To start, sprouting seeds
Reading, dissecting, playing, exploring
Planting sprouts at last.
To start, sprouting seeds
Reading, dissecting, playing, exploring
Planting sprouts at last.
It’s amazing to think that we have completed our first arc, are already two weeks into our exploration of Seed, and have launched into NaNoWriMo.
We began the arc by exploring the idea of seed and plant as food. The grocery store and the farmer’s market both provided perfect locations for scavenger hunts. At the grocery store they worked to find seeds you drink, seeds that are baked into something, seeds you can spread, seeds with caffeine, seeds in a can, and many more ways to consume or use seeds. The farmer’s market gave them a place to search out seeds, roots, stems, leaves, flowers, and fruit of all kinds. Not only did we search out these plants parts, but we bought a representative of each (seeds-corn, roots-carrot, stem-celery, leaves-lettuce, flowers-squash blossoms, fruit-tomatoes), split up into groups to study and dissect them, shared our learning with each other, and then created and enjoyed a delicious salad out of them.
In the first week we also took a closer look at seeds through the dissection of corn kernels and peas. We observed the differences between the two types of seeds: monocots (one cotyledon – corn) and dicots (two cotyledons – peas). We studied and researched their various parts, learning about their functions.
Week two took us into the launch of NaNoWriMo, Slide Ranch, and self-watering planters. The creative juices have been flowing and the Yellow Band has been begging to stay in from park to continue working on their novels everyday. There are talking berries, an ant named Snail and a snail named Ant, kings and princesses, and a bunch of newts all named George. They are constantly supporting each other, helping one another brainstorm plot twists and character names. Sneaking a peak at their stories whenever I can is the highlight of my day.
Our trip to Slide Ranch took us to a working farm where we milked a goat, saw a whale in the distance, fed chickens and learned about their egg laying, played in the “fennel forest” and ate fennel “gum,” and relaxed in the vegetable garden while listening to the book A Seed is Sleepy.
As a way to create an observation nursery in our band space, we built self-watering planters out of recycled plastic food containers. The planters were created by drilling holes in the bottom of a smaller container and threading yarn or string through them. The smaller container was then slowly filled with soil, as to make sure the strings or yarn were spread throughout, and then seeds were planted. The larger bottom container was filled with water before placing the smaller container and its lower dangling strings or yarn into it. The goal is for the water to travel up the yarn or string and seep out into the soil, slowly self-watering the plant. We will continue to observe and track the growth of our plants throughout the arc.
This week was great! We got to get down to the nitty gritty of rock: we made some crystals and started to think about the geologic time scale.
While our crystals processed, we kept going with other projects in our bandspace: working on our storage unit, building scales to inform our discussion of equations, and reflecting on the things we’re doing well, and the things we are continuing to work on.
We also kept moving forward with self-portrait collages to hang in our bandspace–these are going to be beautiful!
We took lots of walks, some around BWX, some outside. And the illustrious Nathan even joined us! We welcomed Nathan into our bandspace Wednesday morning to join us for our Class Meeting. He’ll be with us every Monday and Wednesday morning, and every Tuesday and Thursday afternoon. With Nathan, we’ll be able to really go deep, and differentiate for each kiddo along the way. Yay!
Four more days into the school year and we are moving full steam ahead, as a band and as geologists.
The Yellow Band began the week by making a very hot trek up to Corona Heights along with their fellow geologists in the Green Band. Taking the long way down to the park gave us the chance to explore the vast amounts of chert that make up the hill. The questions began almost immediately. “Why is it rust colored?” “How was it made?” “How old is it?” “What are the stripes?” “How are the stripes different than the layers?” Success!!! They were interested in rocks. We took some quiet time to sit with our rocks, observe them, sketch them, and record our observations and questions.
As they sketched, they sat in the shadow of something very special, one of the world’s largest occurrences of slickenside (a polished and striated rock surface that results from friction along a fault or bedding plane.) “It looks like China!” “How far into the ground does it go?” “How did that happen?” We certainly had a lot of questions to go back to school and research.
Wednesday was filled with researching our questions. We discovered that the chert we found is a sedimentary rock rich in silica, formed from the tiny silica shells of marine plankton called Radiolaria. Its rust color reflects that there was a great amount of oxygen oxidizing small amounts of iron in the sediment as it became rock.
