Each year we hatch chicks to mark the beginning of Spring. Watching the eggs hatch is remarkable. The chicks stay on site for a week and then we return them to the farm.
|Faith's Theory :Our message to Jocelyn, who is in China for a visit, is typed on the computer and it goes through a wire. The wire is underground in a tube. The tube passes inside a pipe and the pipe goes all the way to Hong Kong, China where Jocelyn's computer is. The email goes up the wire into Jocelyn's computer and then Jocelyn can see our letter and read it.|
Shannon's Theory: The letters are in the wire and they travel from Canada to China. I think that the pipes are underground and the squirrels put them all together and make sure they don't break.
Hailey adds to Shannon's thinking: Jocelyn can see the message and writes back to us and the letters go back into the wire again and come to our computer in the classroom.
|This is Mikayla. She likes to watch movies. She's a really good dancer. She likes to play with her toys. Mikayla needs a mom to tuck her in bed at night.|
|This is Earth. It's not friendly, don't touch it because it's poisonous. It shoots water out of it's nose, and eats worms, and flowers. Earth needs a mom so she can feed him and play with him. |
|Mickey Mouse is nice, she is a girl. She likes to eat bread, and soup. She likes to make puzzles. She needs a mom in case she gets hurt, the mom can help her.|
|Leelan does the splits and the flips. He likes to go on dragons, and he likes to fight dragons. He needs a mom to help him learn to use a sword so he can fight better. He likes to play with Leav and Alan. They go on the swings, the monkey bars, and dance.|
|The Tsunami came after the earthquake and some people drowned. The cars and houses were under the water.|
|The water came and it lifted the houses and pushed the people and cars under. They couldn't swim because the water was so strong! I feel so sad that people died.|
|Jacob uses groups of fives and ones to set up his equation- a skill the children were working on in class.|
|The girls begin outlining the first shadow using the pebbles.|
|The second child stands next to the first shadow, keeping with the same base line.|
|The third child encounters a small problem when she realizes that her shadow will fall into the trees if she uses the same base line. She decides to move back a bit.|
|The girls look at the three outlined shadows and determine that the third shadow's length was not greatly affected by the shifted baseline.|