Cultivating The Soil
The Plan
Long before the new school year begins, I start thinking about what to do ‘differently’ this year. You know, that fresh-start feeling we teachers get with having a class of new students, new expectations, and new plans. And, I think to myself, what a new year it was going to be. I took a deep breath and let out a huge sigh of relief because I just knew this year would be particularly great. After all, I had a grand plan; it was a solid, well thought out, and organized one at that. You see, every year for the past six years, ideas have come and gone. Some ideas were successful and found a permanent home in my classroom, while others did not. One idea, though, remained constant and that was to introduce my students to the school garden. Yet, year after year, this steadfast idea was consistently over-shadowed by the frequent demands of teaching to the standards, preparing students for testing of the standards, and not to mention the countless meetings and assemblies. But I knew this year would be different because all the right elements were in place. This year I had a plan, as well as the support of my grade level team, principal, custodian, and a deeply rooted passion for gardening just waiting to bloom. What a wonderful feeling -- I had all of my ‘tools’ in a row.
At this point, the school garden area had not been used for quite some time. Standing there with my hands on my hips and my lips held firmly together, I began to assess the situation. The neglected area was completely overwhelmed by tall weeds, the wooden raised planting beds were old and in various stages of rotting, and there was no shade. There were stacks of unused bricks, paving stones and cinder blocks. It was obvious that before my students could use the garden, I had a lot of work to do. The garden needed weeding, new planting beds built, a shade structure for an outdoor classroom, more water spigots, hoses, garden tools, soil, and… Oh boy, was I in over my head? I’ll discuss more about this later.
So, my curriculum was set, my first quarter plans were perfectly typed, and the freshly made copies for the students were all neatly filed in their designated tubs. Scheduled weekly visits to the school garden were entered in my lesson plan book. Integrated Science and Language Arts lessons would make their appearance, too. There was even an end in sight to my ever-growing shopping list for Wal-Mart -- notebooks, check; folders, check; lined paper, check. My picture perfect plan for this school year was in place. Nothing could possibly take me off track. Could it?
At this point, the school garden area had not been used for quite some time. Standing there with my hands on my hips and my lips held firmly together, I began to assess the situation. The neglected area was completely overwhelmed by tall weeds, the wooden raised planting beds were old and in various stages of rotting, and there was no shade. There were stacks of unused bricks, paving stones and cinder blocks. It was obvious that before my students could use the garden, I had a lot of work to do. The garden needed weeding, new planting beds built, a shade structure for an outdoor classroom, more water spigots, hoses, garden tools, soil, and… Oh boy, was I in over my head? I’ll discuss more about this later.
So, my curriculum was set, my first quarter plans were perfectly typed, and the freshly made copies for the students were all neatly filed in their designated tubs. Scheduled weekly visits to the school garden were entered in my lesson plan book. Integrated Science and Language Arts lessons would make their appearance, too. There was even an end in sight to my ever-growing shopping list for Wal-Mart -- notebooks, check; folders, check; lined paper, check. My picture perfect plan for this school year was in place. Nothing could possibly take me off track. Could it?
Planting The Seed
Journal Entries
July 28, 2009-Tuesday
The First Day
It was the first day of school and the first year I have taught third grade. I was eager to meet and get to know my class of twenty, nine year olds, but at the same time I felt a pang of nervousness. One last gaze around the classroom reaffirmed that everything was in place. I soon began to feel energized and unstoppable. I couldn’t wait to tell my students about all of the fun they would have in the garden. This year, nothing was going to stand in the way of giving my students the opportunity to learn and explore in the school garden setting.
One by one the students quietly entered classroom 402. Their eyes wandered about scanning the colorful bulletin boards decorating the walls, carefully looking at the displays on the counter tops and curiously eying the various classroom critters. It was 7:45am. After taking roll and introducing myself, it was time for a short writing activity: Write a letter to your teacher telling her all about your summer vacation. After all, that was what came next in my lesson plan book. Naturally, before they started writing I asked, “Are there any questions about what you are suppose to do?” A tiny hand shot up in the air, “Umm, Mrs. Alli, is that a hamster?” A second student chimed in, “No, it’s a rat.” Yet another student pointed and asked, “Well what about in that cage over there, what’s in that?” “I think they’re frogs!” “Can we hold one?” “It’s so cute!” And from that moment on, my carefully, thought out plan was history. I closed the plan book, smiled to myself and surrendered. “Okay kid-os; are you ready to meet the zoo?” I felt like a famous rock star on stage as the students cheered loudly with excitement.
One by one, I introduced the classroom critters and told the story of how I acquired each one of them, how they got their names and what it takes to care for them, keeping them healthy and content. Here are the stories.
The First Day
It was the first day of school and the first year I have taught third grade. I was eager to meet and get to know my class of twenty, nine year olds, but at the same time I felt a pang of nervousness. One last gaze around the classroom reaffirmed that everything was in place. I soon began to feel energized and unstoppable. I couldn’t wait to tell my students about all of the fun they would have in the garden. This year, nothing was going to stand in the way of giving my students the opportunity to learn and explore in the school garden setting.
One by one the students quietly entered classroom 402. Their eyes wandered about scanning the colorful bulletin boards decorating the walls, carefully looking at the displays on the counter tops and curiously eying the various classroom critters. It was 7:45am. After taking roll and introducing myself, it was time for a short writing activity: Write a letter to your teacher telling her all about your summer vacation. After all, that was what came next in my lesson plan book. Naturally, before they started writing I asked, “Are there any questions about what you are suppose to do?” A tiny hand shot up in the air, “Umm, Mrs. Alli, is that a hamster?” A second student chimed in, “No, it’s a rat.” Yet another student pointed and asked, “Well what about in that cage over there, what’s in that?” “I think they’re frogs!” “Can we hold one?” “It’s so cute!” And from that moment on, my carefully, thought out plan was history. I closed the plan book, smiled to myself and surrendered. “Okay kid-os; are you ready to meet the zoo?” I felt like a famous rock star on stage as the students cheered loudly with excitement.
One by one, I introduced the classroom critters and told the story of how I acquired each one of them, how they got their names and what it takes to care for them, keeping them healthy and content. Here are the stories.
“Rib and It”, the Fire Belly Toads
I purchased two fire belly toads six years ago when I first started teaching. I suppose their names, Rib and It are self-explanatory (r-r-ribbit, r-r ribbit). My students and I assembled a large terrarium habitat for them with lush plants, rocks, small ponds and a waterfall. Each week, I faithfully buy crickets at the pet store to feed the frogs. Also, to keep the frogs healthy, a student pours vitamin powder into the bag of crickets and gently shakes the bag, coating each cricket. The children giggle and chant, “Shake and bake, shake and bake!” Even after six years, feeding time is a popular event. I get just as excited as the students when we sprinkle the little critters into the tank and watch the toads snatch them up, one by one. What a sight to see when the cricket’s legs dangle out of the toads’ mouths and the kids cheering them on.
I purchased two fire belly toads six years ago when I first started teaching. I suppose their names, Rib and It are self-explanatory (r-r-ribbit, r-r ribbit). My students and I assembled a large terrarium habitat for them with lush plants, rocks, small ponds and a waterfall. Each week, I faithfully buy crickets at the pet store to feed the frogs. Also, to keep the frogs healthy, a student pours vitamin powder into the bag of crickets and gently shakes the bag, coating each cricket. The children giggle and chant, “Shake and bake, shake and bake!” Even after six years, feeding time is a popular event. I get just as excited as the students when we sprinkle the little critters into the tank and watch the toads snatch them up, one by one. What a sight to see when the cricket’s legs dangle out of the toads’ mouths and the kids cheering them on.
“Skippy”, the Tarantula
A year ago, while digging in one of the planter boxes in the school garden, my students discovered a tarantula. We gently scooped it up using an empty clay pot then placed the tarantula in a spare plastic insect cage (but, we know that a spider is not an insect, right?). Since then, I purchased a glass aquarium tank for its home. We lined the bottom of the tank with wood chips, added a water dish and shelter for a place to hide.
Skippy ‘earned’ his name a year ago and the story goes like this. “Mrs. Alli! The tarantula is gone! He’s not in his cage!” At first I thought this has got to be a joke. After all, how could a tarantula escape from a glass tank secured with custom fitted wire mesh lid? But, it was not a joke. As I thoroughly inspected the tank, the tarantula was nowhere to be found. I did discover, however, that the “secured custom fit wire mesh lid” was not quite as “secure” as I thought. After all, when a student leaves the lid off, “secure” no longer describes the habitat. The tarantula was on the loose, in our classroom, and remained on the loose for five days! At 8:30 on the fifth night, my cell phone rang. I noticed the number was from school and answered it with caution. It was Fabian, our night custodian. “Hey Natalie, uh, I think I found your tarantula. It was like a creepy scary movie. I opened the hallway door leading into your dark classroom. The light from the hall shined into your room and in the light was the tarantula! I flipped on the light switch, but remembered the lights are on motion sensors, so I quickly took my shoe off and threw it across the room! The lights went on; I jumped over the thing, grabbed a trash and trapped it! So, uh, it’ll be under the trash can when you come to in tomorrow.” Fabian, you’re my hero. Sure enough, the next day when I lifted the trashcan, there sat the tarantula, which had “skipped out” on us for almost a week. Needless to say, the name Skippy was born. Today, Skippy is still with us and can be found living in his very secure, locked, tank, regularly feasting on juicy crickets.
A year ago, while digging in one of the planter boxes in the school garden, my students discovered a tarantula. We gently scooped it up using an empty clay pot then placed the tarantula in a spare plastic insect cage (but, we know that a spider is not an insect, right?). Since then, I purchased a glass aquarium tank for its home. We lined the bottom of the tank with wood chips, added a water dish and shelter for a place to hide.
Skippy ‘earned’ his name a year ago and the story goes like this. “Mrs. Alli! The tarantula is gone! He’s not in his cage!” At first I thought this has got to be a joke. After all, how could a tarantula escape from a glass tank secured with custom fitted wire mesh lid? But, it was not a joke. As I thoroughly inspected the tank, the tarantula was nowhere to be found. I did discover, however, that the “secured custom fit wire mesh lid” was not quite as “secure” as I thought. After all, when a student leaves the lid off, “secure” no longer describes the habitat. The tarantula was on the loose, in our classroom, and remained on the loose for five days! At 8:30 on the fifth night, my cell phone rang. I noticed the number was from school and answered it with caution. It was Fabian, our night custodian. “Hey Natalie, uh, I think I found your tarantula. It was like a creepy scary movie. I opened the hallway door leading into your dark classroom. The light from the hall shined into your room and in the light was the tarantula! I flipped on the light switch, but remembered the lights are on motion sensors, so I quickly took my shoe off and threw it across the room! The lights went on; I jumped over the thing, grabbed a trash and trapped it! So, uh, it’ll be under the trash can when you come to in tomorrow.” Fabian, you’re my hero. Sure enough, the next day when I lifted the trashcan, there sat the tarantula, which had “skipped out” on us for almost a week. Needless to say, the name Skippy was born. Today, Skippy is still with us and can be found living in his very secure, locked, tank, regularly feasting on juicy crickets.
“Fred (aka Kicky) and Stacey”, the Red-Eared Slider Turtles
Fred and Stacey were gifted to our classroom two years ago by a former student, Rudy (there’s more about Rudy later). Rudy is now a sixth grader, but regularly visits the turtles and cares for them during school holidays and breaks. Both turtles, approximately six years old, swim happily in their tank and dine on live feeder fish hand fed to them by my students. Fred’s name has recently changed to Kicky because he is known to kick the kids holding him. However, Stacey’s name has not changed to Bitey, even though on occasion she has mistaken a small finger for a feeder fish.
Fred and Stacey were gifted to our classroom two years ago by a former student, Rudy (there’s more about Rudy later). Rudy is now a sixth grader, but regularly visits the turtles and cares for them during school holidays and breaks. Both turtles, approximately six years old, swim happily in their tank and dine on live feeder fish hand fed to them by my students. Fred’s name has recently changed to Kicky because he is known to kick the kids holding him. However, Stacey’s name has not changed to Bitey, even though on occasion she has mistaken a small finger for a feeder fish.
“Goldie”, the Special Goldfish
Goldie is a survivor. She was a feeder fish that lived in Kicky and Stacey’s tank for over a month. She was supposed to be a meal for the turtles; however, this little feeder fish dodged and dashed about the tank, escaping death far longer than any other fish. One day, Anthony gazed into the tank, looked at me and whispered, “Mrs. Alli, I think Goldie (he called her) is special. I don’t think she is supposed to die. Can we put her in the fish tank?” Before I could blink, he snatched the fish net stored under the sink, scooped her out of the turtle habitat, and plopped her into her new home. And there she still lives today. Goldie is no longer considered a feeder fish, but is now a goldfish. Goldie energetically dances in front of the aquarium glass each time a student approaches her tank, anxiously waiting for her daily pinch of goldfish food.
Goldie is a survivor. She was a feeder fish that lived in Kicky and Stacey’s tank for over a month. She was supposed to be a meal for the turtles; however, this little feeder fish dodged and dashed about the tank, escaping death far longer than any other fish. One day, Anthony gazed into the tank, looked at me and whispered, “Mrs. Alli, I think Goldie (he called her) is special. I don’t think she is supposed to die. Can we put her in the fish tank?” Before I could blink, he snatched the fish net stored under the sink, scooped her out of the turtle habitat, and plopped her into her new home. And there she still lives today. Goldie is no longer considered a feeder fish, but is now a goldfish. Goldie energetically dances in front of the aquarium glass each time a student approaches her tank, anxiously waiting for her daily pinch of goldfish food.
“Tank and Dunkers”, the Hissing Cockroaches
Five years ago, during my second year of teaching, I naively bought two hissing cockroaches from a local pet store. It wasn’t long after that that I was in for a huge surprise. I remember the day so clearly, when a student lifted off the top from the tank and shouted, “Teacher, teacher! I think some other bugs moved in!” I walked over and could see maybe thirty tiny insects huddled together on the rim of the aquarium. A closer look revealed that these creatures were baby cockroaches, all thirty of them! What was I going to do with so many cockroaches? Sadly (or maybe it was a blessing in disguise), only two of them made it to adulthood, Tank and Dunkers, both males. The cockroaches like to eat fruit, veggies, and food pellets with protein. When you hold them, they actually do make a hissing sound. Today, Tank lives alone as Dunkers passed away last week. The burial date will be announced.
Five years ago, during my second year of teaching, I naively bought two hissing cockroaches from a local pet store. It wasn’t long after that that I was in for a huge surprise. I remember the day so clearly, when a student lifted off the top from the tank and shouted, “Teacher, teacher! I think some other bugs moved in!” I walked over and could see maybe thirty tiny insects huddled together on the rim of the aquarium. A closer look revealed that these creatures were baby cockroaches, all thirty of them! What was I going to do with so many cockroaches? Sadly (or maybe it was a blessing in disguise), only two of them made it to adulthood, Tank and Dunkers, both males. The cockroaches like to eat fruit, veggies, and food pellets with protein. When you hold them, they actually do make a hissing sound. Today, Tank lives alone as Dunkers passed away last week. The burial date will be announced.
“Cupcake”, the Rat
Throughout my teaching career, I have always had a rat as a classroom pet. I had always handpicked each one of them at the pet store, until Cupcake came along. Perla, a former student who is now a junior in high school, stopped by to say hi one afternoon. Her visit was a very pleasant surprise. When I saw her in the doorway of my classroom, I grinned from ear to ear. As I approached her, I realized something was moving in her hair. She reached up and slowly pulled out a little creature and handed it to me. The most precious baby rat ever sat in the palm of my hand and looked up at me. “Mrs. Alli, I saved it from getting eaten by my Biology teacher’s snakes. Will you keep her?” Perla pleaded. With no cage at school, I placed the baby girl on my shoulder and headed home. She rode quietly nestled in my hair the entire twenty-five minute ride. My husband retrieved a rat cage from the garage and we set up her new home. That was over a year and a half ago and Cupcake is, without a doubt, the star of our classroom, and the school for that matter. My students love how she scurries from arm to arm and grabs a treat from their hands. Students school wide visit Cupcake during recess, lunch, and after school. One second grader, Ronald, works to stay on task and get his work done, just so he can earn a pass to play with Cupcake. And yes, every time there is a birthday party, the rat is the first to sink her teeth into a moist cupcake.
Throughout my teaching career, I have always had a rat as a classroom pet. I had always handpicked each one of them at the pet store, until Cupcake came along. Perla, a former student who is now a junior in high school, stopped by to say hi one afternoon. Her visit was a very pleasant surprise. When I saw her in the doorway of my classroom, I grinned from ear to ear. As I approached her, I realized something was moving in her hair. She reached up and slowly pulled out a little creature and handed it to me. The most precious baby rat ever sat in the palm of my hand and looked up at me. “Mrs. Alli, I saved it from getting eaten by my Biology teacher’s snakes. Will you keep her?” Perla pleaded. With no cage at school, I placed the baby girl on my shoulder and headed home. She rode quietly nestled in my hair the entire twenty-five minute ride. My husband retrieved a rat cage from the garage and we set up her new home. That was over a year and a half ago and Cupcake is, without a doubt, the star of our classroom, and the school for that matter. My students love how she scurries from arm to arm and grabs a treat from their hands. Students school wide visit Cupcake during recess, lunch, and after school. One second grader, Ronald, works to stay on task and get his work done, just so he can earn a pass to play with Cupcake. And yes, every time there is a birthday party, the rat is the first to sink her teeth into a moist cupcake.
