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In This Issue E Year-Long Investigation: an Expedition in Learning

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In This Issue E Year-Long Investigation: an Expedition in Learning Expeditions 2013 Expeditions in Learning: What a Year! very year each class in Thornton Creek delves into a In This Issue E year-long investigation: an Expedition in learning. These ad- KINDERGARTEN ventures in begin with our teachers ROOM 1: Seeing Trees ……………...…………………..……………. 2 planning and implementing cross- ROOM 11: The Creatures of Thornton Creek…………………. 3 disciplinary projects. They devote ROOM 4: Tell me a story...……………………………………. 4 significant time and energy to their FIRST GRADE projects involving parents and com- ROOM 5: The Birds of Greenlake ...……...……...…………...….. 6 munity along the way. The spirit of ROOM 9: What is the formula for fun?.............................. 7 adventure, community service, crea- SECOND GRADE tivity, and character development ROOM 2, 13, & 7: Good Vibrations: are at the heart of these projects Sign language, Sound, and Hearing………………………….. 8 based on the Expeditionary Learn- THIRD GRADE ing Outward Bound (ELOB) model ROOM 8, 14 & : People of the Salish Sea ……….………….. 10 (see page 22). Lighthouse: NW Native Peoples: And what adventures 2013-14 Proving Resources Impact Culture………………………… 12 brought to us! Our scientists ex- FOURTH GRADE plored the trees and the lives of Cabin and Lodge: The Expedition Expedition: creatures living right on our school Multiple Perspectives of Lewis and . Clark Expedition ………………………………………………...…. 14 grounds, learned the art of storytell- FIFTH GRADE ing, became experts on our local - Bungalow: Early Seattle & the Klondike Gold Rush……. 16 birds, designed their ideal play Cottage: Human Body ……...……...……...……………………… 17 14 ground, investigated sounds and K–5 SELF-CONTAINED music, studied cultures of the Rooms 3, 6, & 10: Community…………………..……… 18 Northwest, and dove into human bodies beyond any science text- ARTS .……...……...……...……...……...……...……...……….. 20 GYM ……...……...……...……...……..…...……...……...…….. 12 book. We highlight their efforts here. LIBRARY ...……...……...……...……...……...……...……... 5 ABOUT ELOB ……...……...……...……...……...……...…. 22 1 Kindergarten—Room 1 For this year’s expedition, I wanted to Seeing Trees explore something that was accessi- Teacher: Liz Robinson ble, familiar, and offered the oppor- tunity for a variety of investigations. The big ideas for this expedition are: Trees are all around us, and some- Trees are essential for our surviv- thing that can easily be taken for al. granted (especially here in the Pacific Northwest). My over-arching goal Trees have a life cycle. was for students to recognize that Trees provide food, shelter, and trees are essential to our survival! oxygen. We started out the year by digging in of our friends and families. We also Our investigations are guided by the researched how trees help following questions: people, animals, and the earth. What is a tree? What makes a tree a tree? Finally, we asked ourselves, What are the parts of a “How can we help trees?” tree? We took field trips to the Washington Park Arboretum What are the different and Seward Park to look up- types of trees? close at trees and find out What is the life cycle of a what they need to survive. tree? We wrote poems about trees, Why are trees important? and published a book of our illustrated poems as one of What do trees provide? our culminating projects. How do trees help people, animals, and the earth? Our other culminating project How can we help trees? was to publish a book of tree facts. We worked very hard What do trees need? on multiple drafts of text and How do trees communicate? to the Wood science kit, which helped illustrations to share some of what we If trees could talk, what would us answer questions such as: What learned over the course of our expedi- they say? makes a tree a tree? What are the tion. parts of a tree? What are the differ- ent types of trees? We enjoyed learn- ing about different kinds of wood, and even making our own plywood and particleboard! We discovered that a great many things we use every day came from trees. For our second investigation, we dug into the life cycle of a tree. We worked with Whistlestop Dance Com- pany to choreograph a dance that interpreted the seasonal changes ex- perienced by deciduous trees, and we 2 loved performing our dance in front Kindergarten—Room 11 The Creatures of Thornton Creek Teacher: Joan O’Connor larger, often having changed colors too. We enjoyed speakers from, and visits to, both Seattle Tilth and Woodland Park Room 11 Kindergartners spent the year Zoo. learning about the invertebrates that live in the soil, plants, and air around 3. Caterpillars, Chrysalis and Butterflies Thornton Creek School. in the Spring – After spring break we be- gan watching very tiny caterpillars grow to create a natural history museum in Our guiding questions are: and turn themselves into chrysalises. We Room 11 