Dear Stems family and friends-
Hello! Welcome to this week’s journey in the Stems room. It was an eventful week with explorations, enrichment, and rainy weather! We have observed continued interest in literacy as well as transferring medium and creating/sequencing recipes both inside and outside of the classroom. Also, since a couple of Stems were interested in ‘fixing’ a large calculator that we had in the transformation area by shoving craft sticks into compartments a couple of weeks ago, we brought in an old printer (thanks, Mr. Freddy for the donation) for the Stems to ‘tinker’ on. Continue below to see how the Stems have interacted and engaged with this new machine!
In this week’s blog we will cover the following-
- Transferring & Recipes
- ‘Fixing’ the Printer
As many of the Stems have continued to show interest in creating books, we wanted to provide them a place where they could store their books in case their peers were interested in looking at them. After a reflection where a conclusion was decided upon as to not put Stem-created-books on the book shelf (as the small ones wouldn’t be visible and/or they would get ripped), a shallow basket by the gray carpet was decided upon to be the ‘home-made book’ home. Feel free to stop by and take a look at some of the books that the Stems have created!
- During reflection one day, Mizuki read a book he had created to the class. As he turned the pages, he mentioned multiple times what was a ‘drawing’ and what was ‘cutting.’ “This book, see? This other book, okay?” He stated after turning back a page in the book. “And this, see? This is kid’s book, see?”
- “It’s upside down!” Exclaimed Eden regarding her book. She then flipped the book around, “It has 2 sides!”
- Daxton and Cashton were very interested in discussing, drawing, and writing about Power Rangers and dinosaurs. After illustrating, Daxton was interested in learning how to write ‘dino chargers’ and ‘Power Rangers’ among a couple of other words.
- After their conversation, Cashton wanted to write “Halloween is over” as he and Daxton were having a debate whether or not the holiday was actually over. After he wrote the words, he was interested in writing, “Christmas is here.”
- “So this is a rocket and it is on the ground facing up and then the puppy flies-es up and then when it started going, the people grabbed onto him the spinning rocket and the puppy is still on the top and then it fell off the peoples heads. Then it bonked the peoples heads and they didn’t notice and then they got a big ouchie. See these scrabbles? That means it hit them. The big puppy and the small puppy was on the top. The big puppy is about to fall. The small puppy fall faster than the other big puppy.”
- Phoebe engaged in drawing a story about characters who were, ‘at a party.’
- Smayana drew a picture of a person named, “Camilla.” The words above the picture read, “This is the girl’s whose name is Camilla and she do lots of tricks.
- Clara had written letters on a piece of paper and held it up to Sienna and asked, “What is this one?”, pointing to one of the letters.
- Delfina, “I’m going to make a notebook. An imagination notebook.”
- Hank had taken a popsicle stick and surrounded each side of it with letters or numbers. He explained, “This is a number game. You have to get to the number D. If you can’t get to the
D, then you lose.”
- Clara took wire pieces and bent them into a shape. She said, “I made a C for Clara!”
Transferring & Recipes
In the sensory bin this week, we added a container of flaxseed along side of the white sand (thanks again to Sienna for the donation). The Stems immediately began combining the two materials together in their creations. We also added a new spice for the Stems to explore with- cinnamon. As the week went on, it was evident that some of the students did not care for the scent of oregano that was previously placed in shakers as a couple of the Stems complained about not liking the “green things” in the sensory bin because of the odor.
- “I have 2 spoons and you have 2 spoons, we have 4!” The girls above were creating ‘rainbows.’ While making this, they dumped, scooped, mixed, and poured. “I’m making the rainbow so you make some frosting,” was one comment made to a friend.
- The Stems were intrigued with ‘creating cakes for trick-or-treaters’ during outdoor exploration one day. Hank referred to a recipe card stating, ‘This is how I made a cake. First I added butter, then milk, then I mix, add blueberries and made the cake!” After a period of time, he showed how some of his cake was missing, “Look how much cake is gone! They took it.”
- “They’ll say, ‘trick-or-treat’ and we’ll give them a piece of cake, right? We’re not ready, we’re making cake for the trick-or-treaters! Mix it. Get a little bit more water. No water, okay? (After a lot of water was poured).” Throughout the cake-making process, the Stems mixed, scooped, created, transferred, poured, and then repeated the process.
- Sensory experience! First of all, Anvi sprinkled sand into her hand and then gently tossed it into the sensory bin. She then tried to get the sand from her hand into the small opening of a shaker. Her and Madison were making “waffle pie” and “sugar sprinkles.”
- Clara attempted to transfer sand from the sensory bin into a tube with a spoon. She then would take the sand and transfer it into a shaker.