The tour of the classroom zoo was done and looks of amazement on my students’ faces were priceless. As I stood there and looked around the room, there was no way I could let this enthusiasm fade by doing some meaningless writing assignment. Instead, I acted on a teachable moment and distributed green composition books (garden journals), which were originally scheduled to be a Friday assignment. However, I vowed this year that I would keep my eyes and ears open for “teachable” moments, and this Tuesday morning was definitely one of them. My students spent the majority of their morning completely immersed in authentic writing. They wrote questions about and drew pictures of the classroom critters. Most of the questions focused on handling the animals and if they bite, and some regarding feeding and caring for them.
A sample of student questions includes:
Can I feed the rat cheese?
Does the rat bite?
Can we hold the frogs?
Are the frogs poisonous?
Can I hold the turtles?
Do you hold the tarantula?
Does the tarantula bite?
With all of my might, I clung to another “new school year’s resolution.” I would avoid spoon-feeding answers to my students, but instead empower them to discover the answers. As their teacher, I would serve as just one of the many ways to find an answer. So, I took a leap of faith and decided to allow them plenty of time to list all of their questions, while I assumed the role of observer. Quietly wandering from group to group, I was amazed at how engaged the students were, enthusiastically writing about the classroom critters. There was excitement in the air. The critters had stimulated meaningful conversations among the students throughout the room. “Do you think that Mrs. Alli will let us hold the rat?” “I’m going to bring some food for her tomorrow and feed her.” “I’m going to save some of my lunch for her.” Relationships were being formed – between classmates as well as between student and animal. These bonds that began to form this first day of school were just the beginning of the bonds yet to be formed over the next six months.
A sample of student questions includes:
Can I feed the rat cheese?
Does the rat bite?
Can we hold the frogs?
Are the frogs poisonous?
Can I hold the turtles?
Do you hold the tarantula?
Does the tarantula bite?
With all of my might, I clung to another “new school year’s resolution.” I would avoid spoon-feeding answers to my students, but instead empower them to discover the answers. As their teacher, I would serve as just one of the many ways to find an answer. So, I took a leap of faith and decided to allow them plenty of time to list all of their questions, while I assumed the role of observer. Quietly wandering from group to group, I was amazed at how engaged the students were, enthusiastically writing about the classroom critters. There was excitement in the air. The critters had stimulated meaningful conversations among the students throughout the room. “Do you think that Mrs. Alli will let us hold the rat?” “I’m going to bring some food for her tomorrow and feed her.” “I’m going to save some of my lunch for her.” Relationships were being formed – between classmates as well as between student and animal. These bonds that began to form this first day of school were just the beginning of the bonds yet to be formed over the next six months.
Expanding Their Leaves
Journal Entries
July 29, 2009-Wednesday
Draw Your Dream Garden
My students made the second entry in their journals today. They were asked to “draw your dream garden.” I was interested in knowing what their concept was of a garden in general. I wondered, would they draw a realistic garden and create a fantasy one? Did they know the names of plants, trees, animals and structures? I had no idea of what to expect from third graders.
Max was the first share his dream garden. “I am going to have a basketball court in mine, a large river, and marshmallow seats so that kids can sit and watch puppet shows.” Valeria questioned, “But how would you cross the river?” Max replied, “How ‘bout a bridge?” On the other hand, Tomas’ vision of his dream garden was the most realistic of all the students. He described his garden as having, “palm trees, rose bushes, sunflowers, and a fountain for the birds to play in.”
I loved being able to see their illustrations and was tickled to hear them describe their gardens with such conviction. They seemed to truly believe that their version of a dream garden could become a reality. I noted their vocabulary describing their garden and understanding of nature was limited. For example, Eric wrote, “I want a dead man in mine.” When I asked him to elaborate for me, I discovered that a “dead man” was a scarecrow. Also, Nadia wanted “one of those things you can sleep in,” meaning a hammock. Brenda wrote about wanting “two clown fish and a tuna fish in her pond.”
Draw Your Dream Garden
My students made the second entry in their journals today. They were asked to “draw your dream garden.” I was interested in knowing what their concept was of a garden in general. I wondered, would they draw a realistic garden and create a fantasy one? Did they know the names of plants, trees, animals and structures? I had no idea of what to expect from third graders.
Max was the first share his dream garden. “I am going to have a basketball court in mine, a large river, and marshmallow seats so that kids can sit and watch puppet shows.” Valeria questioned, “But how would you cross the river?” Max replied, “How ‘bout a bridge?” On the other hand, Tomas’ vision of his dream garden was the most realistic of all the students. He described his garden as having, “palm trees, rose bushes, sunflowers, and a fountain for the birds to play in.”
I loved being able to see their illustrations and was tickled to hear them describe their gardens with such conviction. They seemed to truly believe that their version of a dream garden could become a reality. I noted their vocabulary describing their garden and understanding of nature was limited. For example, Eric wrote, “I want a dead man in mine.” When I asked him to elaborate for me, I discovered that a “dead man” was a scarecrow. Also, Nadia wanted “one of those things you can sleep in,” meaning a hammock. Brenda wrote about wanting “two clown fish and a tuna fish in her pond.”
August 9, 2009-Thursday
“Does Cupcake Eat Cupcakes?”
I noticed a second grader who has a one-on-one aide with him at all times. He plays alone and is always busy doing something. Today, I watched him dig in the dirt on the grassy field. I decided to pay his teacher, Mrs. Gomez, a visit to learn more about this intriguing little guy. Ronald, she explained, has a difficult time sitting and listening in class, often speaks out very loudly and occasionally exhibits defiant behavior. But, I was excited to learn that he loves “nature.” She described how he sifts through the sand searching for “treasures” and digs through the mud looking for “things.” I was bent on getting to know this kid! Today during lunch recess, I approached him in the lunch line, introduced myself and asked if he would like to visit the zoo in classroom 402.
When visiting each habitat, he carefully looked at each of the critters. When I introduced him to Cupcake, it was love at first sight. He excitedly asked, “Does she eat cupcakes? Can I bring her a cupcake? What does she eat? Can I hold her? Does she bite? Where did you get her?” It seemed like there was no end to his questions. Finally, he paused, looked at me and said, “When can I come see her again?” At that moment, I knew I “had” him. I knew that this could be the break though Ronald needed to help make him successful in school. We made a deal. If he followed the rules in class the next morning, Ms. Gomez would give him a pass for him to visit cupcake during morning recess. After morning recess, he could earn another visit with Cupcake during lunchtime. Believe me, he was determined! He bopped in after school and asked, “Mrs. Alli, did you talk to Ms. Gomez so I could see Cupcake tomorrow?” I assured him that I was on my way. Satisfied, off he skipped. Linda (Ms. Gomez) was excited and supported our plan and it was set to start first thing the next morning.
“Does Cupcake Eat Cupcakes?”
I noticed a second grader who has a one-on-one aide with him at all times. He plays alone and is always busy doing something. Today, I watched him dig in the dirt on the grassy field. I decided to pay his teacher, Mrs. Gomez, a visit to learn more about this intriguing little guy. Ronald, she explained, has a difficult time sitting and listening in class, often speaks out very loudly and occasionally exhibits defiant behavior. But, I was excited to learn that he loves “nature.” She described how he sifts through the sand searching for “treasures” and digs through the mud looking for “things.” I was bent on getting to know this kid! Today during lunch recess, I approached him in the lunch line, introduced myself and asked if he would like to visit the zoo in classroom 402.
When visiting each habitat, he carefully looked at each of the critters. When I introduced him to Cupcake, it was love at first sight. He excitedly asked, “Does she eat cupcakes? Can I bring her a cupcake? What does she eat? Can I hold her? Does she bite? Where did you get her?” It seemed like there was no end to his questions. Finally, he paused, looked at me and said, “When can I come see her again?” At that moment, I knew I “had” him. I knew that this could be the break though Ronald needed to help make him successful in school. We made a deal. If he followed the rules in class the next morning, Ms. Gomez would give him a pass for him to visit cupcake during morning recess. After morning recess, he could earn another visit with Cupcake during lunchtime. Believe me, he was determined! He bopped in after school and asked, “Mrs. Alli, did you talk to Ms. Gomez so I could see Cupcake tomorrow?” I assured him that I was on my way. Satisfied, off he skipped. Linda (Ms. Gomez) was excited and supported our plan and it was set to start first thing the next morning.
August 15, 2009-Friday
He’s Baackkk!
Sure enough, Ronald was back. As soon as the morning recess bell rang, he hurried into my classroom. He was excited that he had “earned a pass for being good.” Ronald went straight to Cupcake’s cage. I noticed he was a little hesitant about holding her. I gently lifted her out of the cage, put her on my shoulder and let her scurry under my hair. Ronald freaked, and began running around wildly screaming, “Where’d she go? Get her! Get her!” I explained that she had tiny ears so we needed to use a soft, quiet voice around her. “Yeah, Mrs. Alli, kinda’ like a baby, huh?” I nodded my head and gently pulled her out of my hair and explained, “We have to hold her with two hands also, like a baby.” Wide-eyed, Ronald watched attentively. Finally, the question I had been waiting for. “Can I hold her?” He held out his small hands cupped together and looked up. From the moment he held her, it was love at first sight. I had never seen him so calm. He was gentle and compassionate with Cupcake although, I had to remind him repeatedly to use a soft voice and move slowly around her. I couldn’t believe how his energy changed. He was like a different child.
At lunchtime, Ronald found me standing in the lunch line (since he had already eaten) and waving his “zoo pass” in the air, said, “Mrs. Alli, Ms. Gomez said I did a good job so I can visit Cupcake. Now, at this point, I had not eaten my lunch, but being the pushover that I am, we headed toward the classroom. For thirty minutes, Cupcake and Ronald bonded. I busied myself with work that needed to be done around the classroom. At one point, I overheard Ronald carrying on a conversation with Cupcake. “You are just so-o-o cute, aren’t you? You’re the best little rat in the whol-l-le wi-i-ide world!” Honestly, I was so touched that I was almost in tears. It was the most precious thing listening to him interact with her as if she were human -- his best friend. This incident left me with an insightful thought: the bond between a child and an animal can be a powerful thing.
He’s Baackkk!
Sure enough, Ronald was back. As soon as the morning recess bell rang, he hurried into my classroom. He was excited that he had “earned a pass for being good.” Ronald went straight to Cupcake’s cage. I noticed he was a little hesitant about holding her. I gently lifted her out of the cage, put her on my shoulder and let her scurry under my hair. Ronald freaked, and began running around wildly screaming, “Where’d she go? Get her! Get her!” I explained that she had tiny ears so we needed to use a soft, quiet voice around her. “Yeah, Mrs. Alli, kinda’ like a baby, huh?” I nodded my head and gently pulled her out of my hair and explained, “We have to hold her with two hands also, like a baby.” Wide-eyed, Ronald watched attentively. Finally, the question I had been waiting for. “Can I hold her?” He held out his small hands cupped together and looked up. From the moment he held her, it was love at first sight. I had never seen him so calm. He was gentle and compassionate with Cupcake although, I had to remind him repeatedly to use a soft voice and move slowly around her. I couldn’t believe how his energy changed. He was like a different child.
At lunchtime, Ronald found me standing in the lunch line (since he had already eaten) and waving his “zoo pass” in the air, said, “Mrs. Alli, Ms. Gomez said I did a good job so I can visit Cupcake. Now, at this point, I had not eaten my lunch, but being the pushover that I am, we headed toward the classroom. For thirty minutes, Cupcake and Ronald bonded. I busied myself with work that needed to be done around the classroom. At one point, I overheard Ronald carrying on a conversation with Cupcake. “You are just so-o-o cute, aren’t you? You’re the best little rat in the whol-l-le wi-i-ide world!” Honestly, I was so touched that I was almost in tears. It was the most precious thing listening to him interact with her as if she were human -- his best friend. This incident left me with an insightful thought: the bond between a child and an animal can be a powerful thing.
August 18, 2009-Wednesday
Water Power!
Today Eric asked to stay in morning recess to water the plants outside in front of our classroom. Word got around quickly. In a matter of minutes, ten students were busily filling watering cans at the classroom faucet and then rushing outside to give the plants a drink. Because the crowd of kids grew so quickly, I expected the situation to get out of control. I stood back and watched. It was amazing; everyone worked together. The four watering cans were passed from one kid to the next, and those who were not involved with the watering, busied themselves with pulling weeds or searching for insects. The recess bell rang and there were now over twenty students tending to the small garden (not all of them were my students). They began pleading, “Mrs. Alli, can we come back at lunchtime?” I informed them that they couldn’t be there alone and that someone had to supervise. “Can you eat your lunch fast and come watch us?” Yes, call me crazy, but I showed up. But, this time I joined in on the fun!
Water Power!
Today Eric asked to stay in morning recess to water the plants outside in front of our classroom. Word got around quickly. In a matter of minutes, ten students were busily filling watering cans at the classroom faucet and then rushing outside to give the plants a drink. Because the crowd of kids grew so quickly, I expected the situation to get out of control. I stood back and watched. It was amazing; everyone worked together. The four watering cans were passed from one kid to the next, and those who were not involved with the watering, busied themselves with pulling weeds or searching for insects. The recess bell rang and there were now over twenty students tending to the small garden (not all of them were my students). They began pleading, “Mrs. Alli, can we come back at lunchtime?” I informed them that they couldn’t be there alone and that someone had to supervise. “Can you eat your lunch fast and come watch us?” Yes, call me crazy, but I showed up. But, this time I joined in on the fun!
August 26, 2009-Wednesday
Watch Out, You Might Catch the Nature Bug!
This morning, Abby presented me with a bag of garden signs she and her mother found on the dollar shelves at Target last night. “I saw them and thought of you Mrs. Alli.” I opened the bag and read them out loud one by one: “I dig gardening. Flower Power. Grow Dam…” I stopped reading and smiled. Abby smiled too. “I forgot to tell you that one was in there. “ Abby said shyly. I placed the signs on my desk and continued with our reading time. Just before recess, I looked toward my desk and saw a group of students giggling. Of course they were reading the ‘forbidden’ sign. Again, I smiled. I took the group outside to the small garden. Together we stuck the signs into the soil of the small planter box. Abby felt proud that she had contributed to the garden. I could tell this because she pointed out the signs to her peers who passed by. “I can get my mom to buy some more Mrs. Alli. I want everyone to have one to glue on their journals.” I knew in this moment that Abby caught the nature bug and I had a feeling that it was going to be contagious.
Watch Out, You Might Catch the Nature Bug!
This morning, Abby presented me with a bag of garden signs she and her mother found on the dollar shelves at Target last night. “I saw them and thought of you Mrs. Alli.” I opened the bag and read them out loud one by one: “I dig gardening. Flower Power. Grow Dam…” I stopped reading and smiled. Abby smiled too. “I forgot to tell you that one was in there. “ Abby said shyly. I placed the signs on my desk and continued with our reading time. Just before recess, I looked toward my desk and saw a group of students giggling. Of course they were reading the ‘forbidden’ sign. Again, I smiled. I took the group outside to the small garden. Together we stuck the signs into the soil of the small planter box. Abby felt proud that she had contributed to the garden. I could tell this because she pointed out the signs to her peers who passed by. “I can get my mom to buy some more Mrs. Alli. I want everyone to have one to glue on their journals.” I knew in this moment that Abby caught the nature bug and I had a feeling that it was going to be contagious.
September 2 , 2009-Wednesday
“It’s not a house. It’s a worm mansion!”
One of my favorite activities of all time is teaching about decomposers using live night crawlers. We started the lesson by reading a picture book, Wiggling Worms at Work, by Wendy Pheffer. The book beautifully illustrates the anatomy of worms, how they reproduce, and their role as decomposers in nature. After reading the book aloud to the class, I drew a large picture of a worm on a piece of butcher paper, and asked the students to discuss information they learned from the book. After sharing their thoughts with a partner, I ask them to share their knowledge with the rest of the class. I charted their comments on the butcher paper. I was amazed at how many details they remembered, such as,“8 bristles on each segment of the body,” “the cocoon slips off of the tail end like a ring on your finger and has 20 eggs in it, ” “worms have no eyes or teeth,” “have a small brain,” “worms move through the dirt like a slinky,” “their skin has to stay wet or they will die because worms breathe through their skin,” “worms don’t have teeth, but they have a gizzard that breaks the food up,” and “worm poop is called castings.” We then had a discussion about what would be observable if they each had a live worm. Whew! Great job, kids! As I circled their responses on the chart, the students thought the lesson was finished; that is, until I pulled out the night crawlers.