Gever’s introduction to the arc during Thursday’s morning circle with the story of his rock couldn’t have come at a better time. That was the day that the Yellow Band learneded that they would have Pet Rocks. Each of us brought in a rock that held some sort of importance to us. We are going to have some fun with this mini project. We’ll create manuals and write stories or comics, telling the story of our rock, both scientifically and fictionally (come on, don’t all rocks love living in a striped sock?)
We wrapped up our week with what will become a weekly occurrence, our Friday Tea and Talk. This is a time we can share our feelings from the week, ask for support and suggestions on dealing with challenges or conflicts, and simply become a stronger band.
Next week we’ll continue to explore the rock landscape of San Francisco, research our rocks, and grow even more as a band.
Wowee, what a first week! We hit the ground running here in the Orange Band (though we try really hard to walk inside), and touched on a little bit of everything the past few days.
On Wednesday, we got started by introducing ourselves and sharing skills–things we really like to do, or that we’ve been practicing and would feel comfortable teaching to another person. Here in the Orange Band, we have pianists, dancers, story tellers, zoologists, readers, mathematicians; we took these talents, and created a chain to show our skills and talents will connect us together throughout the year. Then, we all took a few minutes to explore the bandspace, noticing the tools and materials we have in our space, the types of workspaces, and thought about what our bandspace might be missing (more on this later!).
On Thursday morning, we got quite a treat–we got to spend the morning in the shop with Sean! Sean, our resident zen master/carpenter, talked to us about teamwork, and what it looks like to help one another. First, a helper must observe. Then, they should ask, “What are you working on?” in order to discern if the helpee does, in fact, need help. Next, a helper can ask, “What can I do to help?” or offer suggestions if they think they know what the problem is. It is SUPER important to listen! Then, it’s the helper’s chance to help. Make sure to give the helpee the chance to learn from their mistake!
Then, we returned to our list of tools, materials, and attributes of our space–this time, thinking about what our space is missing. Answer: STORAGE! In our bandspace, we don’t have a cubby system or hooks (yet!) to store our backpacks, jackets, journals and other supplies. We spent a few minutes thinking about what we would like in a storage unit, then spent the rest of the time until park visiting the other bands to see how they are storing their personal and shared belongings.
In the afternoon, we broke out our sketchbooks and went for a walk to check out some serpentine poking out at the corner of Mariposa and San Bruno. We feel so lucky to have such great rocks to look at so close to Brightworks! Kiddos took a seat, and drew what they saw, noticing layers in the rock, and big protruding boulders haphazardly stacked.
Friday morning, we returned to our discussion of storage. We took a look at some notes we took about the storage in other bandspaces, and pointed out things that many or most other bands have in common and that we think are important. Then, each kiddo made a drawing of a storage unit for our space. After snack time, we carefully examined these drawings, and made a list of what we all had included in our drawings:
On Thursday and Friday, we had a couple of lively discussions about group agreements: making suggestions, noticing similarities between some of our suggested agreements, discussing the purpose of spending time on group agreements, and thinking about what a learning environment could be like without group agreements. In moments like these, I find it so helpful to have a building full of dedicated and thoughtful teachers and learners. We paid a visit to the Indigo Band to learn about some agreements they made with each other and why they chose these agreements. The older kids explained that they wanted to prevent future conflict, value each other’s contributions, and wanted to guarantee a safe space where everyone would feel comfortable to contribute.
The Indigo Band did a series of mini-challenges at the beginning of the arc around film genres. They researched a certain genre of film, presented about the tropes, stereotypes, and traits of those films, and then used what they learned to create films of their own. They were paired up in twos and had a single day to research, film, and edit their movies. They ended up loving the project so much that they did three rounds of it, and learned a lot about editing and sound in this first round of experimenting with movies. The results were pretty spectacular.
The Western film, by Max and Isaac:
The horror film, by Grace and collaborator Rich:
The film noir, by Quinn and Zada:
The spy movie, by Harry and Max:
The romantic comedy, by Grace and Ian:
The musical, by Quinn and Rich:
The comedy, by Isaac and Zada:
The adventure movie, by Ian and Quinn:
The family movie, by Harry and Max:
Students are in full experimenting mode with their movie-making, and have been diving into projects. Some bands are still finishing some videos from their exploration phase, while others have started into project mode with writing scripts, doing research, and getting familiar with being directors and handling cameras, editing software, and sound. Check out the following movie prototypes, advertising study videos, and some more animation tests!