, because I need some mommy time.
Later…
Gig’s dogs and Cannon’s hyenas are threatened by a hyena.
Cannon - We’re freezing out the hyena. (Using small plastic cubes to freeze and deter the hyena.)
A little later, Palmer’s yak family befriends Gigi’s dog and cat family.
Palmer - I’m building an apartment for you.
Gigi -This can be there visiting apartment where they stay when they come for a visit.
A large dinosaur threatens.
Palmer - We’ll protect you!
Gigi - Thanks for protecting us!
Pod A
The Memory Boxes are a wonderful way to make connections and build community. Today Maren shared her box with the group. (For the new families: Maren's family spent the first part of stay at home in Florida. Later, they went to Jackson Hole and spent time there.) Here's what Maren told us about her box:
Explaining the beaded flamingo,"When I was in Jackson we got these beads at camp and then my mom bought them for our home."
"This is a gondola ticket. A gondola is...you use it to get to the top of the mountain."
Reflecting on her time in Florida she included, "A water balloon. I have sea shells from Florida. This is a puppet I made in Florida."
Maren also told the group about Hamilton, "Hamilton is a movie I like to watch. It's on Disney Plus. It's a song movie. I like the wedding song."
Explaining the beaded flamingo,"When I was in Jackson we got these beads at camp and then my mom bought them for our home."
"This is a gondola ticket. A gondola is...you use it to get to the top of the mountain."
Reflecting on her time in Florida she included, "A water balloon. I have sea shells from Florida. This is a puppet I made in Florida."
Maren also told the group about Hamilton, "Hamilton is a movie I like to watch. It's on Disney Plus. It's a song movie. I like the wedding song."
Hamilton was something that the children connected on. Palmer said, "I like Hamilton!" And Cannon, even though he wasn't familiar with it, was able to make a connection by adding, "The Lion King is a song movie."
Building Together
Cannon, Wolf and Palmer built some large structures in the construction area today. Later, Maren, Gigi and Lane joined them and helped add to the work. It wasn't always smooth sailing, though, especially in the beginning. With some coaching from Jill, the initial group was able to overcome some challenges and effectively cooperate.
Cannon, Wolf and Palmer built some large structures in the construction area today. Later, Maren, Gigi and Lane joined them and helped add to the work. It wasn't always smooth sailing, though, especially in the beginning. With some coaching from Jill, the initial group was able to overcome some challenges and effectively cooperate.
During second meeting, the children reflected on the experience of working collaboratively to build a large project.
Jill: At first it seems like there were problems.
Palmer: Yes, there were totally problems. I wanted to keep my building separate from Cannon's, but then I changed my mind.
Jill: What did you like about working together?
Palmer: I like Wolf's building because it's super cool. I like that we used so many blocks.
Lane: Almost like we're out of blocks.
Palmer: And I liked that so many friends worked on it. I think almost all the friends helped.
Cannon: I liked when we worked together and I didn't like it when we didn't.
Gigi: I liked it. The whole place was a home (for the animals). There's even a little dog.
Of the whole creation Lane reflected: My eyes were amazed!
Jill: At first it seems like there were problems.
Palmer: Yes, there were totally problems. I wanted to keep my building separate from Cannon's, but then I changed my mind.
Jill: What did you like about working together?
Palmer: I like Wolf's building because it's super cool. I like that we used so many blocks.
Lane: Almost like we're out of blocks.
Palmer: And I liked that so many friends worked on it. I think almost all the friends helped.
Cannon: I liked when we worked together and I didn't like it when we didn't.
Gigi: I liked it. The whole place was a home (for the animals). There's even a little dog.
Of the whole creation Lane reflected: My eyes were amazed!
Pod B
Aida and Olivia deepened their friendship while working with clay today. Olivia helped Aida press down on her rolling pin. Later, Aida was inspired by Olivia to try and lift the large, heavy rolling pin over her head.
Even when creating individual pieces, the children strengthened their relationships through compliments and offers to help one another:
Grace: how did you do that Fletcher? Good work! I like your design!
Fletcher: I made the body of the rocket, but now I need the roof. Like a triangle.
Grace: Here you go Fletch. (Hands him a piece of clay) What else does a rocket need?
Fletcher: I need two triangles.
Olivia: Okay, I know how to make triangles. You’re lucky.
Grace: how did you do that Fletcher? Good work! I like your design!
Fletcher: I made the body of the rocket, but now I need the roof. Like a triangle.
Grace: Here you go Fletch. (Hands him a piece of clay) What else does a rocket need?
Fletcher: I need two triangles.