“It’s not a house. It’s a worm mansion!”
One of my favorite activities of all time is teaching about decomposers using live night crawlers. We started the lesson by reading a picture book, Wiggling Worms at Work, by Wendy Pheffer. The book beautifully illustrates the anatomy of worms, how they reproduce, and their role as decomposers in nature. After reading the book aloud to the class, I drew a large picture of a worm on a piece of butcher paper, and asked the students to discuss information they learned from the book. After sharing their thoughts with a partner, I ask them to share their knowledge with the rest of the class. I charted their comments on the butcher paper. I was amazed at how many details they remembered, such as,“8 bristles on each segment of the body,” “the cocoon slips off of the tail end like a ring on your finger and has 20 eggs in it, ” “worms have no eyes or teeth,” “have a small brain,” “worms move through the dirt like a slinky,” “their skin has to stay wet or they will die because worms breathe through their skin,” “worms don’t have teeth, but they have a gizzard that breaks the food up,” and “worm poop is called castings.” We then had a discussion about what would be observable if they each had a live worm. Whew! Great job, kids! As I circled their responses on the chart, the students thought the lesson was finished; that is, until I pulled out the night crawlers.
Seventeen out of my twenty students had never seen a night crawler before, so they were stunned by their large size. The class was roaring with comments and laughter. Kids were howling with excitement. As each student received his/her night crawler, I explained, “Today you are scientists and are going to observe everything you can about your specimen: the worm.” I cautioned that the worms moist needed to remain moist at all times, and placed a cup of water at the center of each table. And how, they were ready to begin! Each time I handed a student a night crawler, someone would let out a squeal, “Ewww, that’s a big one!” Before long, all twenty of the kids were on board! Jerry shouted, “I can feel the bristles!” Karina observed, “I can see the ring! Mine is going to have babies!” Soon, it was lunchtime. Normally, when the clock strikes 11:40 am, Tomas is always the first to let me know it’s time for lunch; but, not today. He appeared to be in his own little world -- with his worm. Actually, so was the rest of the class. I was astounded at the fascination students exhibited over the worms. Finally, I had to tell them to say their goodbyes and place the night crawlers into their new home, our “worm farm.” That is, a Rubbermaid container with holes drilled in the top for airflow. The goodbyes were tough, but sweet and sort of comical. In a low voice Kate said, “Goodbye Wormie. I’ll miss you.” Nadia named her worm Steve and as she dropped it into the container, she pretended to cry and said, “I’ll find you again. Don’t forget me.” Cesar, feeling very strongly about not letting his go, could not understand why he could not keep the worm at his desk. He pleaded, “I can make a home for it, a good home!” I trusted that he could, and would set up a great habitat for it, but we were already ten minutes late for lunch. I looked toward the classroom phone and knew it would be ringing any second. Sure enough, on cue, it was Laura our school secretary, “Natalie, you are late for lunch again. Olivia is waiting for your class in the lunch line.” I gave Cesar my best sympathetic look and he sadly told his worm friend goodbye. Off we went, with the enemy of time nipping at our heels -- yet again.
After lunch, we shredded newspaper for the worm farm, added a small amount of water and gently mixed it. Pointing into the tub, Max shouted, “I see Bob!” As we were cleaning up, Karina came up with a brilliant idea, “Worms eat leftovers, so can I go to the cafeteria and ask for the leftovers from the salad bar?” Off she went, quickly returning with a bucket full of cucumbers, lettuce, carrots, and beans. We poured the vegetable mixture into the bin and gently mixed. I noticed that there was calmness in the air. Everyone seemed strangely quiet and contented. Was it because they knew that we would be returning to the math we started earlier in the day? Not at all. How did I know this? Well, Max was my source. He revealed, “I am happy now because the worms all have food, a good house, and they are living with their best friends.” We all chuckled when Tomas added, “It’s not a house. It’s a worm mansion!” These students bring me so much joy.
It is a gratifying feeling knowing that my students have developed empathy for nature’s organisms. Sadly, it is a quality far too many people lack today. Learning to respect and appreciate nature’s organisms at eight-years old is a gift these kids will hopefully carry for the rest of their lives.
Also, I find it deeply rewarding that my students were able to build on the knowledge acquired from a simple picture book about worms. The information, exchanged among the students today, was nothing short of astounding! This goes to show, that introducing children to nature, even in the classroom setting, can make a huge impact by fostering their curiosity and creativity.
After lunch, we shredded newspaper for the worm farm, added a small amount of water and gently mixed it. Pointing into the tub, Max shouted, “I see Bob!” As we were cleaning up, Karina came up with a brilliant idea, “Worms eat leftovers, so can I go to the cafeteria and ask for the leftovers from the salad bar?” Off she went, quickly returning with a bucket full of cucumbers, lettuce, carrots, and beans. We poured the vegetable mixture into the bin and gently mixed. I noticed that there was calmness in the air. Everyone seemed strangely quiet and contented. Was it because they knew that we would be returning to the math we started earlier in the day? Not at all. How did I know this? Well, Max was my source. He revealed, “I am happy now because the worms all have food, a good house, and they are living with their best friends.” We all chuckled when Tomas added, “It’s not a house. It’s a worm mansion!” These students bring me so much joy.
It is a gratifying feeling knowing that my students have developed empathy for nature’s organisms. Sadly, it is a quality far too many people lack today. Learning to respect and appreciate nature’s organisms at eight-years old is a gift these kids will hopefully carry for the rest of their lives.
Also, I find it deeply rewarding that my students were able to build on the knowledge acquired from a simple picture book about worms. The information, exchanged among the students today, was nothing short of astounding! This goes to show, that introducing children to nature, even in the classroom setting, can make a huge impact by fostering their curiosity and creativity.
September 8, 2009-Tuesday
One Person’s Mess is Another Person’s Masterpiece
It’s amazing to see that my students are spending their recess and lunchtime digging through the dirt, searching for any tiny creature they can get their hands on! The dirt they are sifting through is, well, any place they can find. It may be the flowerbeds lining the classrooms, the edges of the playground, or the grassy field. As I was watching them from the classroom window one noontime, I saw Ms. Vega, a yard duty person, walk up to them and yell, “Clean up this mess you have made!” Although crushed, I secretly smiled to myself.
I am sad to think our students are not allowed to make such so-called “messes.” At school, they often hear, “Clean up your desk. Stay organized. Stay out of the puddles. Don’t play on the grass. It’s wet.” I remember as a little girl being allowed to make messes. My room was always a mess and I certainly was not organized – by adult standards, anyway. Outdoors, I made countless mud pies, played in the water, and collected buckets of snails. Inside, I had collections of everything, everywhere. I had a rock and gem museum in my bedroom, and spent hours cutting out labels and decorating the displays. Tiny pieces of paper littered the floor, but my mom didn’t mind. After all, I was creating a work of art, something that made me feel proud.
Looking around the classroom, I see so many things my students can be proud of. I see a plastic witch’s caldron, left over from Halloween, filled with various objects collected from nature. I see a terrarium, made in a plastic critter keeper, with dirt, snails and slugs. Daniela, a shy little girl, collected various critters over the past two weeks and keeps them in small plastic containers lined up in a row on her desk. A spider in one container has spun a web and seems to have made a permanent home. This timid girl invites her classmates to her desk during “feeding time.” She drops in a rolly polly for her eight-legged friend to feast on. Her classmates watch intently as the spider injects its venom. Another container is home to two crickets. When the classroom is silent, they begin to chirp as if they sense the tranquility. Four other containers house worms in rich black dirt. On the other side of the room a large plastic container is home to several stinkbugs (they are really beetles, not bugs). Next to it is jar with a huge three-inch grasshopper that blends in with his surroundings. We also have praying mantises, large and small spiders, stink beetles, lizards, grubs, and ladybugs, who all call room 402 home. Room 402 is also home to eighteen students who, while under my supervision, have the freedom to dig, collect, create and make messes.
One Person’s Mess is Another Person’s Masterpiece
It’s amazing to see that my students are spending their recess and lunchtime digging through the dirt, searching for any tiny creature they can get their hands on! The dirt they are sifting through is, well, any place they can find. It may be the flowerbeds lining the classrooms, the edges of the playground, or the grassy field. As I was watching them from the classroom window one noontime, I saw Ms. Vega, a yard duty person, walk up to them and yell, “Clean up this mess you have made!” Although crushed, I secretly smiled to myself.
I am sad to think our students are not allowed to make such so-called “messes.” At school, they often hear, “Clean up your desk. Stay organized. Stay out of the puddles. Don’t play on the grass. It’s wet.” I remember as a little girl being allowed to make messes. My room was always a mess and I certainly was not organized – by adult standards, anyway. Outdoors, I made countless mud pies, played in the water, and collected buckets of snails. Inside, I had collections of everything, everywhere. I had a rock and gem museum in my bedroom, and spent hours cutting out labels and decorating the displays. Tiny pieces of paper littered the floor, but my mom didn’t mind. After all, I was creating a work of art, something that made me feel proud.
Looking around the classroom, I see so many things my students can be proud of. I see a plastic witch’s caldron, left over from Halloween, filled with various objects collected from nature. I see a terrarium, made in a plastic critter keeper, with dirt, snails and slugs. Daniela, a shy little girl, collected various critters over the past two weeks and keeps them in small plastic containers lined up in a row on her desk. A spider in one container has spun a web and seems to have made a permanent home. This timid girl invites her classmates to her desk during “feeding time.” She drops in a rolly polly for her eight-legged friend to feast on. Her classmates watch intently as the spider injects its venom. Another container is home to two crickets. When the classroom is silent, they begin to chirp as if they sense the tranquility. Four other containers house worms in rich black dirt. On the other side of the room a large plastic container is home to several stinkbugs (they are really beetles, not bugs). Next to it is jar with a huge three-inch grasshopper that blends in with his surroundings. We also have praying mantises, large and small spiders, stink beetles, lizards, grubs, and ladybugs, who all call room 402 home. Room 402 is also home to eighteen students who, while under my supervision, have the freedom to dig, collect, create and make messes.
September 11, 2009-Friday
“Look at what Brenda found!”
“Mrs. Alli! Mrs. Alli! Look at what Brenda found!” Valeria yelled. In Brenda’s hands was a fluorescent blue colored dragonfly. My first response was to scream, “Drop it! Drop it!” because I had no idea whether or not they bite. But I restrained myself long enough to hear her say it was dead when she found it. Her discovery was a big hit! In the classroom, I placed the dragonfly under the document camera and zoomed in on it. I hadn’t done this before, but it was like looking under a microscope. The kids were amazed and so was I. We observed its multi-faceted eyes, translucent wings with veins, and its segmented body. Acting on impulse, I called Mrs. Cervantes, our librarian, and asked if she would pull some books from the shelves on dragonflies. Soon after, she entered the classroom with her arms full with books. The kids ate it up, digesting every diagram and every word. Some students took their journals out and began sketching their own dragonflies, labeling them, and listing questions in the wonderings section (a section where students jot down questions they have about nature for later exploration). I was in awe. All I could do was sit and observe. Let me correct myself. That was all I needed to do – just watch. The power of nature blew though our classroom like a tornado, creating a flurry of excited learners. And, I enjoyed every moment of it!
September 11, 2009-Friday
Solid as a Rock
At the end of the day, Fernando said he had something to show me at the large garden. Great. I forgot to cover thirty, sixty pound bags of cement and it had rained. He graciously said he’d take care of them for me.
September 15, 2009-Tuesday
“Mrs. Alli, I found one too!”
While walking down the hall, on the way to second chance breakfast, Eric found a dragonfly struggling to break free from a spider web. He fearlessly picked it up with his bare hands and gently carried it to the classroom. He found a clay pot to place it in. The dragonfly appeared injured and did not fly away. Eric placed the clay pot on his desk and throughout the day checked on his new find. The next morning, the dragonfly was the one and only thing on Eric’s mind. When he glanced down at his friend, he was sad to discover that it was now in “dragonfly heaven.” “It’s okay though, ‘cause I saved it from the spider web. At least it lived one more day. We should have a funeral.” And so we did. With a short but sweet service, we buried the dragonfly in the small garden.
September 21, 2009-Monday
Up On the Rooftop
I knew creating the large garden would be time-consuming and challenging, but today, was a set back I had not anticipated. The posts (4 x 4 x 12s) that were purchased as supports for the shade structure were stolen. I have to laugh, though, because some of them were found on school property. Fernando said he had something to show me. I followed him and when he stopped, he pointed upward. I looked up and there on the rooftop were the missing posts! Are you kidding me? On the roof? Apparently, skateboarders “borrowed” the posts, placed them from one building roof to another constructing a grinding path. Fernando got the boards down and hauled them back to the garden area.
September 24, 2009-Thursday
Thank you EBay!
After yesterday’s excitement, I needed a way for my students to capture these amazing moments. Even though I was always ready with camera in hand, wouldn’t it be great for the children to be equipped with cameras as well? I thought about getting disposable cameras, but knew the quality would not be great. So, I hopped on the Internet and found a quality camera for $75.00. An hour later, I had purchased four digital cameras with memory cards for each. I also ordered a memory card reader, with the idea of teaching my students how to download their images to the computer. After all, it would be pretty cool for eight-year olds to know how to perform such a task , while at the same time relieving me from adding it to my ever growing weekly to do list. The cameras will arrive in a week. The anticipation is killing me.
“Look at what Brenda found!”
“Mrs. Alli! Mrs. Alli! Look at what Brenda found!” Valeria yelled. In Brenda’s hands was a fluorescent blue colored dragonfly. My first response was to scream, “Drop it! Drop it!” because I had no idea whether or not they bite. But I restrained myself long enough to hear her say it was dead when she found it. Her discovery was a big hit! In the classroom, I placed the dragonfly under the document camera and zoomed in on it. I hadn’t done this before, but it was like looking under a microscope. The kids were amazed and so was I. We observed its multi-faceted eyes, translucent wings with veins, and its segmented body. Acting on impulse, I called Mrs. Cervantes, our librarian, and asked if she would pull some books from the shelves on dragonflies. Soon after, she entered the classroom with her arms full with books. The kids ate it up, digesting every diagram and every word. Some students took their journals out and began sketching their own dragonflies, labeling them, and listing questions in the wonderings section (a section where students jot down questions they have about nature for later exploration). I was in awe. All I could do was sit and observe. Let me correct myself. That was all I needed to do – just watch. The power of nature blew though our classroom like a tornado, creating a flurry of excited learners. And, I enjoyed every moment of it!
September 11, 2009-Friday
Solid as a Rock
At the end of the day, Fernando said he had something to show me at the large garden. Great. I forgot to cover thirty, sixty pound bags of cement and it had rained. He graciously said he’d take care of them for me.
September 15, 2009-Tuesday
“Mrs. Alli, I found one too!”
While walking down the hall, on the way to second chance breakfast, Eric found a dragonfly struggling to break free from a spider web. He fearlessly picked it up with his bare hands and gently carried it to the classroom. He found a clay pot to place it in. The dragonfly appeared injured and did not fly away. Eric placed the clay pot on his desk and throughout the day checked on his new find. The next morning, the dragonfly was the one and only thing on Eric’s mind. When he glanced down at his friend, he was sad to discover that it was now in “dragonfly heaven.” “It’s okay though, ‘cause I saved it from the spider web. At least it lived one more day. We should have a funeral.” And so we did. With a short but sweet service, we buried the dragonfly in the small garden.
September 21, 2009-Monday
Up On the Rooftop
I knew creating the large garden would be time-consuming and challenging, but today, was a set back I had not anticipated. The posts (4 x 4 x 12s) that were purchased as supports for the shade structure were stolen. I have to laugh, though, because some of them were found on school property. Fernando said he had something to show me. I followed him and when he stopped, he pointed upward. I looked up and there on the rooftop were the missing posts! Are you kidding me? On the roof? Apparently, skateboarders “borrowed” the posts, placed them from one building roof to another constructing a grinding path. Fernando got the boards down and hauled them back to the garden area.
September 24, 2009-Thursday
Thank you EBay!
After yesterday’s excitement, I needed a way for my students to capture these amazing moments. Even though I was always ready with camera in hand, wouldn’t it be great for the children to be equipped with cameras as well? I thought about getting disposable cameras, but knew the quality would not be great. So, I hopped on the Internet and found a quality camera for $75.00. An hour later, I had purchased four digital cameras with memory cards for each. I also ordered a memory card reader, with the idea of teaching my students how to download their images to the computer. After all, it would be pretty cool for eight-year olds to know how to perform such a task , while at the same time relieving me from adding it to my ever growing weekly to do list. The cameras will arrive in a week. The anticipation is killing me.
October 13, 2009-Tuesday
Lights, Camera, Action!