- Madison took a measuring cup and placed it on top of another cup. She then made a small opening with the measuring cup and used the opening to pour sand out of it into another cup or her hand.
- While at the sensory bin one day, Amelia, Annabel, Amelia, and Anvi were dumping, filling, mixing, and scooping the sand to create multiple food items- “pancakes, oranges, orange smoothie, orange carrot juice, milk, mint ice-cream, mango ice-cream, soup, sushi, sprinkles, porridge, big noodles, orange with cake.” After they made the food, they gave the food items to one of the educators saying, “She likes everything we bake for her!” Anvi and Amelia then referenced a food book next to the sensory bin and pointed at the cakes they were going to make at the ‘restaurant.’
- Mizuki enclosed a block structure using the red rods. He then began takng the loose materials and began mixing together. He was “making fish” and it took “67 minutes.” A little while later, he stated, “1. Special menu!”
‘Fixing’ the Printer
As mentioned in the intro of this blog, we brought in an old printer for the Stems to explore with. During the morning assembly in which the printer was introduced, the Stems appeared to be really excited about the machine as they shared what they observed (the letters, numbers, words, cobwebs, slots, etc.). We presented to the Stems that the machine didn’t work (by showing them that the power button and other buttons didn’t turn the machine on). Immediately, the Stems came to the conclusion that the machine should be ‘fixed.’ Note: We spoke to the Stems about how the printer in the class is a special printer for them to work on and how other printers, electronics, and machines at home should not be fixed by them. 🙂
When inquiring as to which tools were necessary to fix the machine, here’s what was said-
“Nails and hammers.” “Screw driver.” “Fork.” “Spoon to get out the spiderwebs.” “Nail and screwdriver and screw it together.”
After retrieving screwdrivers, safety goggles, and going over a risk assessment, the Stems got to work-
While the Stems above were fixing the printer, these are the comments heard-
“I put the screw driver and turned it and turned it and it’s fixed.” Delfina
“See they’re wearing goggles so spiders and spider webs don’t go on their face.” Hank
“It’s gonna work guys, let’s bring paper.” (She went and got paper). “Guys look at there’s an arrow. It’s pointing down. Guys, can you find that paper? I’m just going to show them how to do it.” Phoebe
“Found the piece of paper!” Delfina
“There’s no electricity.” Phoebe
“Just put the paper through the vent. Find the part that opens so we can put batteries in there.” Delfina
“If you put the screwdriver in the hole, it might activate.” Hank
“That’s dangerous.” Delfina
“I see fire in there.” Phoebe
“Phoebe, just don’t do this ’cause you don’t have safety glasses on.” Delfina
“You just have to find the off button.” Phoebe
“It might activate.” Hank
“I think it’s working!” (She went and got paper and tried to put it in the printer. She then began pressing buttons.) Delfina
“Where is the ‘o-k’ button?” Phoebe
The next couple of days while they were working on the printer, a few of the Stems spent at least 45 minutes fixing it-
- Smayana was ecstatic to work on the printer and spent almost 40 minutes ‘fixing’ it. “We have to get the infection out!” she stated as she was turning the screwdriver in a hole. “I turned the machine!” After Annabel joined the area, Smayana, Annabel, and Phoebe began to work together. Smayana told the girls, “We need to get the suction out!”
- “I need to get this one, okay?” stated Annabel as she was twisting a screwdriver around and around.
- Phoebe agreed with Smayana that, “yeah, we need to get the suction out.” She then went to the back of the printer and stated, “I need to get the roof off!” as she attempted to take the top of the printer off.
- Madison, Dax, and Sienna were using their tools to pry open the sides of the printer. These are some of the conversations that were heard: Dax, “We just have to fix it!” Madison, “There’s an arrow pointing to go inside, so we need to go in this way! I feel something, it feels like one of the nails.” Dax, “We need to get it out, it’s the battery!” Madison, “The directions say we need to open it to see.”
- This was one of the pieces that Madison got out of the printer while using her screwdriver. She said, “I found the trigger! It trigs stuff.”
We look forward to the coming weeks as the Stems will be given an old CD player to work on and ‘fix’ as well!
And to end this blog… Ms. Karen brought her dog, Cocoa, one day to school for the children to interact with!
Thank you again for joining us on this week’s journey!
Please note: If your child is not going to attend school on Monday, Tuesday, and/or Wednesday of next week, please let us know as soon as possible!
Also, please make sure that your child has an extra set of clothing in his/her cubby (socks, pants, undies, top, and sweatshirt). Thank you! These extra clothes are especially necessary when the weather shifts from sunshine to raindrops. 🙂
Have a wonderful and safe weekend-
Hugs, The Stems Educators