Olivia: Okay, I know how to make triangles. You’re lucky.
Today Melanie set up a digital landscape in Blake Hall to enhance the dramatic play narratives.
Group #1
Oliver: Do you want me to scan it down? I don’t think I can scan it with all this fog.
Andy: Oh my gosh!
Oliver: Don’t worry, I blew it away. Psssssh. We’re going through that cloud and it will turn us into daytime space. More magic shooting stars! Andy do you want to catch one?
Andy: I caught all of them.
Oliver: We’re in spooky space.
Andy: Oliver watch out!
Oliver: See? It made magic.
Group #2
Olivia: I’ve got our money in here. So we can pay the moon! Heehee.
Fletcher: Miss Melanie I think I just saw a Saturn.
Grace: Five, four, three, two, one, blast off!
Olivia: Grace, you’re the sister now.
Fletcher: (on the phone) Hello? Is anyone there? Nobody’s calling me.
Olivia: One, two, three, speed up. (Driving the rocketship)
(The picture of the moon changed - we see a crater)
Olivia: We’re in the hole! We’re in the crater. Now we have to jump around on the moon. (She stands up and beckons to her friends)
Fletcher: Okay I’ll stay on the ship.
The digital landscape piqued Grace's curiosity and she had many wonderings:
At night, when it’s a crescent, how do they walk on it? Did the moon move? Is there only one moon, or two moons? What if the moon goes away on a trip? Where will it go? Does space ever go faster or slow?
Does the moon go to the bathroom like us? Does the moon have a home? Is it soft or rough? Does it ever snow on the moon? Is it ever sunny on the moon? Is there clouds on the moon?
Is there holes in moons? Is there a playground in moons?
Will a space astronaut ever come to St. John’s?
Oliver: Do you want me to scan it down? I don’t think I can scan it with all this fog.
Andy: Oh my gosh!
Oliver: Don’t worry, I blew it away. Psssssh. We’re going through that cloud and it will turn us into daytime space. More magic shooting stars! Andy do you want to catch one?
Andy: I caught all of them.
Oliver: We’re in spooky space.
Andy: Oliver watch out!
Oliver: See? It made magic.
Group #2
Olivia: I’ve got our money in here. So we can pay the moon! Heehee.
Fletcher: Miss Melanie I think I just saw a Saturn.
Grace: Five, four, three, two, one, blast off!
Olivia: Grace, you’re the sister now.
Fletcher: (on the phone) Hello? Is anyone there? Nobody’s calling me.
Olivia: One, two, three, speed up. (Driving the rocketship)
(The picture of the moon changed - we see a crater)
Olivia: We’re in the hole! We’re in the crater. Now we have to jump around on the moon. (She stands up and beckons to her friends)
Fletcher: Okay I’ll stay on the ship.
The digital landscape piqued Grace's curiosity and she had many wonderings:
At night, when it’s a crescent, how do they walk on it? Did the moon move? Is there only one moon, or two moons? What if the moon goes away on a trip? Where will it go? Does space ever go faster or slow?
Does the moon go to the bathroom like us? Does the moon have a home? Is it soft or rough? Does it ever snow on the moon? Is it ever sunny on the moon? Is there clouds on the moon?
Is there holes in moons? Is there a playground in moons?
Will a space astronaut ever come to St. John’s?
Picture Day!
Today and awesome photographer name Susan came to take individual and class photos. This limited our normal outside time. Tucker B opted instead to have a fun dance party in Blake Hall!
Nora's Birthday CommitteeIn addition to some cool moves on the dance floor, Tucker B also started working on Nora's birthday gift! Classmates generated ideas that would make the personalized pot perfect for Nora. They thought about the colors pink and purple, fancy beads, unicorns and rainbows, and sparkly tape. We're looking forward to the celebration on Friday! |  |
Watercolors
Both groups explored watercolors today.
 Fletcher was working on a family portrait. "See that orange spot right there? That's Nana." |  Gigi said, "I'm putting them in the spaces where they kind of match the colors. (E.g. putting orange near red, blue near green.) |  While using blue, Cannon said, "This is water, the waves (moving his brush like waves).." Later he added, "I'm making snakes." |
Tucker A
Working with WireBoth yesterday and today, our group explored wire. Children used tools and thrown strength to cut and bend this material. Children twisted it, wrapped it and made loops, like the lasso shape fashioned by Nora. Children discussed things that they already knew about wire and things they noticed today. Palmer - It's pointy. Cannon - It's springy. Wolf - It shines in the light. Maren - Does it sparkle in the light? Wolf - Yes.. Nora - I notice that I could make a snake. Lane - This wire is SO thin. Me and mom have to get wire. We don't have any. We also noticed the way children shared ideas as they worked. Cannon and Palmer had previously been playing with animals in construction. They brought some animals over to the wire table. Palmer - (While twisting) I'm making a gorilla fortress. Cannon - I'm going to make a lion fortress. |   |
As we introduced wire, we talked with children about some of its properties. One feature of wire is that it is like a line, and you can use it to form identifiable shapes, almost like "drawing." Yesterday, Dakota took this to heart and started making her name. Today, Lane and Gigi followed up on this idea.
