120- I sat with the students in the block area of the room as their new provocation was introduced.
The students are exploring the block area for the first
time. The provocation is, "How can
we cross the water?" The students are exploring bridges, modes of
transportation, and ramps.
R- I'm doing a bridge. I'm going to pass the river.
Teacher- what is this called?
R- a draw bridge. Oh no! It's open now! You will fall in.
Let's build another bridge. Let's cover up the river!
Teacher- Do we need the river? Do we use our river here in
Buffalo?
R- I just don't want my car to fall in. There are sharks in
there.
Teacher- In Buffalo?
R- There are sharks in the ocean.
A brings out a toilet paper roll and the car slides through
it.
Teacher- what is that called, when you go in something instead of
over it?
J- A tunnel!
The boys are playing on their covered river. J sits and
watches. I ask for a bunch of blocks for us and the boys generously hand them
over, and a car.
J is reluctant, so I set up three blocks and ask her how a
car would get up there. She adds a block on a diagonal as a ramp. She tests to
see if the car can go up and down the ramp and succeeds.
At this point, the boys are building a mansion over the river.
They've found a tv block and added it to their mansion.
Teacher- is this answering the question of how to cross the
river?
R- we already covered the river.
He sees J's awesome ramp bridge and says, "We can use
that to cross and go to our grandparents' house!"
They continue to fill the mansion with furniture.
A- now we need food! Where are we going to cook the food?
R places two blocks together and tells me it's a fridge! He
finds a large car in the block area and builds a garage around it. A used the triangular blocks to represent steaks to eat.
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| This is familiar! The other first grade class made this same discovery in September! |
118- The students are exploring balance. I pushed in and talked about visual balance to the "art group." The students created reflections demonstrating what they've learned and explored.
108- I pushed in and did some observational drawing of animals with the students to prepare them for their habitat drawings.
I thought this was a pretty neat phenomenon. The window was reflecting on the whiteboard and it just looked so cool! I traced the plant, hoping the students would find this natural provocation enticing, but they really didn't seem interested! Maybe tomorrow!
116- I pulled group two to work on observational drawings for their mural. I had an idea for this! When they create a good practice drawing for a bigger-sized living thing (like a horse or dog,) I will take a photo and project the photo on the whiteboard. This will allow them to enlarge their drawings for the mural while not wasting lots of large paper on drafts.
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| Spiders in New York |
103- The students critiqued the mural before working on it today. They chose a part that they felt was good and a part that needs work. I asked them to try to fix the parts that need work by adding something beautiful. I demonstrated neat coloring again. They showed improvement with more visual demonstration.
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| This became a beautiful tree. |
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| B added a house and was very concerned about making everything more neat and beautiful. |
102- I brought the other group in to work on their block houses. I've been asking them to look at their houses and really memorize the way they look- the number of windows, the location of the door, the house number- so that these can be as realistic as possible.
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