The cameras finally arrived! I immediately charged the batteries so I could introduce them to the kids today. I have five groups of four students so each group got a camera. While gathered together on our meeting rug, and I described how to use them -- autofocus, flash, and zoom. They were anxious to get their hands on them and start clinking away. After all, that’s when the real learning takes place. After giving each group a camera and a quick discussion about taking turns, they were off. They took pictures of objects in the classroom first, but when it was recess time, they were eager to take pictures outside. I watched them for a moment, and then headed to the teacher’s lounge. When the bell rang, I started down the hall and noticed half of my students running toward me. “Mrs. Alli, look at what we found! Look at the picture I took!” They had already discovered the auto playback button and the micro-mode. I was stunned when I saw their pictures. Some of them were really good. I had no idea eight-year olds would catch on so quickly to photography.
Lights, Camera, Action!
The cameras finally arrived! I immediately charged the batteries so I could introduce them to the kids today. I have five groups of four students so each group got a camera. While gathered together on our meeting rug, and I described how to use them -- autofocus, flash, and zoom. They were anxious to get their hands on them and start clinking away. After all, that’s when the real learning takes place. After giving each group a camera and a quick discussion about taking turns, they were off. They took pictures of objects in the classroom first, but when it was recess time, they were eager to take pictures outside. I watched them for a moment, and then headed to the teacher’s lounge. When the bell rang, I started down the hall and noticed half of my students running toward me. “Mrs. Alli, look at what we found! Look at the picture I took!” They had already discovered the auto playback button and the micro-mode. I was stunned when I saw their pictures. Some of them were really good. I had no idea eight-year olds would catch on so quickly to photography.
Third Grade Student Photography
October 20, 2009-Tuesday
Non-Fiction Mania!
Every Tuesday is library day. In the past, most of my students were mainly interested in fiction books. On this particular Tuesday, though, I counted fifteen students huddled together in the non-fiction section. One student whispered, “Lilly, here’s one on beetles for you.” Soon, all of them were completely immersed in their books. They sat at the library tables with their books laid out in front of them. And boy, were they proud of their finds! Facts were being thrown at me from all directions. “Did you know that a Venus Fly Trap has three trigger hairs? When one of the hairs gets touched by an insect, nothing happens. But if it moves the hairs a second time, the Venus Fly Trap shuts. Then there is this liquid that fills up inside and makes the insect turn to mush so that the Venus Fly Trap can eat it.” Eric saw the surprised look on my face and followed up with, “Well, did you know that Mrs. Alli?” I smiled and answered, “No, I had no idea Eric. Thank you for sharing that with me.”
Here is a kid who usually reads at a beginning second grade level, spouting off facts from a very high level book. It became evident to me that this is what reading is all about. When students are introduced to books with topics they are interested in and find fascinating, they will want to read. This was an exciting day for me.
Non-Fiction Mania!
Every Tuesday is library day. In the past, most of my students were mainly interested in fiction books. On this particular Tuesday, though, I counted fifteen students huddled together in the non-fiction section. One student whispered, “Lilly, here’s one on beetles for you.” Soon, all of them were completely immersed in their books. They sat at the library tables with their books laid out in front of them. And boy, were they proud of their finds! Facts were being thrown at me from all directions. “Did you know that a Venus Fly Trap has three trigger hairs? When one of the hairs gets touched by an insect, nothing happens. But if it moves the hairs a second time, the Venus Fly Trap shuts. Then there is this liquid that fills up inside and makes the insect turn to mush so that the Venus Fly Trap can eat it.” Eric saw the surprised look on my face and followed up with, “Well, did you know that Mrs. Alli?” I smiled and answered, “No, I had no idea Eric. Thank you for sharing that with me.”
Here is a kid who usually reads at a beginning second grade level, spouting off facts from a very high level book. It became evident to me that this is what reading is all about. When students are introduced to books with topics they are interested in and find fascinating, they will want to read. This was an exciting day for me.
October 21, 2009 –Wednesday
Small Garden, Big Mess
Well, the kids have made a huge “mess” (I say with a smile) out of the small garden area in front of our classroom. There were holes dug in the dirt where objects such as rocks, twigs, a pencil, and even a piece of plastic were unearthed and collected. The overgrown butterfly bush in the half oak barrel was drooping and falling apart from the kids peeking underneath it looking for anything they could find. Our small garden was due for a makeover. A trip to Home Depot tonight would do the job.
Small Garden, Big Mess
Well, the kids have made a huge “mess” (I say with a smile) out of the small garden area in front of our classroom. There were holes dug in the dirt where objects such as rocks, twigs, a pencil, and even a piece of plastic were unearthed and collected. The overgrown butterfly bush in the half oak barrel was drooping and falling apart from the kids peeking underneath it looking for anything they could find. Our small garden was due for a makeover. A trip to Home Depot tonight would do the job.
October 22, 2009-Thursday
$125.00 and Worth Every Penny!
I went plant shopping at Home Depot last night. I loaded a cart full of Snap Dragons, Poppies, Black-Eyed Susans, soil, and mulch. Total: $125.00 and worth every penny!
This morning, I led my students to the parking lot where they helped me unload the goodies from the car. There was no bickering over who would carry what. Instead, everyone worked together, carrying the bags of soil and mulch and the flowers. As soon as we got to the garden area, the kids went straight to work, like busy little bees innately assuming their roles. Some weeded and trimmed dead flowers, while others worked together uprooting the tired, old, butterfly bush. Nineteen third graders, with shovels and scissors in hand, happily working away…the most marvelous sight ever! No one whined, “I’m bored!” or “What can I do?” It was great. We even hauled bricks from the large garden area to decorate the edge. In no time, we had the job done. And, was it beautiful! One student, while shoveling, said to herself, “I love this place. School is the best.” Olivia, our principal commented, “One minute it was a mess and when I walked back around it was all done and beautiful! I couldn’t believe it!” It always feels good to get a pat on the back for a job well done.
$125.00 and Worth Every Penny!
I went plant shopping at Home Depot last night. I loaded a cart full of Snap Dragons, Poppies, Black-Eyed Susans, soil, and mulch. Total: $125.00 and worth every penny!
This morning, I led my students to the parking lot where they helped me unload the goodies from the car. There was no bickering over who would carry what. Instead, everyone worked together, carrying the bags of soil and mulch and the flowers. As soon as we got to the garden area, the kids went straight to work, like busy little bees innately assuming their roles. Some weeded and trimmed dead flowers, while others worked together uprooting the tired, old, butterfly bush. Nineteen third graders, with shovels and scissors in hand, happily working away…the most marvelous sight ever! No one whined, “I’m bored!” or “What can I do?” It was great. We even hauled bricks from the large garden area to decorate the edge. In no time, we had the job done. And, was it beautiful! One student, while shoveling, said to herself, “I love this place. School is the best.” Olivia, our principal commented, “One minute it was a mess and when I walked back around it was all done and beautiful! I couldn’t believe it!” It always feels good to get a pat on the back for a job well done.
October 27, 2009-Tuesday
Daniela and Her Pet Beetle
My students continue to amaze me every day! Daniela came to school today carrying what used to be a jar of spaghetti sauce. The jar was now filled with soil, rocks, leaves, and a black beetle she had found. The top to the beetle’s habitat was amazing. Daniela designed and made it. She fashioned a top to the habitat in such a way so she could open it to observe the beetle and then close it. After finishing her work today, I watched as Daniela took her beetle out. She handled it with confidence, allowing the beetle to crawl on her hand and perform a balancing act on her fingers. She inspected it very closely, observing its every move. It was a treat watching her connect with nature.
Daniela and Her Pet Beetle
My students continue to amaze me every day! Daniela came to school today carrying what used to be a jar of spaghetti sauce. The jar was now filled with soil, rocks, leaves, and a black beetle she had found. The top to the beetle’s habitat was amazing. Daniela designed and made it. She fashioned a top to the habitat in such a way so she could open it to observe the beetle and then close it. After finishing her work today, I watched as Daniela took her beetle out. She handled it with confidence, allowing the beetle to crawl on her hand and perform a balancing act on her fingers. She inspected it very closely, observing its every move. It was a treat watching her connect with nature.
October 29, 2009-Thursday
Down and Dirty!
Halloween is around the corner. What would Halloween be without pumpkins? Last night, I bought a pumpkin for each group and hauled them in to class this morning. After some safety tips and cooperative group ground rules, we carried the pumpkins outside to the grassy area. We quickly got down and dirty carving the top out of the pumpkins and extracting the seeds and pulp. The students asked what we were going to do with the seeds. I suggested we could eat them. We washed and dried the seeds preparing them for baking. They could not believe their eyes when I pulled a toaster oven out of the cupboard and plugged it in. “Let’s make some roasted pumpkin seeds!” I shouted. Little by little we sprinkled salt on each batch and baked them. “Ding!” The aroma of freshly baked pumpkin seeds filled the classroom. Nadia asked, “Can we eat the outside of the seed?” “Yes, you can eat the shell and all.” I responded. Students crunched on the seeds and some even saved a handful for their brothers, sisters, moms and dads. Jerry saved some of the unbaked seeds to plant in his backyard. “I’m going to grow my own pumpkins.” What a great idea. Why hadn’t I thought of saving some to plant in the big garden? There’s always next year!
October 30, 2009-Friday
Two Bumble Bees
I’m sure it was no coincidence that two of my students, Valeria and Nadia, chose to dress up like bumble bees for Halloween this year. Both showed up in full costume, antennae on their heads and yellow and black-striped leotards. Simply adorable! I showed up as Mother Nature, complete with my hair sprayed green with twigs and branches sticking out all over, a hummingbird’s nest on my shoulder, and butterflies dancing on top of my head. During the costume parade, I even tossed gummy worms in to the crowd. I have a feeling the nickname “Mother Nature” will sick with me for quite a while.
Two Bumble Bees
I’m sure it was no coincidence that two of my students, Valeria and Nadia, chose to dress up like bumble bees for Halloween this year. Both showed up in full costume, antennae on their heads and yellow and black-striped leotards. Simply adorable! I showed up as Mother Nature, complete with my hair sprayed green with twigs and branches sticking out all over, a hummingbird’s nest on my shoulder, and butterflies dancing on top of my head. During the costume parade, I even tossed gummy worms in to the crowd. I have a feeling the nickname “Mother Nature” will sick with me for quite a while.
November 4, 2009-Wednesday
“Do lizards live in classrooms?”
A couple of days ago, Tomas found a lizard in the library. He gently picked it up and released it in the garden area in front of our classroom. Today, while my students were taking a math test, Cesar yelled out, “Get it! Get it!” I was sitting with a group of students, at the back table, for small group time. I noticed the kids weren’t paying attention and that they were eyeing something behind us. Assuming they didn’t understand the math problem, I repeated the problem. I quickly realized there was something much more intriguing going on behind me. The kids saw something, and in an instant, three kids jumped up and began poking around behind the frog tank. Tomas hopped onto the counter to get a better view of the action. What the heck was going on? He reached his hand out, grabbing blindly, and shouted, “Mrs. Alli, look! It’s an alligator lizard!” I wondered, how did he know it was an alligator lizard? Tomas proudly held the reptile up like it was a trophy. Gwen called out, “It’s the same one we found in the library!”
They all immediately took the lizard outside to release it in to the small garden. Just as Tomas set it down, the frightened lizard released its tail. The lizard ran off, but the tail flopped wildly on the ground. Fearless, Gwen picked up the tail and let it wiggle in her hands for all of the other students to observe. “How can the tail be moving?” Valeria asked with a frightened look on her face. Max responded, “Maybe the tail has a brain and heart.” “It looks like a worm!” shouted Nadia.
Jerry, appearing somewhat confused, frowned and with a puzzled look on his face softly asked, “Do lizards live in classrooms?” Ah-ha. His question showed how little some students know about the natural world. I was about to lead him into answering his own question when Abby joined us and said, “No-o-o, they don’t live inside. It came into the classroom by (through) the door.” But Jerry was not convinced or satisfied by her response. “But why did it come in if he didn’t want to live here?” I suggested that he go to the library and check out a book about lizards. He was determined, so off he went. When he returned, all he wanted to do was read the book about lizards. Math can wait. I allowed him to pursue his research. For the next forty-five minutes, Jerry devoured the book from cover to cover. It was amazing. He recited practically every fact in the book. When I asked him why the lizard was in our classroom, he answered, “I think he was looking for crickets and well there’s a lot of crickets in our classroom, so he probably came here to eat them. He probably liked the light from the frog tank too.” I was blown away. He had mastered the particulars of the lizard’s diet, habitat and was able to put facts together about their needs. What a beautiful moment -- I just witnessed a third grade child take control of his own learning. I know this is just the beginning of something great! I am so moved. This is why I love teaching.
“Do lizards live in classrooms?”
A couple of days ago, Tomas found a lizard in the library. He gently picked it up and released it in the garden area in front of our classroom. Today, while my students were taking a math test, Cesar yelled out, “Get it! Get it!” I was sitting with a group of students, at the back table, for small group time. I noticed the kids weren’t paying attention and that they were eyeing something behind us. Assuming they didn’t understand the math problem, I repeated the problem. I quickly realized there was something much more intriguing going on behind me. The kids saw something, and in an instant, three kids jumped up and began poking around behind the frog tank. Tomas hopped onto the counter to get a better view of the action. What the heck was going on? He reached his hand out, grabbing blindly, and shouted, “Mrs. Alli, look! It’s an alligator lizard!” I wondered, how did he know it was an alligator lizard? Tomas proudly held the reptile up like it was a trophy. Gwen called out, “It’s the same one we found in the library!”
They all immediately took the lizard outside to release it in to the small garden. Just as Tomas set it down, the frightened lizard released its tail. The lizard ran off, but the tail flopped wildly on the ground. Fearless, Gwen picked up the tail and let it wiggle in her hands for all of the other students to observe. “How can the tail be moving?” Valeria asked with a frightened look on her face. Max responded, “Maybe the tail has a brain and heart.” “It looks like a worm!” shouted Nadia.
Jerry, appearing somewhat confused, frowned and with a puzzled look on his face softly asked, “Do lizards live in classrooms?” Ah-ha. His question showed how little some students know about the natural world. I was about to lead him into answering his own question when Abby joined us and said, “No-o-o, they don’t live inside. It came into the classroom by (through) the door.” But Jerry was not convinced or satisfied by her response. “But why did it come in if he didn’t want to live here?” I suggested that he go to the library and check out a book about lizards. He was determined, so off he went. When he returned, all he wanted to do was read the book about lizards. Math can wait. I allowed him to pursue his research. For the next forty-five minutes, Jerry devoured the book from cover to cover. It was amazing. He recited practically every fact in the book. When I asked him why the lizard was in our classroom, he answered, “I think he was looking for crickets and well there’s a lot of crickets in our classroom, so he probably came here to eat them. He probably liked the light from the frog tank too.” I was blown away. He had mastered the particulars of the lizard’s diet, habitat and was able to put facts together about their needs. What a beautiful moment -- I just witnessed a third grade child take control of his own learning. I know this is just the beginning of something great! I am so moved. This is why I love teaching.
November 11, 2009-Tuesday
The Death of Fred (aka Kicky) the Turtle
Last night, Fred (otherwise known as Kicky the turtle) died at 2:00 a.m. Cause of death: Unknown. Rudy took Kicky home last night because he was showing obvious signs that something was wrong with him. He didn’t make it through the night. Fortunately, the students took pictures of him when he was alive and well. Yesterday, students took pictures of Kicky swimming as usual in his tank with his partner, Stacey. But, as the kids looked closely at the photos, they noticed the skin inside Kicky’s shell looked red. Today, the students made comments such as, “I think he was bleeding on the inside.” “Maybe he had cancer.” and “I think he ate a rock.” These were Interesting observations.
The Death of Fred (aka Kicky) the Turtle
Last night, Fred (otherwise known as Kicky the turtle) died at 2:00 a.m. Cause of death: Unknown. Rudy took Kicky home last night because he was showing obvious signs that something was wrong with him. He didn’t make it through the night. Fortunately, the students took pictures of him when he was alive and well. Yesterday, students took pictures of Kicky swimming as usual in his tank with his partner, Stacey. But, as the kids looked closely at the photos, they noticed the skin inside Kicky’s shell looked red. Today, the students made comments such as, “I think he was bleeding on the inside.” “Maybe he had cancer.” and “I think he ate a rock.” These were Interesting observations.
I wanted to know more about what they were thinking about Kicky and his death because they were so sad. I was interested in how they felt about losing him, being one of our classroom pets. I ask them to write whatever they wanted about Kicky. For example, their most memorable experience, or how they were feeling about his death. One student wrote, “The day that Kicky died we headed to bury him in our garden in the middle of the flowers. But then we started to cry because we miss him. But Kicky was a good little turtle he always appreciated us touching his shell or when we feed him a worm he likes it.” I found it interesting that my students were able to articulate their feelings about and show such compassion for Kicky.
We decided to bury Kicky in the small garden and have a ceremony. While we were gathered around the garden, one student went back into the classroom for the video camera. I captured part of Kicky’s funeral, the students’ tears, and their final good-byes as they placed flowers, and a small headstone that read R.I.P., on his grave. As I write, I smile to myself. I am so amazed how seriously they took this event. Max even decided it would be appropriate to sing The National Anthem. With a solemn look on his face, he placed his hand over his heart and quietly sang the entire song (his own version). You could have heard a pin drop.
