Forces and Motion and Emotions

We had our last studio day to get our buildings and bridges to add to our 3D map and things are looking pretty great!  The 2nd graders will learn about Portland geography by figuring out how to situate the buildings they created without typical streets and addresses to cue us.  They will go by the physical features in the landscape.  3rd graders got to walk around downtown on Monday and I'm sure you heard all about their adventures.  They learned about many of the bridges we've been building and walked over 8000 steps according to a activity tracking device a chaperone was wearing.

Coming up we are going to step back from our design and engineering exploration and inquiry and look at more of the scientific ideas around forces and motion.  If you are ever looking for some fund design and engineering activities at home try out the Design Squad Nation website at PBS.  It has a helpful interface where you can check off which supplies (popsicle sticks, balloons and a rubber band?) you have sitting around and it will give you as list of projects to try.  Pretty fun.   I have a bunch of project books that you are welcome to borrow, too, if you every are looking for a fun activity.

In preparation for our look at forces and motion, you might want to some exploring and talking with your students.  Here are some possible things to discuss.

• How does a bicycle work?  What makes it go?  What makes it stop?  How does it turn?
• How does gravity work?  Why do things fall down?  Why does a ball bounce?  How can you make it bounce highers?
• Is there a way to get water to stay in a cup while it's upside down? 
• Why do you feel woozy when you ride on a roller coaster?
• Why is it harder to slide across a carpet than a gym floor? Will a marble roll farther on a carpet or a gym floor if you roll it with the same strength?

These are all things we will be looking into and exploring over the next weeks.  

Also, in the past few weeks our class has been experiencing some big feelings - exuberance, anger, disappointment.  We have been talking a lot about how to help someone when they are feeling really big feelings - giving them space, asking them if they want to talk, and encouraging them.  This part of the normal cycle of a classroom community.  As a teacher I welcome kids in sharing what they are feeling and to speak about what they need openly and honestly.  Developing the capacity to recognize, discuss and work with our emotional selves is a key part of healthy development.  It creates a basis for confidence, self awareness and self-regulation - the necessary foundation for an active learner.

Remember, tomorrow is a two hour late start so that teachers can meet.  It is also pajama day if you are inclined to spend the day in your jammies!