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Revisiting Hopscotch
| When school closed suddenly last spring, the children were in the process of making a Rainbow Hopscotch game for the Hyde Addison School. Today we revisited this big project by watching a video taken yesterday of Maren and Lane creating hopscotch out of carpet squares. There was enthusiasm both for the work already done and for the possibility of completing the process. Here's the conversation: Dakota: I saw that they’re helping to make hopscotch. I can see that the carpets are light but they don’t have numbers. Wolf: They’re not together. (meaning squares aren’t touching) Lane: You can do them (hopscotch) in different ways. There’s so much ways. When there’s one space (square) we went on one leg and two squares went out (our legs went out). Nora: Why don’t they have letters? Palmer: Because hopscotch only has numbers. (looking at documentation) Palmer: I see when Wolfie and me and the 1 and the 9 and we were printing out the numbers. Below, that’s Melanie and me playing hopscotch. Wolf: We used tape to put it together. Palmer: We used lots and lots of tape. Brooke: And why were we doing hopscotch? Cannon: We did it Rainey Room. Lane: Because we were making one for the school across the street. Brooke: Do you remember why we started thinking about making a gift for the kids at Hyde Addison? (children are unsure…. Long pause no responses) I’m going to point you to the first picture up there. What are the girls doing? Wolf: Chalk. Brooke: Do you remember how the hopscotch project started? Lane: Oh yeah, we did chalk. |    |
(get out the hopscotch - we notice the colors)
Brooke: Do you remember that we were making a rainbow hopscotch? So it all started when the girls were outside coloring the brick with chalk.
Lane: Yeah! And we were thinking to do chalk all over the world, me and Grace?
Brooke: Why were you and Grace thinking to do chalk all over the world?
Lane: Because…so people couldn’t just have a old sidewalk.
Wolf: But we can’t do it all around the world because it would take a long time.
Brooke: I remember that Grace said something like they would feel jealous if we had a rainbow hopscotch and they didn’t.
Lane: Yeah, what does jealous mean?
Cannon: You want something that other people have.
Brooke: And then what happened? Why did we have to stop our project?
Palmer: Because it’s almost at the end of the paper.
Wolf: Because it was getting too big.
Brooke: We had to stop going to school. Do you remember?
Lane: Or maybe we ran out of numbers to think of.
Palmer: Cause it only stops at 20.
Jill: But why did we stop going to school? Wasn’t there something going on?
Multiple kids: Because of corona virus.
Maren: But now we’re here and it’s the corona virus.
Palmer: So then this might have germs on it!
Brooke: It’s ok it hasn’t been used in so long that there are no more germs on it because it’s had enough time.
Brooke: Is this a project we should finish? (Lane, Maren, Wolf raise hands in interest)
Palmer: But since Melanie’s not here how are we going to know how to do our hopscotch?
Jill: Is Melanie the only one? I think Lane, Maren and Cannon could probably teach us, right?
Lane: Yeah, Me and Maren are experts at hopscotch.
Brooke: Palmer brings up a good point. What about Melanie, Grace, Oliver, Fletcher and Olivia who worked on the project last year. Do you think they should get a chance to help finish the project too?
Wolf: Maybe we could bring it to them and then they give it back and then we give it back to them.
Palmer: How will fit in the classroom, in Melanie’s classroom if it’s so small?
Wolf: It will not fit. They will have to do it in the hall.
Lane: No, because then people will slip and fall on the wet paint.
Palmer: And they will get their shoes dirty.
Gigi: One number’s empty with no square.
Brooke: So she’s already noticing something that she’d like to work on.
We're looking forward to continuing this work with our classmates. We feel it will foster relationships with new and returning children. Thinking, planning, and working together are some of the ways we build community at this preschool. We can't wait to dig in!
Brooke: Do you remember that we were making a rainbow hopscotch? So it all started when the girls were outside coloring the brick with chalk.
Lane: Yeah! And we were thinking to do chalk all over the world, me and Grace?
Brooke: Why were you and Grace thinking to do chalk all over the world?