We decided to bury Kicky in the small garden and have a ceremony. While we were gathered around the garden, one student went back into the classroom for the video camera. I captured part of Kicky’s funeral, the students’ tears, and their final good-byes as they placed flowers, and a small headstone that read R.I.P., on his grave. As I write, I smile to myself. I am so amazed how seriously they took this event. Max even decided it would be appropriate to sing The National Anthem. With a solemn look on his face, he placed his hand over his heart and quietly sang the entire song (his own version). You could have heard a pin drop.
November 12, 2009-Thursday
The Classroom Zoo Increases By Two…For a Few
This past week, our classroom zoo grew. First, Valeria brought in her pet tortoise named Penny to share with the class (or so I thought). After a chatting with her, I found out that she was donating Penny to the class...for good. She said she wanted Penny to have a permanent home here. I was stunned because a tortoise of this size is worth a lot of money. I was surprised that Valeria’s mother agreed to such an expensive donation. Valeria’s mother explained, “We know that Penny would be happy here and that you would take good care of her.”
When I had a moment, I did what any nature-lover would do. I hopped on the Internet and researched Penny. I learned about her habitat, diet, and other things I needed to know to care for her. A trip to Wal-Mart, and then Petsmart and over a $100 later, Penny was about to be living like a queen. I bought a large Rubbermaid tub as her new home. It was much more spacious than her former one. I lined the bottom of the tub with sand, added her water dish, as well as a tunnel for shelter (in case she felt like getting away from it all). Lighting was the most expensive item. I learned that Penny required a heat lamp and a fluorescent light (simulating sunlight) for her to grow. I clipped the lamps on the sides of the tub. Lastly, I added fresh fruit and veggies for her to feast on. The past couple of days, I added marigolds to her diet (picked fresh from our small garden), which she loves!
Two days later, Jorge entered the classroom carrying a medium sized Critter Keeper. Inside was an anole, a type of a lizard. I soon caught on that he, too, was making a donation to the classroom zoo. He pleaded, “I want you to keep it, Mrs. Alli.” I thought to myself, “Holy cow! At some point, this has got to stop. I cannot keep taking in all of these animals! Egads! We’re close to Thanksgiving Vacation.” As it is, I will already be hauling Cupcake and Penny home. The rest of the zoo (Rib and It, Stacey, Skippy, and the Scorpion) are fed weekly (except for Goldie who is fed daily by Rudy). And, there was no way that I could justify spending another hundred bucks to outfit this creature, too. Thankfully, after a few days, Jorge decided to take his pet anole back home. (Thank you, Jorge.)
I appreciate the fact and am flattered that my students want their pets to become part of our classroom zoo. They know I love animals and treat them like royalty. They see how our classroom critters are well cared for and know that they are treated like members of our family. The kids talk to them and even carry on conversations as if the critters understand what they are saying.
I need to mention that Valeria and Jorge did not go out and buy these animals to donate to the classroom. The critters were already a part of their families, but wanted our family to adopt them. But as I just mentioned, these donations, adoptions – whatever, have got to stop. Pretty soon there may be more animals in room 402 than kids!
The Classroom Zoo Increases By Two…For a Few
This past week, our classroom zoo grew. First, Valeria brought in her pet tortoise named Penny to share with the class (or so I thought). After a chatting with her, I found out that she was donating Penny to the class...for good. She said she wanted Penny to have a permanent home here. I was stunned because a tortoise of this size is worth a lot of money. I was surprised that Valeria’s mother agreed to such an expensive donation. Valeria’s mother explained, “We know that Penny would be happy here and that you would take good care of her.”
When I had a moment, I did what any nature-lover would do. I hopped on the Internet and researched Penny. I learned about her habitat, diet, and other things I needed to know to care for her. A trip to Wal-Mart, and then Petsmart and over a $100 later, Penny was about to be living like a queen. I bought a large Rubbermaid tub as her new home. It was much more spacious than her former one. I lined the bottom of the tub with sand, added her water dish, as well as a tunnel for shelter (in case she felt like getting away from it all). Lighting was the most expensive item. I learned that Penny required a heat lamp and a fluorescent light (simulating sunlight) for her to grow. I clipped the lamps on the sides of the tub. Lastly, I added fresh fruit and veggies for her to feast on. The past couple of days, I added marigolds to her diet (picked fresh from our small garden), which she loves!
Two days later, Jorge entered the classroom carrying a medium sized Critter Keeper. Inside was an anole, a type of a lizard. I soon caught on that he, too, was making a donation to the classroom zoo. He pleaded, “I want you to keep it, Mrs. Alli.” I thought to myself, “Holy cow! At some point, this has got to stop. I cannot keep taking in all of these animals! Egads! We’re close to Thanksgiving Vacation.” As it is, I will already be hauling Cupcake and Penny home. The rest of the zoo (Rib and It, Stacey, Skippy, and the Scorpion) are fed weekly (except for Goldie who is fed daily by Rudy). And, there was no way that I could justify spending another hundred bucks to outfit this creature, too. Thankfully, after a few days, Jorge decided to take his pet anole back home. (Thank you, Jorge.)
I appreciate the fact and am flattered that my students want their pets to become part of our classroom zoo. They know I love animals and treat them like royalty. They see how our classroom critters are well cared for and know that they are treated like members of our family. The kids talk to them and even carry on conversations as if the critters understand what they are saying.
I need to mention that Valeria and Jorge did not go out and buy these animals to donate to the classroom. The critters were already a part of their families, but wanted our family to adopt them. But as I just mentioned, these donations, adoptions – whatever, have got to stop. Pretty soon there may be more animals in room 402 than kids!
November 14, 2009-Saturday
Big Garden Workday
Waking up this morning, I was unsure of what to expect. I had set some lofty goals for the Big Garden Workday at school. My plan was to sink 4 x 4s for the shade structures in concrete; assemble eight planter boxes; construct, prime and paint six picnic benches; pull weeds; and cut, prime and paint plywood shapes. There was a ton of work to do and had no idea how many volunteers would actually show up. To top it off, I needed skilled people with power tools. I called two of my students’ dads, I knew personally, and invited them to help. I’m normally an organized person, and before an event like this, everything would be in order. Sign-up sheets would be completed. Everyone would have their assigned job and the list of tools they needed to bring. But, it was different this time. Edrick, the student council adviser, suggested that I let the Student Council organize the garden workday. Reluctantly, I relinquished control and hoped for the best. As it turned out, is was not such a great idea -- at least for me anyway. Being in control of certain situations is a good idea.
The garden workday began at 8:00 a.m. I brought my tool kit with screwdrivers, a drill, a pair of pliers, and three heavy-duty extension cords from home. When I got to school, I hauled out a desk, and made sign-in sheets for the Student Council members to help guide volunteers to their jobs. There was one problem; no one from the Student Council was there. By 8:30 a.m., people began arriving by the dozens (yes, dozens!), and I secretly felt completely overwhelmed. I smiled and kindly introduced myself to the volunteers as they filed by, and steered them to a job. I never would have guessed it, but, by 9:00 a.m., we had sixty parents and kids show up who were ready to turn the old and neglected garden area into something wonderful! I was pleasantly surprised, and impressed that so many parents gave up their Saturday morning to make this garden project a reality. There were so many people and not enough tools to go around. The planter boxes required screwdrivers, the benches needed drills, and the wooden cut outs needed a jigsaw (that one of the teachers committed to bringing, but had not shown up yet). I thought to myself, “This day was not going to be as productive as I had envisioned. We have all these willing volunteers who came to help and were going to start wondering, what in the world they gave up their Saturday for! H-m-m-m-m. I have to let go and trust…”
Big Garden Workday
Waking up this morning, I was unsure of what to expect. I had set some lofty goals for the Big Garden Workday at school. My plan was to sink 4 x 4s for the shade structures in concrete; assemble eight planter boxes; construct, prime and paint six picnic benches; pull weeds; and cut, prime and paint plywood shapes. There was a ton of work to do and had no idea how many volunteers would actually show up. To top it off, I needed skilled people with power tools. I called two of my students’ dads, I knew personally, and invited them to help. I’m normally an organized person, and before an event like this, everything would be in order. Sign-up sheets would be completed. Everyone would have their assigned job and the list of tools they needed to bring. But, it was different this time. Edrick, the student council adviser, suggested that I let the Student Council organize the garden workday. Reluctantly, I relinquished control and hoped for the best. As it turned out, is was not such a great idea -- at least for me anyway. Being in control of certain situations is a good idea.
The garden workday began at 8:00 a.m. I brought my tool kit with screwdrivers, a drill, a pair of pliers, and three heavy-duty extension cords from home. When I got to school, I hauled out a desk, and made sign-in sheets for the Student Council members to help guide volunteers to their jobs. There was one problem; no one from the Student Council was there. By 8:30 a.m., people began arriving by the dozens (yes, dozens!), and I secretly felt completely overwhelmed. I smiled and kindly introduced myself to the volunteers as they filed by, and steered them to a job. I never would have guessed it, but, by 9:00 a.m., we had sixty parents and kids show up who were ready to turn the old and neglected garden area into something wonderful! I was pleasantly surprised, and impressed that so many parents gave up their Saturday morning to make this garden project a reality. There were so many people and not enough tools to go around. The planter boxes required screwdrivers, the benches needed drills, and the wooden cut outs needed a jigsaw (that one of the teachers committed to bringing, but had not shown up yet). I thought to myself, “This day was not going to be as productive as I had envisioned. We have all these willing volunteers who came to help and were going to start wondering, what in the world they gave up their Saturday for! H-m-m-m-m. I have to let go and trust…”
Low and behold, as soon as I did, everything began to fall in to place. Five parents went home to retrieve tools. One dad showed up with this jackhammer to dig the holes for the shade structure posts. Before I knew it, everyone found a job and was happily working. I stood there in awe. What a beautiful sight. What an awesome feeling. Weeds were being pulled, screws were put into the planter boxes, and my husband saved the day by bringing his jigsaw to cut out the wooden shapes. The day was in full swing, in perfect harmony. As a picnic bench was assembled, it was hauled to the painting area, where a dad was equipped with a professional paint sprayer. First a primer coat was applied then, the vibrant colored finish coat. By noon, all of the holes were dug for the posts and the concrete was being mixed. You know, I have to admit, I couldn’t have planned for this day to happen the way it did.
As I stood back and watched the day unfold, I saw kids working together, reading the directions on how to assemble planter boxes and dads who had never met before, working together mixing and pouring concrete. I listened to them laugh and talk about what they had in common, namely, their kids. I watched teachers move about, lending a hand where it was needed. Moms and their children were bagging the weeds they had pulled and hauling them to the compost pile. Edrick, an amazingly talented artist, outlined fruits, vegetables and insects in pencil on plywood, and then skillfully cut them out. As one shape was cut, a group of students primed and painted it. Soon, a giant apple, carrot, lemon, bumblebee, and ladybug had all magically emerged from a sheet of plywood.
As I stood back and watched the day unfold, I saw kids working together, reading the directions on how to assemble planter boxes and dads who had never met before, working together mixing and pouring concrete. I listened to them laugh and talk about what they had in common, namely, their kids. I watched teachers move about, lending a hand where it was needed. Moms and their children were bagging the weeds they had pulled and hauling them to the compost pile. Edrick, an amazingly talented artist, outlined fruits, vegetables and insects in pencil on plywood, and then skillfully cut them out. As one shape was cut, a group of students primed and painted it. Soon, a giant apple, carrot, lemon, bumblebee, and ladybug had all magically emerged from a sheet of plywood.
By noon, pizza and water had arrived. Everyone took a lunch break, except for the dads who were diligently working on the shade structures. I took pizza out to them, but the water was what they really wanted.
Before I knew it, the clock struck 3:00 p.m. and things were starting to wind down. Everything, I mean everything I had envisioned for the garden workday was completed. To top it off, moms, dads and kids stuck around to do the clean up. Empty concrete bags were taken to the trash, along with cardboard boxes that once held unassembled raised garden planters and benches. Students hauled the desks back into the hallway, and disposed of the pizza boxes. The empty water bottles were placed in the recycling bin. As families left, some of them asked when the next garden workday was scheduled. I love it! What wonderful group of people.
Before I knew it, the clock struck 3:00 p.m. and things were starting to wind down. Everything, I mean everything I had envisioned for the garden workday was completed. To top it off, moms, dads and kids stuck around to do the clean up. Empty concrete bags were taken to the trash, along with cardboard boxes that once held unassembled raised garden planters and benches. Students hauled the desks back into the hallway, and disposed of the pizza boxes. The empty water bottles were placed in the recycling bin. As families left, some of them asked when the next garden workday was scheduled. I love it! What wonderful group of people.
As I waved goodbye to the last family leaving, and stood back looking at the newly transformed garden area, my eyes filled with tears. Yes, I had lofty goals for today, but never in my wildest dreams did I ever expect such an amazingly, productive day to take place. My vision of creating a school garden was finally a reality all due to the hard work and commitment of the caring community we teachers serve at Finney Elementary.
I can hardly wait to have soil and compost delivered to fill the planter boxes. I’m anxious to get mulch to keep the weeds from growing back. By this time next year, I hope to have large orange pumpkins, vegetables of all sorts, fragrant herbs and colorful flowers filling the planter boxes. Maybe, we’ll even have planted various fruit trees. I envision a group of dedicated parent and student volunteers watering and tending the garden on weekends and during school breaks. I would love to start a Garden Club for our students. There’s so much to look forward to. What a fun year it’s been and what a great next year it will be!
I can hardly wait to have soil and compost delivered to fill the planter boxes. I’m anxious to get mulch to keep the weeds from growing back. By this time next year, I hope to have large orange pumpkins, vegetables of all sorts, fragrant herbs and colorful flowers filling the planter boxes. Maybe, we’ll even have planted various fruit trees. I envision a group of dedicated parent and student volunteers watering and tending the garden on weekends and during school breaks. I would love to start a Garden Club for our students. There’s so much to look forward to. What a fun year it’s been and what a great next year it will be!
November 16, 2009-Monday
Joy Ride
This morning, Fernando informed me that someone broke into the shed in the large garden over the weekend. On a positive note, though, nothing was stolen or found on the roof this time. Instead, the padlock was broken off the shed, garden tools were strewn around and the wheelbarrow was taken for a joy ride. Fernando found it this morning, turned upside down, on the other side of campus. Thankfully nothing was taken and nothing else besides the wheelbarrow was disturbed. When I told the students, they seemed worried. Dominic asked, “What if they come back and take our shovels and rakes?” “Why would someone do that? It’s so mean.” Gwen added. I attempted to come with an explanation. “Well, sometimes people do things and don’t think about how their actions affect others.” They looked at me as if to say that my explanation wasn’t good enough, and I agreed. It wasn’t. I did follow up with saying, “I’m sorry this happened, but we have all learned something today. We learned that it doesn’t feel very good when someone thoughtlessly destroys something we care so much about.” They nodded. It was interesting to see how they felt such a sense of ownership for the garden area.
November 24, 2009-Tuesday
Pill Bugs, Centipedes and Scorpions…Oh My!
Today, I got the urge to clean up the hallway that was littered with paint buckets, paint brushes, yards of butcher paper, and the large wooden cut outs left from the Community Garden Workday. I recruited my third graders to help me. What little troopers! Working together, four students to each shape, they carefully carried the large wooden shapes from the hallway, through the classroom, across the large grassy area to the garden shed, where they will be stored until.... well, who knows when. I followed that last shape out to the garden and I was unprepared for what I saw when I got there. All my students were in a frenzy, busily overturning bricks looking for critters. I just stood back and watched. I felt torn – should I tell them it’s time to go back and continue with our lessons or do I just let this be another teachable moment, adhering to my new school year’s resolution. My dilemma was quickly interrupted by a student screaming, “A red worm! A red worm!” Luckily, no one picked it up with their bare hands since it was a centipede. Karina carefully scooped it onto a stick. She asked, “Look at its tail end. Mrs. Alli, is it poisonous?” What a great observation. What a great question. This is amazing stuff.
Pill Bugs, Centipedes and Scorpions…Oh My!
Today, I got the urge to clean up the hallway that was littered with paint buckets, paint brushes, yards of butcher paper, and the large wooden cut outs left from the Community Garden Workday. I recruited my third graders to help me. What little troopers! Working together, four students to each shape, they carefully carried the large wooden shapes from the hallway, through the classroom, across the large grassy area to the garden shed, where they will be stored until.... well, who knows when. I followed that last shape out to the garden and I was unprepared for what I saw when I got there. All my students were in a frenzy, busily overturning bricks looking for critters. I just stood back and watched. I felt torn – should I tell them it’s time to go back and continue with our lessons or do I just let this be another teachable moment, adhering to my new school year’s resolution. My dilemma was quickly interrupted by a student screaming, “A red worm! A red worm!” Luckily, no one picked it up with their bare hands since it was a centipede. Karina carefully scooped it onto a stick. She asked, “Look at its tail end. Mrs. Alli, is it poisonous?” What a great observation. What a great question. This is amazing stuff.