using our paper mache crea- wondered what was happening inside the tures. Ginny taught us how to research What is an invertebrate? chrysalis. We watched crumpled butter- and organize information about our crea- flies emerge only to transform themselves tures. We used the penmanship skills we What invertebrates live around into beautifully formed flying insects. We Thornton Creek School? had developed all year to prepare the might have wondered more about how museum signage. How do invertebrates change over they eat or what might be a host plant for time? their eggs, had we been able to watch Other Activities: Each child built a habitat them. Alas, strong winds and curious for creatures found in the soil at Thornton What makes a good habitat for each hands left gaps in the netting and the Creek. The habitats had to provide every- kind of invertebrate we found? butterflies flew away. We wonder if they thing the creatures needed and could not mix predators and prey. We spent many What is a museum? hours drawing our creatures. The children kept a science journal covering all aspects How can we show what we know to our of their science explorations this year. families? Maria helped us make anatomically cor- Investigations: rect paper mache models. We worked with Morpho Man (Christian Swenson) to 1. Spiders in the Fall - On foggy fall days create a theatre piece using what we we found many glistening webs around learned about how invertebrates move. In the school, particularly in the bird sanctu- the story we created for this piece, we ary. We studied the webs and the spiders. incorporated our Responsive Classroom We wondered about the different web Agreements. We also wrote stories using shapes, how they were made, the behav- invertebrates as characters which were ior of the spider, and fate of the bugs tan- “published” for Expedition Night. gled in the web. We read nonfiction are happy in a new home. Expedition Resources: a fantastic collec- books about spiders and drew accurate 4. What is a museum? – We made a natu- tion of nonfiction and fiction books pictures of spiders. We also made spiders ral history museum to share what we (assembled by Ginny Allemann, our librar- from found objects and used them in know about the creatures around our ian); field trips to Tilth, the Zoo, and the plays. school. We visited the Burke Museum Burke Museum; online resources, used in 2. Arthropods, Mollusks, and Worms in where museum staff showed us how to our school library; wonderful parent vol- Winter and Spring – Beginning in January, sort specimens into categories, create unteers; parent-supplied class funds the children had access to live specimens labels and informational text, and finally, which supported the purchase of live including: bess bugs, millipedes, centi- show our displays. We used that skill set specimens and more; Maria’s patient and pedes, isopods, earth- bold teaching about paper mache; Debbie worms, water snails, and Kosman’s secret life as an entomologist land snails. The children and her cool teaching materials; SPS kin- learned to hold all but the dergarten science unit on insects; the centipedes, which are very classroom teaching kit from Tilth; the lively creatures. After wonderful bird sanctuary maintained by weeks of gentle study, we Liz McCormack and families; the butterfly were ready to use the garden started by Ray; and the endless school trowels to explore wonderings of the children of Room 11. the soils of our school Culminating Project: Room 11 Thornton grounds. We marveled at Creek Invertebrate Natural History Muse- what appeared to be white um for Expedition Night. threads to discover newly hatched millipedes. We wondered about each of the very young creatures and returned repeatedly to 3 dig and find them grown Kindergarten—Room 4 Tell Me a Story Teacher: Debbie Kosman through Letter Land. Each day Our world is full of stories. They engage we met inhabitants of Letter us, teach us and entertain us. This year Land. There was Ben who Room 4's expedition focused on storytell- owned Ben's Bike Barn and ing. Storytelling is part of our cultural loaned us bikes for a few history. It is what comes before we com- days, Freddy the Fish who mit the story to paper. It is our chance to longed to go to the fjord, San engage with an audience and make a sto- and Zan, twins who sold sto- ry grow. It is a wonderful opportunity to ries from their storymobile, Yakov the Yak analyzed the stories and decided the de- learn about the world around us. whose passion was yodeling, and many fining characteristics: the main character is baked or Over the year we looked at how stories cooked, it runs can be told through pictures, movement, away and gets puppets, drama, and verbal and written chased, it words. We analyzed stories and we comes to an learned about ourselves through stories. obstacle, some- Everything we studied, whether it was one offers to math or science, art or literacy, was con- "help" it across nected to story.
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