Lane: Because…so people couldn’t just have a old sidewalk.
Wolf: But we can’t do it all around the world because it would take a long time.
Brooke: I remember that Grace said something like they would feel jealous if we had a rainbow hopscotch and they didn’t.
Lane: Yeah, what does jealous mean?
Cannon: You want something that other people have.
Brooke: And then what happened? Why did we have to stop our project?
Palmer: Because it’s almost at the end of the paper.
Wolf: Because it was getting too big.
Brooke: We had to stop going to school. Do you remember?
Lane: Or maybe we ran out of numbers to think of.
Palmer: Cause it only stops at 20.
Jill: But why did we stop going to school? Wasn’t there something going on?
Multiple kids: Because of corona virus.
Maren: But now we’re here and it’s the corona virus.
Palmer: So then this might have germs on it!
Brooke: It’s ok it hasn’t been used in so long that there are no more germs on it because it’s had enough time.
Brooke: Is this a project we should finish? (Lane, Maren, Wolf raise hands in interest)
Palmer: But since Melanie’s not here how are we going to know how to do our hopscotch?
Jill: Is Melanie the only one? I think Lane, Maren and Cannon could probably teach us, right?
Lane: Yeah, Me and Maren are experts at hopscotch.
Brooke: Palmer brings up a good point. What about Melanie, Grace, Oliver, Fletcher and Olivia who worked on the project last year. Do you think they should get a chance to help finish the project too?
Wolf: Maybe we could bring it to them and then they give it back and then we give it back to them.
Palmer: How will fit in the classroom, in Melanie’s classroom if it’s so small?
Wolf: It will not fit. They will have to do it in the hall.
Lane: No, because then people will slip and fall on the wet paint.
Palmer: And they will get their shoes dirty.
Gigi: One number’s empty with no square.
Brooke: So she’s already noticing something that she’d like to work on.
We're looking forward to continuing this work with our classmates. We feel it will foster relationships with new and returning children. Thinking, planning, and working together are some of the ways we build community at this preschool. We can't wait to dig in!
Pod A
The Memory Box project is a great jumping off point for the start of the school year, because the children can use it to help explain their time at home in the late spring and throughout the summer.
Maren shared her Memory Box with the class today during morning meeting. Of the beaded flamingo she said, "When I was in Jackson (Jackson Hole, Wyoming), we got these beads at a camp and then my mom got them for at home." From her time in Jackson Hole she also had a gondola ticket, "This is a gondola ticket. You use it to get to the top of mountain." Maren's box also had items from Florida, where her family spent the beginning of the stay of home orders. Maren said, "This is a water ballon and a puppet I made in Florida. I have seashells from Florida." Maren also had a Hamilton sign in her box. She explained, "Hamilton is a movie on Disney Plus. It's a song movie. I like the wedding song."
Hamilton proved to be a commonality among many of the Pod A friends. Palmer noted, "I like Hamilton." Cannon, who wasn't as familiar with Hamilton was still able to make a connection by adding, "The Lion King is a song movie."
These little moments are how the children deepen their friendships.
These little moments are how the children deepen their friendships.
Building Together
The construction area is popular amongst most of the children. Today, with some coaching from Jill around cooperation and collaboration the children worked together to create 2 large, complex structures. Initially the work began with Palmer, Cannon and Wolf, but later Maren, Lane and Gigi worked with them. They were very proud of their creation and so we decided to leave it up so that they can play with it tomorrow.
The construction area is popular amongst most of the children. Today, with some coaching from Jill around cooperation and collaboration the children worked together to create 2 large, complex structures. Initially the work began with Palmer, Cannon and Wolf, but later Maren, Lane and Gigi worked with them. They were very proud of their creation and so we decided to leave it up so that they can play with it tomorrow.
sAt the end of the day, during second meeting, the children reflected on the experience of building together.
Jill: At first it seems like there were problems.
Palmer: Yes, there were totally problems. I wanted to keep my building separate from Cannon's but then I changed my mind. I also like Wolf's building because it's super cool. I like that we used to many blocks.
Lane: It's almost like we're out of blocks.
Palmer: And I like that so many friends worked on it. I think almost all the friends helped.
Cannon: I liked it when we worked together and didn't like it when we didn't.
Gigi: I liked it. The whole place was the home (for animals). There's even a little dog.
Maren: I was helping in another way, I was handing him (Palmer) blocks.
Jill: At first it seems like there were problems.
Palmer: Yes, there were totally problems. I wanted to keep my building separate from Cannon's but then I changed my mind. I also like Wolf's building because it's super cool. I like that we used to many blocks.