A group of students rushed up to me with their hands teeming with pill bugs of all sizes!
Lilly: “I think they bite!”
Cesar: “No they don’t. They eat plants.”
Jerry: “Yeah, they are herbivores ‘cause they eat plants.”
Karina: “Then what are the two things on its butt? They look like stingers.”
Dominic quickly dropped his handful of pill bugs and turned to me with a worried look on his face. “Do they sting Ms. Alli? Will they hurt us?” Instinctively, almost fed him the answer, but instead said, “What do you think?” Before I heard his reply, I heard screams coming from the other side of the garden. These screams were loud and intense. I saw kids hopping up and down. Peeking through the crowd, I heard Tomas yell, “Another scorpion! Mrs. Alli, can we keep it?” Before I answered, Tomas and Max ran to the classroom and returned with a plastic insect cage where they had put a layer of sand, from the sandbox, on the bottom. Tomas grabbed a trowel from the garden shed. He carefully scooped the scorpion up and placed it in its new home. I couldn’t believe it, but I had completely lost control of the situation in the garden (in a good way, that is). It donned on me, I was no longer the sole source of information for my students. They were into it…they were exploring nature and darned excited about it!
The so-called “quick” trip to the garden shed to store the cut-outs turned into an hour-long discovery experience in the large garden. It was the greatest feeling ever, watching these eight-year olds, boys and girls alike, get so excited about turning over bricks in anticipation of what they might find. This is what it’s all about.
Lilly: “I think they bite!”
Cesar: “No they don’t. They eat plants.”
Jerry: “Yeah, they are herbivores ‘cause they eat plants.”
Karina: “Then what are the two things on its butt? They look like stingers.”
Dominic quickly dropped his handful of pill bugs and turned to me with a worried look on his face. “Do they sting Ms. Alli? Will they hurt us?” Instinctively, almost fed him the answer, but instead said, “What do you think?” Before I heard his reply, I heard screams coming from the other side of the garden. These screams were loud and intense. I saw kids hopping up and down. Peeking through the crowd, I heard Tomas yell, “Another scorpion! Mrs. Alli, can we keep it?” Before I answered, Tomas and Max ran to the classroom and returned with a plastic insect cage where they had put a layer of sand, from the sandbox, on the bottom. Tomas grabbed a trowel from the garden shed. He carefully scooped the scorpion up and placed it in its new home. I couldn’t believe it, but I had completely lost control of the situation in the garden (in a good way, that is). It donned on me, I was no longer the sole source of information for my students. They were into it…they were exploring nature and darned excited about it!
The so-called “quick” trip to the garden shed to store the cut-outs turned into an hour-long discovery experience in the large garden. It was the greatest feeling ever, watching these eight-year olds, boys and girls alike, get so excited about turning over bricks in anticipation of what they might find. This is what it’s all about.
December 5, 2009-Saturday
“You need what and by when?”
Tonight, my cell phone rang. It was Brenda’s mom. “Hi Mrs. Alli. Sorry to bother you, but Brenda said she needs a costume for the exhibition next week.” I laughed to myself because the date for our exhibition had not been decided. I simply mentioned the concept of an exhibition on Friday and that the exhibition was months away. After hearing the explanation, Brenda’s mom laughed and said, “Aye that girl! She had me so scared. I thought the exhibition was on Monday or something!” It was refreshing to know a student was so excited about a project and took it so seriously.
December 8, 2009-Tuesday
R.I.P Dunkers
This morning, Eric reported, “Mrs. Alli, one of the cockroaches is on its back and he’s not moving. I think Dunkers is dead.” The entire class rushed over to take a peek. “Yeah, he’s a goner!” Max added. We had just discussed idioms last week, so Tomas blurted, “He kicked the bucket!” The tone in the classroom was light. We all laughed. It was much lighter than the day Kicky died. The only difference that I can think of is that the students had more personal interactions with Kicky (handling and hand feeding him). Kicky would swim back and forth in his tank almost like he was summoning the students to pay attention to him. Without fail, they would respond. “But Mrs. Alli, he needs me to feed him.” Cockroaches, on the other hand, are not as personable. After a brief discussion, we decided to bury him next to Kicky. Before I knew it, it was lunchtime. Another teachable moment had occurred. The burial took place after lunch. Max dug a small hole and Cesar gently placed Dunkers in. Both covered him up and that was that. Jerry noted, “This place is like a pet cemetery! First we buried Kicky, then Ms. Gomez’s frog, and Eric’s dragonfly, and now Dunkers. That’s lots of animals that died.”
December 9, 2009-Wednesday
Kids Learning From Each Other
Yesterday, library day, Eric checked out the Venus Fly Trap book, again. He’s been diligently working on his report note-taking packet a little bit at a time almost every day. Today, he came to the table where I was working with a small group of students and said, “There is only one Venus Fly Trap book in the library. I think I want to make a book and give it to the library for other kids to read and learn about it.” That was so profound. Here’s an eight-year old with an interest who feels the need and is anxious to share this fascination with his classmates. Kids learning from other kids…now that’s powerful stuff!
January 4, 2010-Monday
Crazy for Carolina Biological
I am on winter break in Northern California having a wonderful visit with my mother. I needed to place an order with Carolina Biological. Ever since Alejandra found the dragonfly, I have been meaning to order some nymphs for her to observe. I sat down at the computer to finally place the order. But, I ran into one small problem, dragonfly nymphs are illegal in California. Hum, I guess I can stop thinking about that now. But did I stop? No. I began browsing through the pages of critters available and eventually placed an order for praying mantis egg cases, fruit flies, maggots, and silkworm eggs. At this point, I’m not sure exactly what I’m going to do with them except for the maggots, that is. It just seemed like the right thing to do.
Kids Learning From Each Other
Yesterday, library day, Eric checked out the Venus Fly Trap book, again. He’s been diligently working on his report note-taking packet a little bit at a time almost every day. Today, he came to the table where I was working with a small group of students and said, “There is only one Venus Fly Trap book in the library. I think I want to make a book and give it to the library for other kids to read and learn about it.” That was so profound. Here’s an eight-year old with an interest who feels the need and is anxious to share this fascination with his classmates. Kids learning from other kids…now that’s powerful stuff!
January 4, 2010-Monday
Crazy for Carolina Biological
I am on winter break in Northern California having a wonderful visit with my mother. I needed to place an order with Carolina Biological. Ever since Alejandra found the dragonfly, I have been meaning to order some nymphs for her to observe. I sat down at the computer to finally place the order. But, I ran into one small problem, dragonfly nymphs are illegal in California. Hum, I guess I can stop thinking about that now. But did I stop? No. I began browsing through the pages of critters available and eventually placed an order for praying mantis egg cases, fruit flies, maggots, and silkworm eggs. At this point, I’m not sure exactly what I’m going to do with them except for the maggots, that is. It just seemed like the right thing to do.
January 14, 2010-Thursday
What’s in the Box?
This morning, Laura, our school secretary hand delivered a large box to our classroom. “The Fed-Ex guy said there are live things in here. What is it now?” Even Laura was curious to see what was inside the box. The students gathered around the box. Some asked, “What’s in it? What did you order Mrs. Alli? Are they ladybugs?” Gwen grabbed scissors from her desk and said, “Here Mrs. Alli. You open it.” I wondered if she was afraid of what she might find inside, or if she was simply handing me the scissors. I carried the mysterious box to the rug area. Everyone wanted a front row seat. I cut the box open and pulled out a praying mantis habitat with two egg cases and a zip loc bag with thirty plastic vials. The students asked many questions, such as:
-How long before they hatch?
-Does one praying mantis come out?
-Is that the egg?
-Why is there a branch on it?
I quickly answered some of the questions, reached into the box and pulled out a vial of tiny transparent and black specks, about the size of a grain of sand. These were silkworm eggs. At this point, the excitement in the room was at an all time high. The students wanted to know what else was in the box. Last but not least, there were maggots. As I pulled the plastic tub from the box, there was a roar in the room. “Pewww! That stinks! What is that?! Are they worms?” “Let me see!” They were hamming it up and gagging. My only response was, “Ahh, kid-os, just wait until tomorrow!”
What’s in the Box?
This morning, Laura, our school secretary hand delivered a large box to our classroom. “The Fed-Ex guy said there are live things in here. What is it now?” Even Laura was curious to see what was inside the box. The students gathered around the box. Some asked, “What’s in it? What did you order Mrs. Alli? Are they ladybugs?” Gwen grabbed scissors from her desk and said, “Here Mrs. Alli. You open it.” I wondered if she was afraid of what she might find inside, or if she was simply handing me the scissors. I carried the mysterious box to the rug area. Everyone wanted a front row seat. I cut the box open and pulled out a praying mantis habitat with two egg cases and a zip loc bag with thirty plastic vials. The students asked many questions, such as:
-How long before they hatch?
-Does one praying mantis come out?
-Is that the egg?
-Why is there a branch on it?
I quickly answered some of the questions, reached into the box and pulled out a vial of tiny transparent and black specks, about the size of a grain of sand. These were silkworm eggs. At this point, the excitement in the room was at an all time high. The students wanted to know what else was in the box. Last but not least, there were maggots. As I pulled the plastic tub from the box, there was a roar in the room. “Pewww! That stinks! What is that?! Are they worms?” “Let me see!” They were hamming it up and gagging. My only response was, “Ahh, kid-os, just wait until tomorrow!”
January 15, 2010-Friday
Maggot Art: “Magacasso needs a friend.”
Tempura paint…check. Spoons…check. Cardstock…check. Maggots…check. I was ready to let the fun to begin. I summoned the kids to the rug area. We arranged ourselves in a circle. Earlier, we had discussed the life cycle of a fly, examined many images of flies, and analyzed their compound eyes and other body parts. Oh, and something we definitely couldn’t pass on was reading through a long list of ‘gross fly facts’. My students understand that flies are especially important to our world as decomposers. (Decomposers are organisms, which digest or break down living material, which has died.) But, how are maggots used in art?
A little background information is needed here. My mom is an entomologist at the University of California at Davis. One of the Forensic Science graduate students (Becky), in the Entomology department, came up with the idea for ‘maggot art’ or you might say, ‘using maggots as artists’. Becky volunteered at the local elementary schools where she led students in maggot art. It was hugely successful, as she was continually booked solid.
My mom immediately thought of me and my class of third graders. She called and told me all about this amazing project. I was interested, but where in the world would I get maggots? I heard that maggots were used for fishing, so I searched online bait shops, but with no luck. I called, what seemed like, every bait shop in San Diego County. Every place I called had no idea what in the world I was talking about or thinking. I did not give up my search, however,I was not about to go dumpster diving for these critters. I decided to give Carolina Biological Supply a shot. After all, they seem to sell everything else under the sun. Sure enough, after typing m-a-g-g-o-t-s and pressing enter, I finally found what I was looking for – live, fourth instar maggots. They could be shipped via Fed Ex and right away. I placed the order. Sure enough, another “famous brown box” was hand-delivered (by Laura) to our classroom yesterday.
Maggot Art: “Magacasso needs a friend.”
Tempura paint…check. Spoons…check. Cardstock…check. Maggots…check. I was ready to let the fun to begin. I summoned the kids to the rug area. We arranged ourselves in a circle. Earlier, we had discussed the life cycle of a fly, examined many images of flies, and analyzed their compound eyes and other body parts. Oh, and something we definitely couldn’t pass on was reading through a long list of ‘gross fly facts’. My students understand that flies are especially important to our world as decomposers. (Decomposers are organisms, which digest or break down living material, which has died.) But, how are maggots used in art?
A little background information is needed here. My mom is an entomologist at the University of California at Davis. One of the Forensic Science graduate students (Becky), in the Entomology department, came up with the idea for ‘maggot art’ or you might say, ‘using maggots as artists’. Becky volunteered at the local elementary schools where she led students in maggot art. It was hugely successful, as she was continually booked solid.
My mom immediately thought of me and my class of third graders. She called and told me all about this amazing project. I was interested, but where in the world would I get maggots? I heard that maggots were used for fishing, so I searched online bait shops, but with no luck. I called, what seemed like, every bait shop in San Diego County. Every place I called had no idea what in the world I was talking about or thinking. I did not give up my search, however,I was not about to go dumpster diving for these critters. I decided to give Carolina Biological Supply a shot. After all, they seem to sell everything else under the sun. Sure enough, after typing m-a-g-g-o-t-s and pressing enter, I finally found what I was looking for – live, fourth instar maggots. They could be shipped via Fed Ex and right away. I placed the order. Sure enough, another “famous brown box” was hand-delivered (by Laura) to our classroom yesterday.
Today, I am anxious to present the students with a new challenge -- transforming maggots into tiny artists. My students eyed the bottles of paint on the back table. I saw that they were crazy with anticipation. Even though they were curious, no one said a word. They had no idea what was in store for them.Seeing and smelling the maggots made a couple students feel little “queasy”, but after one whiff of the maggots disgusting odor, literally grossed them out. I heard comments such as, “Pew!” and “That’s nasty smelling!” One student asked, “Why do they smell so awful?” Another student quickly responded, “Because they eat rotten garbage.” It just keeps on happening…I love it! With the massive amounts of exposure to nature this year, they knew I had something ‘cool’ up my sleeves this afternoon. The anticipation mounted as I began distributing the paint, paper, spoons, and toothpicks. With the container of maggots in my hands, I began to describe the mystery exercise,“Today, you will each get a maggot…” But, before I could finish the sentence, I was surprised by the comments being shouted…or was I. It’s just that their comments were not, or so it would seem, normal due to the fact I had just told them they were about to be handed a live maggot!I heard,“When, Mrs. Alli? Right now?”, “Can I pick mine?”, “Can we keep them?”I started laughing and just shook my head. I couldn’t even finish my sentence. So, on with the show we go. I resumed, “Carefully, put your maggot on the spoon, and then a dab of paint on the maggot in the spoon. Using your toothpick, gently place the maggot on the paper and let your “magacasso” go to work on its masterpiece!”The students were cheering and laughing excitedly. There were a few “ewww” and “gross” responses sprinkled in, but no fear. If there was, it was well hidden.
The students met their little artists and the fun began. As I circulated through the room, I observed pure joy on their faces. Being a teacher is a treasure. Listening to them happily chattering was a treat. I noticed three students raiding the maggot container for another. One student announced, “Magacasso needs a friend!” I was particularly surprised to see how patient the students were as the maggots slowly painted their way across the paper. After all, you can’t rush nature, and you know -- I think the students get it.
The students met their little artists and the fun began. As I circulated through the room, I observed pure joy on their faces. Being a teacher is a treasure. Listening to them happily chattering was a treat. I noticed three students raiding the maggot container for another. One student announced, “Magacasso needs a friend!” I was particularly surprised to see how patient the students were as the maggots slowly painted their way across the paper. After all, you can’t rush nature, and you know -- I think the students get it.
When the artists’ work was finished, I literally had to plead with my students to give their artists a rest and place the maggots back into the container. Believe it or not, the kids bonded with their maggots! The students gave them names and were actually talking to them. After the farewells, they gently placed their new maggot friends back into their plastic home. We watched them wiggle about, in and out of the paper towel, in the container. Dominic commented, “It’s like they are taking a shower to get all of the paint off of them.” We all laughed at the notion. I never thought the day would come when I would be saying, “Today, my students bonded with maggots.” But, that day has arrived, and was one I’ll never forget. Ah-h-h, the allure of nature…
January 20, 2010-Wednesday
A Tornado in San Diego?
Believe it or not, a tornado watch was issued for San Diego County. We’ve had heavy rains and strong winds, but a tornado? I didn’t believe it until Fernando came up to me at recess and motioned for me to come over. He pointed to his eyes then towards the large garden. Oh my gosh! I couldn’t believe my eyes! The garden shed was flat on the ground and completely destroyed. It may have not been a tornado, but the winds were so strong that they lifted it from its foundation. I stood there with my mouth was wide open and speechless. “Kaput”, Fernando whispered as he walked away with a smile on his face.
Yet again, it was another setback with the big garden. I had spent 1,100 hard earned dollars for that shed. Maybe Costco would replace it. I feel a little discouraged. Sigh.
January 20, 2010-Wednesday
A Tornado in San Diego?
Believe it or not, a tornado watch was issued for San Diego County. We’ve had heavy rains and strong winds, but a tornado? I didn’t believe it until Fernando came up to me at recess and motioned for me to come over. He pointed to his eyes then towards the large garden. Oh my gosh! I couldn’t believe my eyes! The garden shed was flat on the ground and completely destroyed. It may have not been a tornado, but the winds were so strong that they lifted it from its foundation. I stood there with my mouth was wide open and speechless. “Kaput”, Fernando whispered as he walked away with a smile on his face.
