To the waterfront
Yesterday, we took a walk down to the waterfront. We divided into two groups. Each group had a "job" to do. Elyse and Molly took a group straight down Potomac, over the canal, and down to the waterfront park.
Reflecting on our field trip
Today, a few of us shared with Lochie and Jessica M. about the trip we took to the waterfront.
Why did we go?
"Because we were looking at the water." - Lochie
"At the bridge!" - Reed
How did you get there?
"I runned fast." - Reed
"You bringed stuff, but that was at school [noticing our blocks]." - Lochie
"There was blocks." - Reed
"And a lot of bridges." - Lochie
"There's a seagull." - Lochie
"We feed them." - Jane
In the other group, what did you do?
"Draw something?" - Lochie
"St. John's." - Reed
"That's a big clipboard. What were you doing with it?" - Jessica M.
"Drawing on it. How to get to the waterfront." - Audrey
Looking at the photo of a "one way" sign:
"Why did Melanie take this photo?" - Elyse
"It's because she wanted to walk to the bridge." - Reed
"A sign." - Lochie
"Go that way." - Audrey
"I was all the way in the front and to the waterfront and I saw a truck and then I walked all the way down a hill." - Reed
Looking at a photo of C.C.:
"She's drawing a map." - Lochie
Photo of bridge [below]:
"Something stuck to the bridge." - Lochie
Audrey points to the lamp posts.
"Something stuck in the bridge." - Reed
Happy Birthday Janie!
Today, we celebrated Janie's third birthday! Her family, mom and dad, came to share her two favorite Disney characters from Milan, some sweet photos of Janie on her previous birthdays, and some delicious brownies! Janie was kind enough so pass her dolls around so that all of the children had a chance to see them up close.
Around the candle
Committee Work for Janie's Birthday
"He n"We need to sew this stuff." - Lochie
Lochie was carefully observing the photo of the lion as he worked to add the second eye and placement of the ears.
After we established a marker for St. John's, we decided we would take turns drawing our directional lines, which would eventually illustrate the way we went to reach the Waterfront. "Purple dog can go, then me, then Reed, then C.C., then Sylvie," Audrey said, suggesting an order for our turn taking. So we went with it, and with that we were ready to depart and embark on our journey!
Do you want to go that way (we point to Potomac heading south) or that way (we point to O Street heading west)?
There was some disagreement about whether to turn left on 33rd St. or to continue in the same direction on O St. We eventually determined to stay the course on O Street, knowing we'd have to choose left sooner than later.
As we have been reflecting on our work over the past few weeks (6-ish), we realized that we have come back to a word that we discussed (amongst ourselves) quite a bit at the beginning of the school year: connection(s). As you may recall, our Fall Classroom Stories night focused on the development of relationships and the connections that the children were making with each other, the languages, our classroom, and the school in general. Recently, with Cedar's trip to Kenya, we have returned to connections by way of message making, bridges, owls, airplanes, marking our package's path on a map, marking other locations on maps, FaceTime calls to connect with Cedar, and more. At the beginning, the conversations focused on how to get our package of messages to Cedar, and as we began to explore some of their theories, they began to draw and construct bridges and owls; ways to connect with Cedar while she was away. The structure of a bridge, and the ability to extend the bridge from point A to point B, and then to point C, opened up this new way of thinking about connections.
Today, as part of laying some foundational thought process for how we can make connections/bring things together/extend smaller marks (bridges, pathways), we offered a long piece of paper, with two different colors of tape on each end, and asked, "What does it mean to connect?" and "How can we connect our blue tape to our green tape?"
How could we connect our blue tape to our green tape?
"Put pencils right there." - Reed
"Draw." - Audrey
"Allllllll the way to Cedar." - Reed
"Maybe I can do it on a different side?" - Sylvie
"She's on an airplane to come back!" - Janie
Reed explores vertical building, cylindrical geometry, stability, and weight distribution. Architecture and engineering in process!
Architecture and engineering in process!
Giacomo explores the properties of surface tension, geometry, weight distribution, support, and stability as he continues to stack and add materials on to the cylindrical paper base. Architecture and engineering in process!
Giacomo helps create a staircase.
Jane works on her own structure by adding glass stones.
"These are crackers on my plate." -Janie (circular mirrors atop tree cookie)
Imagination in process!
How will you get...? It's far away, look. That is not far away from this. Then where I live is right here...far far place over the sea!" -Giacomo
"We're drawing how to get here." -Lochie (from our field trip to the canal bridge)
The inquiry of how Cedar's messages will get to Kenya (as we know) inspired a variety of ideas from the children, which can best be appreciated as theories. The children's theories span a range from imaginative to practical, yet none are lacking in a conceptual understanding of how to go from "here" (DC) to "there" (Kenya), including crossing a large expanse of water.
The inquiry into the journey of the messages has created a larger investigation for how to get to Kenya and how to go from one location point to another, without concern for a specific or accurate origin or destination. The "here" and "there" are being appreciated and explored as any point A and point B. This has opened up additional research into the use of maps and concept of navigation. All together, the work is beginning to show support for a broader concept of connections and connecting.