Lane: It's almost like we're out of blocks.
Palmer: And I like that so many friends worked on it. I think almost all the friends helped.
Cannon: I liked it when we worked together and didn't like it when we didn't.
Gigi: I liked it. The whole place was the home (for animals). There's even a little dog.
Maren: I was helping in another way, I was handing him (Palmer) blocks.
We couldn't have Backwards day this morning due to picture day. So after snack we used the shadow screen in Blake Hall to dance and imitate animals. We also played freeze dance. Afterward we read some books out on the front lawn.
Pod B
Aida and Olivia deepened their relationship while working side-by-side at the clay table. At one point, Olivia helped Aida press down her rolling pin. And when Olivia showed her strength by lifting the large rolling pin over her head, Aida was inspired to give it a try as well.
Even when working on individual pieces, collaboration and relationship development can be part of the experience. Some children used clay to design and construct rocket ships today.
Grace: How did you do that Fletcher? Good work! I like your design!
Fletcher: I made the body of the rocket, but now I need the roof. Like a triangle.
Grace: Here you go Fletch. (Hands him a piece of clay) What else does a rocket need?
Fletcher: I need two triangles.
Olivia: Okay, I know how to make triangles. You’re lucky.
Grace: How did you do that Fletcher? Good work! I like your design!
Fletcher: I made the body of the rocket, but now I need the roof. Like a triangle.
Grace: Here you go Fletch. (Hands him a piece of clay) What else does a rocket need?
Fletcher: I need two triangles.
Olivia: Okay, I know how to make triangles. You’re lucky.
In Blake Hall the children used digital landscape to enhance their dramatic play. Working together they created narratives around space travel. The digital landscapes also inspired further questions.
Group 1
Oliver: Do you want me to scan it down? I don’t think I can scan it with all this fog.
Andy: Oh my gosh!
Oliver: Don’t worry, I blew it away. Psssssh. We’re going through that cloud and it will turn us into daytime space. More magic shooting stars! Andy do you want to catch one?
Andy: I caught all of them.
Oliver: We’re in spooky space.
Andy: Oliver watch out!
Oliver: See? It made magic.
Group 2
Olivia: I’ve got our money in here. So we can pay the moon! Heehee.
Fletcher: Miss Melanie I think I just saw a Saturn.
Grace: Five, four, three, two, one, blast off!
Olivia: Grace, you’re the sister now.
Fletcher: (on the phone) Hello? Is anyone there? Nobody’s calling me.
Olivia: One, two, three, speed up. (Driving the rocketship)
(The picture of the moon changed - we see a crater)
Olivia: We’re in the hole! We’re in the crater. Now we have to jump around on the moon. (She stands up and beckons to her friends)
Fletcher: Okay I’ll stay on the ship.
The digital landscapes piqued Grace's interest and inspired her to ask a lot of questions:
Does the moon go to the bathroom like us? Does the moon have a home? Is it soft or rough? Does it ever snow on the moon? Is it ever sunny on the moon? Is there clouds on the moon?
At night, when it’s a crescent, how do they walk on it? Did the moon move? Is there only one moon, or two moons? What if the moon goes away on a trip? Where will it go? Does space ever go faster or slow?
Is there holes in moons? Is there a playground in moons?
Will a space astronaut ever come to St. John’s?
Oliver: Do you want me to scan it down? I don’t think I can scan it with all this fog.
Andy: Oh my gosh!
Oliver: Don’t worry, I blew it away. Psssssh. We’re going through that cloud and it will turn us into daytime space. More magic shooting stars! Andy do you want to catch one?
Andy: I caught all of them.
Oliver: We’re in spooky space.
Andy: Oliver watch out!
Oliver: See? It made magic.
Group 2
Olivia: I’ve got our money in here. So we can pay the moon! Heehee.
Fletcher: Miss Melanie I think I just saw a Saturn.
Grace: Five, four, three, two, one, blast off!
Olivia: Grace, you’re the sister now.
Fletcher: (on the phone) Hello? Is anyone there? Nobody’s calling me.
Olivia: One, two, three, speed up. (Driving the rocketship)
(The picture of the moon changed - we see a crater)
Olivia: We’re in the hole! We’re in the crater. Now we have to jump around on the moon. (She stands up and beckons to her friends)
Fletcher: Okay I’ll stay on the ship.
The digital landscapes piqued Grace's interest and inspired her to ask a lot of questions:
Does the moon go to the bathroom like us? Does the moon have a home? Is it soft or rough? Does it ever snow on the moon? Is it ever sunny on the moon? Is there clouds on the moon?