Yet again, it was another setback with the big garden. I had spent 1,100 hard earned dollars for that shed. Maybe Costco would replace it. I feel a little discouraged. Sigh.
January 29, 2010-Friday
Mashed Potatoes, Persimmons, Cantaloupe, Carrots, Bok Choy
Today, I introduced the last of my “try something new” lessons (that is, fruits and veggies). I got the idea to do this lesson while at the grocery store. While wandering through the fruit and vegetable section, I wondered how many of these my students had tried. Had they ever eaten jackfruit or bok choy?My weekly shopping consists of cilantro, bok choy, honeydew melon, fresh basil, zucchini, potatoes, spring onions, cucumbers, and more. I wondered how many and what kind of fruits and veggies my students ate? There was a fun way to find out and that was to take various fruits and vegetables to try in the classroom. So, I piled more into my cart; I added more baby bok choy, a few persimmons, two cantaloupes, and a ten-pound sack of potatoes.
Over the week, I brought the fruits and veggies in one by one. First, I took in persimmons. I showed them a picture card of the fruit and read some of the nutritional facts. To my surprise, Daniela was the only one who knew what a persimmon was and had actually tried it. She said, “It tastes bitter!” And she was right! As I sliced into the fruit, Cesar commented that it looked like an “orange tomato.” “I don’t think I will like it.” Kate commented. My standard response to all of them was something my mom always said to me, “You have to try it. If you don’t like it, you can spit it out.” I passed out the slices and they each took a bite. The following were some of the comments:
Karina: It feels crunchy like an apple.
Cesar: Yummmmm! Can I have more?
Kate: Umm, not bad.
Jerry: I feel like Cupcake when I am eating this ‘cause she likes fruits.
Dominic: Yuck! I don’t like it!
I was impressed to see that every single student tried the persimmon. None of them were closed off to the experience. I didn’t expect that all of them would love this exotic fruit. The most important lesson here was the experience of trying something new. They did a great job.
Mashed Potatoes, Persimmons, Cantaloupe, Carrots, Bok Choy
Today, I introduced the last of my “try something new” lessons (that is, fruits and veggies). I got the idea to do this lesson while at the grocery store. While wandering through the fruit and vegetable section, I wondered how many of these my students had tried. Had they ever eaten jackfruit or bok choy?My weekly shopping consists of cilantro, bok choy, honeydew melon, fresh basil, zucchini, potatoes, spring onions, cucumbers, and more. I wondered how many and what kind of fruits and veggies my students ate? There was a fun way to find out and that was to take various fruits and vegetables to try in the classroom. So, I piled more into my cart; I added more baby bok choy, a few persimmons, two cantaloupes, and a ten-pound sack of potatoes.
Over the week, I brought the fruits and veggies in one by one. First, I took in persimmons. I showed them a picture card of the fruit and read some of the nutritional facts. To my surprise, Daniela was the only one who knew what a persimmon was and had actually tried it. She said, “It tastes bitter!” And she was right! As I sliced into the fruit, Cesar commented that it looked like an “orange tomato.” “I don’t think I will like it.” Kate commented. My standard response to all of them was something my mom always said to me, “You have to try it. If you don’t like it, you can spit it out.” I passed out the slices and they each took a bite. The following were some of the comments:
Karina: It feels crunchy like an apple.
Cesar: Yummmmm! Can I have more?
Kate: Umm, not bad.
Jerry: I feel like Cupcake when I am eating this ‘cause she likes fruits.
Dominic: Yuck! I don’t like it!
I was impressed to see that every single student tried the persimmon. None of them were closed off to the experience. I didn’t expect that all of them would love this exotic fruit. The most important lesson here was the experience of trying something new. They did a great job.
Over the course of the week, we chopped and sautéed bok choy with soy sauce; peeled, boiled, and made mashed potatoes; and sliced cantaloupe. The students loved every minute of it! Each day someone would ask, “So what are we trying today, Mrs. Alli?”, “What’s in the bag?” or “What are we cooking up today?”
The day that we made mashed potatoes, parents, teachers and students from other classrooms passing down the hall, peeked into our classroom to find out what was cooking. “It smells so good out here. Is there enough for us?” So, others were starting to notice that something special was taking place in room 402, and they wanted to be in on the action. “Sure, come and join us!” I replied.
I took another trip to the store the next week. I was very surprised to learn that the only carrots most of my students had eaten were the pre-peeled and packaged baby carrots. They were unaware that carrots were roots that grow underground and are pulled from the earth by their leaves or the greens on top. So, I bought a bunch of carrots with the green leafy tops still attached and took them in the next day. They, again, loved it.
The day that we made mashed potatoes, parents, teachers and students from other classrooms passing down the hall, peeked into our classroom to find out what was cooking. “It smells so good out here. Is there enough for us?” So, others were starting to notice that something special was taking place in room 402, and they wanted to be in on the action. “Sure, come and join us!” I replied.
I took another trip to the store the next week. I was very surprised to learn that the only carrots most of my students had eaten were the pre-peeled and packaged baby carrots. They were unaware that carrots were roots that grow underground and are pulled from the earth by their leaves or the greens on top. So, I bought a bunch of carrots with the green leafy tops still attached and took them in the next day. They, again, loved it.
February 2, 2010-Tuesday
Goldie Has a Friend!
Today was a special day. Abby showed up to class with a fish bowl. Inside the fish bowl was a goldfish she had named Golda (maybe inspired by Goldie?). Abby reasoned, “I brought her in so that Goldie could have a friend.” She carried the goldfish to her table to the delight of her group. Clearly, all four members were proud to have a new addition. Abby elected to stay in at recess to change Golda’s water and give her a pinch of fish food. At the end of the day, while hugging all of the kid-os good-bye, I was surprised to see that Golda was going home with Abby. “I thought you wanted Golda to stay here with Goldie.” I commented. She simply responded, “I’m going to take her home.” I smiled and gave a nod of approval and off they went.
February 5, 2010-Friday
The “Special” Fuzzy Caterpillar
In the large garden today, Dominic found a black, fuzzy caterpillar. Several of the students gathered around him and asked to hold it, but for the first time (that I know of) he took ownership of the little creature. Dominic barked, “It’s mine. I found it!” I was surprised because up until now, the kids freely shared their critters. No matter who found what, they “belonged” to everyone.
Keeping my distance, I continued to watch the incident. Dominic did allow two of his classmates to hold his furry friend, but clearly it was his for the keeping. I wonder where this sense of ownership came from. Or has it always been there? This is something worth watching.
The “Special” Fuzzy Caterpillar
In the large garden today, Dominic found a black, fuzzy caterpillar. Several of the students gathered around him and asked to hold it, but for the first time (that I know of) he took ownership of the little creature. Dominic barked, “It’s mine. I found it!” I was surprised because up until now, the kids freely shared their critters. No matter who found what, they “belonged” to everyone.
Keeping my distance, I continued to watch the incident. Dominic did allow two of his classmates to hold his furry friend, but clearly it was his for the keeping. I wonder where this sense of ownership came from. Or has it always been there? This is something worth watching.
February 9, 2010-Tuesday
“Are you sure your mom let you bring that to school?”
The morning bell rang, my students filed past me as they entered the classroom. Dominic walked by holding a large cactus, in an eight- inch pot. I couldn’t believe it. First, I couldn’t believe that this third grader stood in line this morning holding a big, prickly cactus. Second, I couldn’t believe the yard duty lady didn’t ask him what in the world he was doing with it.
Mrs. Alli: What do you have here?
Dominic: It’s a barrel cactus! My mom bought it for me.
Mrs. Alli: Really? They’re expensive! How did you get her to do that for you?
Dominic: I told her that I was doing a report on cactus and I wanted one to have for the exhibition. I told her all about the cactus. You know, how long it lives and what animals live inside it and the life cycle. She was surprised I know so much and just bought it for me. I was stunned! Dominic’s family is having a very difficult time financially. Getting this cactus was really important to him and his mom knew it. What a great thing.
“Are you sure your mom let you bring that to school?”
The morning bell rang, my students filed past me as they entered the classroom. Dominic walked by holding a large cactus, in an eight- inch pot. I couldn’t believe it. First, I couldn’t believe that this third grader stood in line this morning holding a big, prickly cactus. Second, I couldn’t believe the yard duty lady didn’t ask him what in the world he was doing with it.
Mrs. Alli: What do you have here?
Dominic: It’s a barrel cactus! My mom bought it for me.
Mrs. Alli: Really? They’re expensive! How did you get her to do that for you?
Dominic: I told her that I was doing a report on cactus and I wanted one to have for the exhibition. I told her all about the cactus. You know, how long it lives and what animals live inside it and the life cycle. She was surprised I know so much and just bought it for me. I was stunned! Dominic’s family is having a very difficult time financially. Getting this cactus was really important to him and his mom knew it. What a great thing.
February 10, 2010-Wednesday
Another Death in the Family
The class had settled into silent reading, except Abby who was rummaging through her backpack. I glanced over every so often to see what she was looking for. It was out of character for Arlene to be “off-task”, that is, not reading. Finally, she came over to me and whispered, “Golda died last night. I don’t know why, but she died. ” Before I could tell her how sorry I was, she showed me a zip-loc bag. Inside the bag was Golda. Dead. I was speechless. She said, “I want to bury her with Kicky.”
By this time, the lifeless goldfish had drawn quite a crowd. One student made an observation, “Why is her mouth open?” “Let me see!” someone else exclaimed. I thought to myself, so much for silent reading this morning. Seize the moment Natalie and let it go. This could be one of those defining moments that you have been talking about. So I did. At least for a few minutes anyway, until I remembered that we were having a walk though! Principals from around the district were visiting. What would it look like having a dead goldfish sitting on a student’s desk? I quietly asked Abby if I could keep Golda on my shelf (which was behind my desk in the far corner of the room) until her burial. Golda went unnoticed by the visitors.
Another Death in the Family
The class had settled into silent reading, except Abby who was rummaging through her backpack. I glanced over every so often to see what she was looking for. It was out of character for Arlene to be “off-task”, that is, not reading. Finally, she came over to me and whispered, “Golda died last night. I don’t know why, but she died. ” Before I could tell her how sorry I was, she showed me a zip-loc bag. Inside the bag was Golda. Dead. I was speechless. She said, “I want to bury her with Kicky.”
By this time, the lifeless goldfish had drawn quite a crowd. One student made an observation, “Why is her mouth open?” “Let me see!” someone else exclaimed. I thought to myself, so much for silent reading this morning. Seize the moment Natalie and let it go. This could be one of those defining moments that you have been talking about. So I did. At least for a few minutes anyway, until I remembered that we were having a walk though! Principals from around the district were visiting. What would it look like having a dead goldfish sitting on a student’s desk? I quietly asked Abby if I could keep Golda on my shelf (which was behind my desk in the far corner of the room) until her burial. Golda went unnoticed by the visitors.
During recess, I retrieved a shovel from the garden shed and we all gathered at the small garden, the burial site. The tone was not as solemn as the day Kicky died, but sadness was in the air. Abby was the only person who spoke today. “Golda, you were a good fish. You always danced for me when you want food. You were a pretty fish and you never got to meet Goldie. You will be happy with Kicky in turtle heaven. But you have to swim fast so you don’t die again. Good bye Golda.” At this point, Max (again) assumed his role as the background singer, belting out his version of the National Anthem “…and the twilights that’s there, the bombs bursting in air. Gave pull through the night that the flag was still there… And the land of the freeeeeee. And the home of the br-aaaa-vvvveee! “. Oh, my gosh. It was so funny! It took everything I had not to burst out laughing. I was dying inside but the sad tone of the moment kept me from misbehaving. Instead, I bowed my head in ‘sadness’, and smiled.
February 11, 2010-Thursday
Some Mulberry Leaves Please
Last month, I ordered silkworms from Carolina Biological. Since then, my students and I have been keeping a close eye on them. On Tuesday, we noticed that the eggs began to turn black, which meant that they were close to hatching. I figured it was time to find a Mulberry Tree (the only diet of silkworms). I searched and searched, but for the life of me could not find one. I called my best friend, also a teacher, who hatched silkworms with her students each year. She knew where the Mulberry Trees were and offered to take me to one. We were not prepared for what happened next. We arrived at the location and there stood the tree. But much to our surprise, the tree was bare, there were no leaves! Duh, it’s winter and Mulberry trees lose their leaves each year. I felt so lame for not thinking about it. What was I going to do now? My friend said no problem. Just put the eggs in the refrigerator to slow the rate of growth. We do it all the time. And, that’s exactly where the eggs are now, in my refrigerator at home, next to the milk. (I can’t wait to see what my husband’s going to say about that!) The moral of the lesson: I must run on nature’s time, because nature definitely does not run on mine!
February 11, 2010-Thursday
Some Mulberry Leaves Please
Last month, I ordered silkworms from Carolina Biological. Since then, my students and I have been keeping a close eye on them. On Tuesday, we noticed that the eggs began to turn black, which meant that they were close to hatching. I figured it was time to find a Mulberry Tree (the only diet of silkworms). I searched and searched, but for the life of me could not find one. I called my best friend, also a teacher, who hatched silkworms with her students each year. She knew where the Mulberry Trees were and offered to take me to one. We were not prepared for what happened next. We arrived at the location and there stood the tree. But much to our surprise, the tree was bare, there were no leaves! Duh, it’s winter and Mulberry trees lose their leaves each year. I felt so lame for not thinking about it. What was I going to do now? My friend said no problem. Just put the eggs in the refrigerator to slow the rate of growth. We do it all the time. And, that’s exactly where the eggs are now, in my refrigerator at home, next to the milk. (I can’t wait to see what my husband’s going to say about that!) The moral of the lesson: I must run on nature’s time, because nature definitely does not run on mine!
February 15, 2010-Monday
The Rare Fishhook Cactus
Just when I think these journal entries can’t get any better, they do. A couple of minutes before the morning bell rang, I walked out to the line to bring the kids in to class. Before I could get there, though, Dominic and two of his friends were walking toward me. I could see that Dominic was holding another large pot in his hands. “Mrs. Alli. My mom bought me a rare Fish Hook cactus!” he exclaimed. One of his friends, who obviously wanted to be in on the action, shouted, “Look, the spines look like fish hooks!” I couldn’t believe it. Here they were, three, eight and nine-year old boys completely excited about a cactus! I wonder what Dominic’s mom thought when they were at Home Depot and he identified the rare fishhook cactus and then told her how badly he wanted it. I wish I could have been there to hear what was said. It must have been quite a speech. I’m sure I would have gotten teary-eyed. I asked Dominic how he knew so much about cactus plants and he said from the book in the library.
When I look at Dominic’s desk, I wonder what someone from the outside would think seeing two large fierce-looking cactus plants on a third grader’s desk. Would I be considered irresponsible? Is it unsafe? Maybe so, but I see it differently. I see this kid who is really excited and curious about something, and being allowed to develop his new-found interest. I commend his mother for fostering this.
February 17, 2010-Wednesday
The Peruvian Old Lady
While at Wal-Mart tonight, picking up supplies for the classroom, I couldn’t help myself. Out to the garden department I went, and headed straight for the succulent section. I can imagine how Dominic must have felt when he stood in front of the huge selection of cactus plants. There were all shapes and sizes with unique names. I wondered which one Dominic would choose. After carefully considering each cactus, I decided on one named ‘The Peruvian Old Lady.’ She was small and covered in white hair. I couldn’t wait to give her to Dominic tomorrow.
02/18/10-Thursday
The Greatest Gift
“Hey Dominic, come here. I have something for you.” I couldn’t wait to show him my purchase. I’m pretty sure that I was more excited than he was. “What is it?” he asked as he tried sneaking a peek at what was being held behind my back. I teased, “It‘s something that will be useful to your research project.” His eyes lit up and he shouted, “A cactus? You got me a cactus?!” I slowly revealed my surprise. The moment he saw it, he exclaimed, “The Peruvian Old Lady! Wow!” Are you kidding me? Believe it or not, but this eight-year old cacti lover knows his cacti. He identified “her” (the cactus) on the spot.
Until today, I was a little concerned that many students were merely looking at photos and diagrams in books, and not actually reading and learning the content. But clearly, with Anthony, this is not the case. He has done his research and thoroughly. Let me explain. It wasn’t just his ability to identify the cactus that impressed me, but also the detailed explanation of why the cactus was covered with white hairs. He shared, “It has hair so that it can defend itself from predators like birds and the sun.” Although I knew that the sun was not a “predator” of the cactus per se, he was right about the “defend” part. Besides, I couldn’t possibly stop him from spouting this fascinating information about the Peruvian Old Lady. I have to share, that this was one of my “proud teacher” moments. I listened and observed, and did not feed him any information. He was the expert.
Dominic is a great example that children are capable of being teachers, too. As I stood back and listened to him reading the label about how to care for his new cactus specimen, and compare the Peruvian Old Lady to his Fish Hook and Barrel cacti on his table, I realized what a profound impact nature has had on him. He was connected to nature. He was passionate, motivated to learn, and had found confidence. This became particularly evident when, at the end of the school day, Dominic asked if he could take the Peruvian Old Lady home to show his dad. When he left the classroom this afternoon, I knew that he was headed to share his passion for nature with his father. And to think that it was effortless -- all it took was a little exposure to nature, mixed with teacher passion for the natural world. You know, it doesn’t get much better than this. This is the greatest gift.
The Rare Fishhook Cactus
Just when I think these journal entries can’t get any better, they do. A couple of minutes before the morning bell rang, I walked out to the line to bring the kids in to class. Before I could get there, though, Dominic and two of his friends were walking toward me. I could see that Dominic was holding another large pot in his hands. “Mrs. Alli. My mom bought me a rare Fish Hook cactus!” he exclaimed. One of his friends, who obviously wanted to be in on the action, shouted, “Look, the spines look like fish hooks!” I couldn’t believe it. Here they were, three, eight and nine-year old boys completely excited about a cactus! I wonder what Dominic’s mom thought when they were at Home Depot and he identified the rare fishhook cactus and then told her how badly he wanted it. I wish I could have been there to hear what was said. It must have been quite a speech. I’m sure I would have gotten teary-eyed. I asked Dominic how he knew so much about cactus plants and he said from the book in the library.
When I look at Dominic’s desk, I wonder what someone from the outside would think seeing two large fierce-looking cactus plants on a third grader’s desk. Would I be considered irresponsible? Is it unsafe? Maybe so, but I see it differently. I see this kid who is really excited and curious about something, and being allowed to develop his new-found interest. I commend his mother for fostering this.
February 17, 2010-Wednesday
The Peruvian Old Lady
While at Wal-Mart tonight, picking up supplies for the classroom, I couldn’t help myself. Out to the garden department I went, and headed straight for the succulent section. I can imagine how Dominic must have felt when he stood in front of the huge selection of cactus plants. There were all shapes and sizes with unique names. I wondered which one Dominic would choose. After carefully considering each cactus, I decided on one named ‘The Peruvian Old Lady.’ She was small and covered in white hair. I couldn’t wait to give her to Dominic tomorrow.
02/18/10-Thursday
The Greatest Gift
“Hey Dominic, come here. I have something for you.” I couldn’t wait to show him my purchase. I’m pretty sure that I was more excited than he was. “What is it?” he asked as he tried sneaking a peek at what was being held behind my back. I teased, “It‘s something that will be useful to your research project.” His eyes lit up and he shouted, “A cactus? You got me a cactus?!” I slowly revealed my surprise. The moment he saw it, he exclaimed, “The Peruvian Old Lady! Wow!” Are you kidding me? Believe it or not, but this eight-year old cacti lover knows his cacti. He identified “her” (the cactus) on the spot.
Until today, I was a little concerned that many students were merely looking at photos and diagrams in books, and not actually reading and learning the content. But clearly, with Anthony, this is not the case. He has done his research and thoroughly. Let me explain. It wasn’t just his ability to identify the cactus that impressed me, but also the detailed explanation of why the cactus was covered with white hairs. He shared, “It has hair so that it can defend itself from predators like birds and the sun.” Although I knew that the sun was not a “predator” of the cactus per se, he was right about the “defend” part. Besides, I couldn’t possibly stop him from spouting this fascinating information about the Peruvian Old Lady. I have to share, that this was one of my “proud teacher” moments. I listened and observed, and did not feed him any information. He was the expert.
Dominic is a great example that children are capable of being teachers, too. As I stood back and listened to him reading the label about how to care for his new cactus specimen, and compare the Peruvian Old Lady to his Fish Hook and Barrel cacti on his table, I realized what a profound impact nature has had on him. He was connected to nature. He was passionate, motivated to learn, and had found confidence. This became particularly evident when, at the end of the school day, Dominic asked if he could take the Peruvian Old Lady home to show his dad. When he left the classroom this afternoon, I knew that he was headed to share his passion for nature with his father. And to think that it was effortless -- all it took was a little exposure to nature, mixed with teacher passion for the natural world. You know, it doesn’t get much better than this. This is the greatest gift.
February 26, 200-Friday
Beta Fish = Zoo Pass
A second-grader approached me as I was walking to my classroom. In a sweet little voice, she said, “Mrs. Alli, do you want to take a picture of my beta fish?” It was almost as though she was waiting for me. I said, “I’d love to.” She smiled and posed with her colorful pet in a jar. I couldn’t help but smile. What a little sweetie. I had my camera with me because my class and I were returning from the large garden. I don’t doubt that Evalyn wanted to have her picture taken with her fish, but I think she also had something more in mind. I’m thinking she felt by sharing her beta fish was a way to be accepted into and a part of the classroom zoo, that is, her ticket in. Sure enough, as soon as I snapped the picture, she was off and ended up at the zoo in room 402.
Beta Fish = Zoo Pass
A second-grader approached me as I was walking to my classroom. In a sweet little voice, she said, “Mrs. Alli, do you want to take a picture of my beta fish?” It was almost as though she was waiting for me. I said, “I’d love to.” She smiled and posed with her colorful pet in a jar. I couldn’t help but smile. What a little sweetie. I had my camera with me because my class and I were returning from the large garden. I don’t doubt that Evalyn wanted to have her picture taken with her fish, but I think she also had something more in mind. I’m thinking she felt by sharing her beta fish was a way to be accepted into and a part of the classroom zoo, that is, her ticket in. Sure enough, as soon as I snapped the picture, she was off and ended up at the zoo in room 402.
March 2, 2010-Tuesday
“You were the best teacher I ever had”
I had a pleasant surprise today. Evalyn visited the classroom again today, but this time she brought visitors with her, her grandmother and one very familiar face, Christopher, a former student from five years ago. Chris and Evalyn are cousins. It was just like old times. Chris headed straight for the rat cage and memories came over both of us.
Chris: “Remember that big rat Woodney?”
Me: “Of course I do. You were the only one he would let hold him.”
Chris: “Yea, I remember. I would be doing my work and he would hide in my sweatshirt.”
Me: “I totally remember that! I have a picture right over there of you and Woodney together.” As we looked at it we began laughing.
Me: “I must have been a crazy teacher to let you do that!”
Chris: “No, you were the best teacher I’ve ever had.”
I was glowing, and I thought to myself, “It doesn’t get better than this.”
“You were the best teacher I ever had”
I had a pleasant surprise today. Evalyn visited the classroom again today, but this time she brought visitors with her, her grandmother and one very familiar face, Christopher, a former student from five years ago. Chris and Evalyn are cousins. It was just like old times. Chris headed straight for the rat cage and memories came over both of us.
Chris: “Remember that big rat Woodney?”
Me: “Of course I do. You were the only one he would let hold him.”
Chris: “Yea, I remember. I would be doing my work and he would hide in my sweatshirt.”
Me: “I totally remember that! I have a picture right over there of you and Woodney together.” As we looked at it we began laughing.
Me: “I must have been a crazy teacher to let you do that!”
Chris: “No, you were the best teacher I’ve ever had.”
I was glowing, and I thought to myself, “It doesn’t get better than this.”
March 24, 2010-Wednesday
On Nature’s Time
Every day, Tomas asks me, “Mrs. Alli, when are the praying mantises going to hatch? It’s been like, forever.” And, my standard response has been, “It takes six to eight weeks for them to hatch.” Sure enough, one morning after seven weeks, over one hundred baby praying mantises were clinging to the sides of the mesh container. The problem is – it’s Spring Break! I was so disappointed and very overwhelmed. I was disappointed because I wanted my students to experience the mantis emerging from the egg case and being able to put one mantis in each of the thirty vials that came with them. So now what? I knew if I left the babies in the cage together too long, they would start eating one other. I was overwhelmed because I was boarding a flight in less than four hours.
So, I went to my backyard and collected ants for them to eat. But, that was a bad idea. I watched an ant attack and kill one of the mantises! I went back outside to see what else I could find, but got sidetracked watching the ants marching along the stem, one by one, up to the top of the Mallow bush. Some of the ants were carrying tiny aphids, moving them to a new part of the bush. The ants farm aphids, harvesting their honeydew as a food source. Bees buzzing loudly around me, busily collected pollen from the flowers. Under a river rock in my garden, I found pill bugs and tiny beetles crawling across the dirt, and saw earthworms, too. As I lay there on the warm grass, I felt dizzy. I felt like a kid again and wondered why I didn’t do this more often. The dreamy and carefree feeling was short-lived because it dawned on me that I had things to do and places to go. My adult responsibilities resurfaced. Oh, yea, the baby mantises.
On Nature’s Time
Every day, Tomas asks me, “Mrs. Alli, when are the praying mantises going to hatch? It’s been like, forever.” And, my standard response has been, “It takes six to eight weeks for them to hatch.” Sure enough, one morning after seven weeks, over one hundred baby praying mantises were clinging to the sides of the mesh container. The problem is – it’s Spring Break! I was so disappointed and very overwhelmed. I was disappointed because I wanted my students to experience the mantis emerging from the egg case and being able to put one mantis in each of the thirty vials that came with them. So now what? I knew if I left the babies in the cage together too long, they would start eating one other. I was overwhelmed because I was boarding a flight in less than four hours.
So, I went to my backyard and collected ants for them to eat. But, that was a bad idea. I watched an ant attack and kill one of the mantises! I went back outside to see what else I could find, but got sidetracked watching the ants marching along the stem, one by one, up to the top of the Mallow bush. Some of the ants were carrying tiny aphids, moving them to a new part of the bush. The ants farm aphids, harvesting their honeydew as a food source. Bees buzzing loudly around me, busily collected pollen from the flowers. Under a river rock in my garden, I found pill bugs and tiny beetles crawling across the dirt, and saw earthworms, too. As I lay there on the warm grass, I felt dizzy. I felt like a kid again and wondered why I didn’t do this more often. The dreamy and carefree feeling was short-lived because it dawned on me that I had things to do and places to go. My adult responsibilities resurfaced. Oh, yea, the baby mantises.
Plan B was to buy fruit flies at the pet store. The cultures at the first pet store looked awful, like they were old. I tried to think of what to do. Should I just release them in my garden or on my neighbor’s rose bushes where they could eat aphids? Should I take them to school and release them in our garden? Maybe then, my students would have an opportunity to observe them and watch them grow. But, would they survive? So, I did what any nature nut would do, solicit support. That happened to be my husband. I asked sweetly, “On the way to the airport can we stop by the pet store?” Ian knew something was up. You’d think he’d be used to it by now, because I’m always up to something. Now, you have to understand…Ian is not particularly into nature things, meaning creepy crawly things or furry critters. But, when I go away, he’s a trooper and steps up. He had already consented to feed Cupcake and Penny, who are both right now at home in our living room.
Luckily, the second pet store had some healthy batches of fruit flies. Okay, now how to get Ian to go along with my plan. What the heck, I said, “Would you do me a huge favor and feed these fruit flies to the baby mantises? You can just put them on the bottom of the cage when you get home. “To me, it sounds simple enough. But, by the look on his face, he didn’t agree. I smiled and added, “They do not bite, jump or fly. You’ll be fine.”
While in Northern California, I am receiving video messages from Ian. Surprise, surprise! He is having a ball taking care of the mantises. I love it! There are about fifty still alive, and hopefully, some will make it until school starts back up. Hum-m-m-m, maybe Ian can be converted into a nature nut...
Luckily, the second pet store had some healthy batches of fruit flies. Okay, now how to get Ian to go along with my plan. What the heck, I said, “Would you do me a huge favor and feed these fruit flies to the baby mantises? You can just put them on the bottom of the cage when you get home. “To me, it sounds simple enough. But, by the look on his face, he didn’t agree. I smiled and added, “They do not bite, jump or fly. You’ll be fine.”
While in Northern California, I am receiving video messages from Ian. Surprise, surprise! He is having a ball taking care of the mantises. I love it! There are about fifty still alive, and hopefully, some will make it until school starts back up. Hum-m-m-m, maybe Ian can be converted into a nature nut...
April 1, 2010-Thursday Teaching with Passion
My third grade partner, Melissa Showman, has inspired me to be a better teacher. Often, while just chatting, we find ourselves engaged in brainstorming ways to help our students become well rounded. As teachers of a “low-performing” school, Melissa and I understand that we are expected to teach our students to read and write, and to master math and science concepts. But, there’s so much more out there to learn. We are both passionate about the need to introduce our students to other areas as well. We are interested in sharing our personal passions whether it be, photography, recycling, art, music, dancing, collections of all kinds, scrapbooking or love of nature. Our students deserve and crave more than what we just ‘feed’ them every day. After all, as teachers, our goal should focus on encouraging our students to be deep thinkers and active learners, and not become shallow, passive regurgitators of spoon-fed facts. We both agree that, this year, we are committed to sharing our interests and passions with our students (mine being the love of nature and Melissa’s fascination with the arts), then they will have the opportunity to explore various options, and hopefully find and develop their own interests. I am already seeing fantastic results with my students. Last month, Melissa and I decided to take the “famous” animal reports Finney third graders complete every year, to a whole different level (our third team member opted out). The scripted lessons and fill in the blank report pages were tossed aside. Instead, our students are choosing local animals, plants, and insects for their research reports. They are creating field guides and integrating technology, art, and photography into their projects. They are being given free reign – anything goes. No more boring, tiny clay models! Our students are excited and engaged in their projects and are looking forward to sharing their work with family and friends at an exhibition in June. This is great fun! Also on display at the exhibition will be student projects made from reused items brought from home. For instance, one student made pots to start seeds in from discarded egg cartons. Water bottles have been cleverly transformed into one-of-a kind pencil holders, and tossed-out cardboard boxes are now useful birdhouses. Students are recycling bottles and cans for the entire school and are keeping track of the money raised. At the end of the school year, our students will make decisions together about how to spend the money. The buzz in both classrooms is to buy something for the large school garden.
Other teachers have begun to take notice our “third grade change”. When our students arrive at school with bags of trash, they are often confronted with comments from teachers such as, “So, was it homework to raid the trash last night?” and “The trash can is over there.” Melissa and I are pleased because we notice the curiosity of the other teachers and the excitement in our students’ eyes. One of Melissa’s students made a great birdhouse from recycled wood. One of my students made one out of a cardboard box and covered it with various colorful photos of nature cut from magazines. We love it! Nature is certainly contagious!
Melissa often tells me just how excited she is that I came to third grade. But, I think I am more excited than she is! Finally, I have someone that shares my passion of nature and a partner to collaborate with on amazing projects. It’s great to be so inspired and share new ideas we find with each other. We have so much fun! We’ve found wonderful new resources like read alouds and sensational websites to support our instruction. But the best part is the result -- the enthusiasm our students exude and the willingness to explore new things each morning. They come to school eager to see what’s in store for them that day. Sharing our interests and passions with our student is what we have up our sleeves this year, at this place the district simply refers to as a “low performing” school.
May 27, 2010-Thursday
Of All Of The…
Today my students earned their last class point entitling them to a party. During the year, students have had a nacho party, build your own sundae party, and movie with popcorn party. Today, however, when they voted on which kind of party they wanted, they chose to spend two hours in the garden and popsicles. I was very surprised, since some of the competition was stiff: come to school in your pajamas and watch a movie, bring your favorite toy to school, an arts and crafts afternoon, nachos, and P.E. time. Of all the things that they could have chosen, they overwhelmingly voted for exploration in the garden option. I was pleased with this choice, for several reasons. First, it would be an enjoyable afternoon for everyone. While in the garden, the kids get along and work well together. There is never bickering, but instead a sense of peacefulness. Whenever we come inside after spending time in the garden, everyone is relaxed and joyful. Secondly, and maybe for selfish reasons, I wouldn’t have to haul in the crock-pot to heat nacho cheese or make that trip to Costco. I feel contented and somewhat successful to see that my passion for nature had positively impacted my students. The fact that they had connected with nature was rewarding. I have always heard that teachers can have a profound impact on their students, but it wasn’t until today, that I realized how really powerful that can be.
May 27, 2010-Thursday
Of All Of The…
Today my students earned their last class point entitling them to a party. During the year, students have had a nacho party, build your own sundae party, and movie with popcorn party. Today, however, when they voted on which kind of party they wanted, they chose to spend two hours in the garden and popsicles. I was very surprised, since some of the competition was stiff: come to school in your pajamas and watch a movie, bring your favorite toy to school, an arts and crafts afternoon, nachos, and P.E. time. Of all the things that they could have chosen, they overwhelmingly voted for exploration in the garden option. I was pleased with this choice, for several reasons. First, it would be an enjoyable afternoon for everyone. While in the garden, the kids get along and work well together. There is never bickering, but instead a sense of peacefulness. Whenever we come inside after spending time in the garden, everyone is relaxed and joyful. Secondly, and maybe for selfish reasons, I wouldn’t have to haul in the crock-pot to heat nacho cheese or make that trip to Costco. I feel contented and somewhat successful to see that my passion for nature had positively impacted my students. The fact that they had connected with nature was rewarding. I have always heard that teachers can have a profound impact on their students, but it wasn’t until today, that I realized how really powerful that can be.