At night, when it’s a crescent, how do they walk on it? Did the moon move? Is there only one moon, or two moons? What if the moon goes away on a trip? Where will it go? Does space ever go faster or slow?
Is there holes in moons? Is there a playground in moons?
Will a space astronaut ever come to St. John’s?
Happy 5th Birthday, Maren!
We were so thrilled to celebrate Maren's 5th birthday on this Fun Friday! We learned that every child in Tucker B participated in the creation of her personalized pot and plant. It featured beautiful colors, a unicorn, and a lot of smiling faces! The celebration continued as we ate cupcakes for snack and read stories about Jasmine from Maren's princess book. Happy birthday, Maren!
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Here's some other images from our day!
Tucker A Slideshow
Tucker B Slideshow
Have a wonderful weekend!
Tucker Pod B....
| | Two Baby Birds On the playground today, Tucker Pod B saw two little baby birds hopping around near the back gate of the neighboring Rectory house. We were so curious about them. We really wanted to feed them, so we looked for worms underground. We also saw a mommy bird nearby. Later (below) Grace drew a picture of the birds and named them. |
 | Grace spoke aloud as she drew: "Maybe we should sketch the birds so if they ever fly away, we can remember them. We should name them! Declan is the boy and Rosie is the girl. Declan's favorite color is purple and the other is blue. How old are they? One is 3 and the other is 4." |  |
A Trip to Outer Space
Oliver set up some chairs so we could take a trip to space today! He placed a large calculator on a wooden block and indicated the buttons, saying, "This will make it go. This will make it break." He excitedly invited his friends to come and sit with him.
| |  Grace: I want to sit right here in the control center. Andy: This is the map where we're going. (he holds up printed photo of the above comet) Grace: Lifting off now!! Oliver: Let's blast off. Uh oh, we have to pump the gas. Grace: Bring us down to normal space! (As Oliver pumps the gas, Grace loads supplies into the spaceship) Grace: We have to be prepared for dinner. Andy: The plane crashed in a rainbow. Grace: There's a fire on top of it, it's shooting too high. (She puts it out with "fire powers") Olivia: Would anyone want some tea or no? Andy: I'm calling UPS. Thirty seconds! Melanie: Until what? Olivia: We blast off! Andy: We're landing! Oliver: There's a volcano burning down. We're on Saturn. |
Some Other Moments in Pod B....
 Grace makes "bunk beds" in construction. |  Olivia works on our communal "birthday box" that the pods with share for revealing birthday gifts. She says, "I love working because it gives you exercise. That's why I love working. I never stop working." |
 |  Andy said about his painting: "The red things are stars. Falling stars." |
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Tucker Pod A...
We've been hearing the children talk about volcanoes in the construction/animals play areas. We printed two volcano pictures for them to paint at the easel. At meeting the children saw the images and began discussing them immediately.
We've been hearing the children talk about volcanoes in the construction/animals play areas. We printed two volcano pictures for them to paint at the easel. At meeting the children saw the images and began discussing them immediately.
Dakota: I already know about a volcano. It’s in Hawaii. And you know what’s inside?….hot lava.
Cannon: And only cold water could melt it.
Wolf: They’re (volcanoes) actually brown because of the dust.
Dakota: Inside it’s hot lava.
(Teacher: What happens when lava goes into the ocean?)
Wolf: It might get too hot and people can’t swim because they might get burnt.
Cannon: If you use hot water it makes it hotter. If you use cold water it would make it like stone.
Palmer: The cold water can melt the hot lava into stone like Cannon was saying.
Wolf: Well did you know that there were volcanoes when dinosaurs lived? There was fire coming out of the volcanoes and when a rock came in, it came into dust, it made itself into dust and then steam came out. And when dinosaurs died it came into dust all of the volcanoes which put smoke out and when dinosaurs lived there was fire coming out.
Brooke: So the volcanoes were erupting?
Cannon: But not now because they’re died (the volcanoes). They died in the time of the dinosaurs.
Wolf: Actually they’re not.
Dakota: But there is a volcano in Hawaii that is not dead. There’s no dinosaurs in Hawaii.
Palmer: But there are still dinosaur statues in the museums made out of bones.
Cannon: Birds are dinosaurs.
Wolf: The volcanoes are not all dead. And then if you dig down to it - the hot lava - can get really hot and shoot out of the ground and it will get really hot. And also the volcanoes won’t, not all of them break but under water when they get really cold they break, their tops.
Maren: My mom and dad went to a Hawaii and saw a volcano but I was not alive.
Nora: The lava monster lives in the volcano.
Gigi: I haven’t seen a volcano. I just know that the lava’s red.
Dakota: What will the dinosaurs are the ones who go to the museum cause they make the bones together because they digged to where the dinosaurs lost their bones. And they builded up the skeleton so people can see what the dinosaurs looked like.
Wolf: A meteor came and erupted them cause it has smoke and the smoke went onto the ground and on the volcano - all of the volcanoes, and then hot lava cause it changed into black dust and then smoke came out and then it burnt a lot of things.
Gigi: How do a geologist know if they find a bone if it’s an arm or a leg?
Wolf: Because the toes are a bit longer, then these. Dinosaurs lived a long time ago.
Cannon: I think dinosaurs can stomp very loud like t-Rexes and dinosaurs bring the meteors to the volcano. And sometimes the meteor goes on top of the volcano and then on top of the hole but it can’t fit inside the hole of the volcano but it can do a big burp and it’s gonna put lava everywhere.
Wolf: And also, Cannon was right about that they go onto the hole and then they get stuck on the hole. They just on the hole and then smoke comes out and it lifts it up and then it bangs onto the ground. And then how the dinosaurs died it just got fire and all the dinosaurs were standing and then they went into the ground. And people dug and found them and by looking at their skulls they figured out because their mouths were all opened and so they wanted to run away because the meteor was coming in.
Cannon: And only cold water could melt it.
Wolf: They’re (volcanoes) actually brown because of the dust.
Dakota: Inside it’s hot lava.
(Teacher: What happens when lava goes into the ocean?)
Wolf: It might get too hot and people can’t swim because they might get burnt.
Cannon: If you use hot water it makes it hotter. If you use cold water it would make it like stone.
Palmer: The cold water can melt the hot lava into stone like Cannon was saying.
Wolf: Well did you know that there were volcanoes when dinosaurs lived? There was fire coming out of the volcanoes and when a rock came in, it came into dust, it made itself into dust and then steam came out. And when dinosaurs died it came into dust all of the volcanoes which put smoke out and when dinosaurs lived there was fire coming out.
Brooke: So the volcanoes were erupting?
Cannon: But not now because they’re died (the volcanoes). They died in the time of the dinosaurs.
Wolf: Actually they’re not.
Dakota: But there is a volcano in Hawaii that is not dead. There’s no dinosaurs in Hawaii.
Palmer: But there are still dinosaur statues in the museums made out of bones.
Cannon: Birds are dinosaurs.
Wolf: The volcanoes are not all dead. And then if you dig down to it - the hot lava - can get really hot and shoot out of the ground and it will get really hot. And also the volcanoes won’t, not all of them break but under water when they get really cold they break, their tops.
Maren: My mom and dad went to a Hawaii and saw a volcano but I was not alive.
Nora: The lava monster lives in the volcano.
Gigi: I haven’t seen a volcano. I just know that the lava’s red.
Dakota: What will the dinosaurs are the ones who go to the museum cause they make the bones together because they digged to where the dinosaurs lost their bones. And they builded up the skeleton so people can see what the dinosaurs looked like.
Wolf: A meteor came and erupted them cause it has smoke and the smoke went onto the ground and on the volcano - all of the volcanoes, and then hot lava cause it changed into black dust and then smoke came out and then it burnt a lot of things.
Gigi: How do a geologist know if they find a bone if it’s an arm or a leg?
Wolf: Because the toes are a bit longer, then these. Dinosaurs lived a long time ago.
Cannon: I think dinosaurs can stomp very loud like t-Rexes and dinosaurs bring the meteors to the volcano. And sometimes the meteor goes on top of the volcano and then on top of the hole but it can’t fit inside the hole of the volcano but it can do a big burp and it’s gonna put lava everywhere.
Wolf: And also, Cannon was right about that they go onto the hole and then they get stuck on the hole. They just on the hole and then smoke comes out and it lifts it up and then it bangs onto the ground. And then how the dinosaurs died it just got fire and all the dinosaurs were standing and then they went into the ground. And people dug and found them and by looking at their skulls they figured out because their mouths were all opened and so they wanted to run away because the meteor was coming in.
After meeting was over, the children brought their ideas about volcanoes to the easel.
More Pod A Moments! (slideshow)
Pod B
A developing area of interest for the Pod B children is planets. Today Melanie provided a provocation around this topic at the easel. Children used silver circles of varying sizes as a starting off point for their planet paintings.
Games and Puzzles
(Working on a unicorn puzzle together)
Olivia: I seem not to get any pieces.
Aida: I can't make them match.
Melanie: It can be frustrating, right?
Aida: It's okay. You can just need to keep trying. (she sees Melanie make a match) Good work miss Melanie. Try looking for the pieces that are the same color. That's called matching pieces.
Olivia: I seem not to get any pieces.
Aida: I can't make them match.
Melanie: It can be frustrating, right?
Aida: It's okay. You can just need to keep trying. (she sees Melanie make a match) Good work miss Melanie. Try looking for the pieces that are the same color. That's called matching pieces.
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Exploring Math Concepts
As the children get older their developing interest and knowledge related to math concepts is evident. Pod B has been exploring ways to make 10 using cuisenaire rods.
Pod A
Today was Pod A's first Backwards Day! The children enjoyed playing outside in the cool morning air for an hour! Palmer, Cannon, Maren, Wolf and Nora enjoyed unearthing a large 'rock' in the sand area. Dakota and Gigi had fun doing the obstacle course and going on the slide.
This year's birthday gift is a plant in a personalized pot. Since plants are not easy to wrap, we decided to have a 'birthday reveal box' which the children can lift up to see their gifts. On Monday, when we celebrated our Aida's birthday, it was just a plain box. Today Maren, Dakota and Nora worked on using beautiful gold and silver paper to 'wrap' the box. It looks LOVELY! The next step is for Pod B to add embellishments. Once the box is finished it will serve as the 'reveal box' for each child's present. It's a great way to be planet-friendly as well!
Math Concepts
During morning meeting we revisited an idea from Palmer's memory box: dice.
Jill: What games to you play at home?
Palmer: Trouble, Candyland, there's a game called Enchanted Forest you have to get 3 cards to win, Slamwich, Zingo.
Jill: So what does the dice tell you?
Palmer: Trouble has a dice cube in the middle. And there's this big thing around it and you push it and if you get a 5 or a 2 or a 4 you have to move your person.
Jill: So the dice tells you the numbers?
(church bell begins to chime indicating 9:00)
Cannon: Like the church bell!
Brooke: How does it tell numbers?
Cannon: It rings and rings and rings. (makes ringing sounds)
Gigi: As many times (as it rings).
Jill: So if it rings once?
Palmer: It's one o'clock.
Another, and more complex, math concept came up during clay: fractions!
Palmer: I'm cutting this big piece in half.
Brooke: How do you know it's half?
Palmer: Because it's in 2 pieces.
(Maren cuts a piece into even halves.)
Maren: This is half.
(Brooke cuts a piece into 2 VERY uneven pieces)
Brooke: Did I cut this in half?
Cannon: Yeah, that's half.
Maren agrees with him.
Palmer: I'm not sure.
Later at second meeting Brooke read her notes to the class about the conversation. She cut a piece unevenly and asked what the other children thought.
Brooke: Did I cut it in half?
Gigi: Yes!
Wolf: Yes.
Dakota: I think you cut a big piece and a small piece.
Nora: I think you cut half.
It was interesting to listen to the different ideas around these math concepts. We will continue to explore how we can provide experiences that deepen understanding and spark interest around these topics.
Jill: What games to you play at home?
Palmer: Trouble, Candyland, there's a game called Enchanted Forest you have to get 3 cards to win, Slamwich, Zingo.
Jill: So what does the dice tell you?
Palmer: Trouble has a dice cube in the middle. And there's this big thing around it and you push it and if you get a 5 or a 2 or a 4 you have to move your person.
Jill: So the dice tells you the numbers?
(church bell begins to chime indicating 9:00)
Cannon: Like the church bell!
Brooke: How does it tell numbers?
Cannon: It rings and rings and rings. (makes ringing sounds)
Gigi: As many times (as it rings).
Jill: So if it rings once?
Palmer: It's one o'clock.
Another, and more complex, math concept came up during clay: fractions!
Palmer: I'm cutting this big piece in half.
Brooke: How do you know it's half?
Palmer: Because it's in 2 pieces.
(Maren cuts a piece into even halves.)
Maren: This is half.
(Brooke cuts a piece into 2 VERY uneven pieces)
Brooke: Did I cut this in half?
Cannon: Yeah, that's half.
Maren agrees with him.
Palmer: I'm not sure.
Later at second meeting Brooke read her notes to the class about the conversation. She cut a piece unevenly and asked what the other children thought.
Brooke: Did I cut it in half?
Gigi: Yes!
Wolf: Yes.
Dakota: I think you cut a big piece and a small piece.
Nora: I think you cut half.
It was interesting to listen to the different ideas around these math concepts. We will continue to explore how we can provide experiences that deepen understanding and spark interest around these topics.
Clay Photos
Sewing Photos
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