The Rookery

Them's Fighting Words - Many thanks to Jana Hirsh (K.S.'s mom) who came in today and took on the role of Sarah Bagley, a mill operative who was involved in strikes and turn outs in the 1830s.  I asked her to foment some dissent and boy did she!  As a child read the article in "today's" paper about the strikes, she struck the table and yelled, "What?!  That's ridiculous!"  Soon, Hattie and Ernie had joined her in outrage at the prospect of the mill reducing their pay.  Emoline was reluctant, she had folks back on the farm who depended on her income but, soon, she joined too.  "Sarah" gathered like-minded mill workers in the hall to work on protest posters and plans.  Luckily, we were able to calm things down with some of Dr. Grahams whole wheat crackers (created in 1834)

Data Work - When last I wrote, the students had done qualitative research to determine what people felt made an invention important.  These are the eight criteria the class identified in no special order:

1. Makes lives safer
2. Helpful/useful (solves a problem)
3. Helps the environment
4. Connects people/makes the world smaller
5. Used every day
6. Used in Other Inventions
7. Saves Time
8. Makes Life enjoyable/easier

The following day, we rated the "Coolest Inventions of 2011" to see which ones had the best potential of being important in the future.  (The fact they had selected a headband with ears that would move according to one's emotions made it easy to point out the difference between "cool" and "important").  We combined our ratings and took an average to determine that the three inventions that were most important were a flexible solar panel, a digital "drum" (a computer/Internet center for use in developing countries), and Apple's Siri assistant.  Using data to make predictions helps kids see why we collect data in the first place.  The work they did has an authentic use.

A Day For Community - The Herons have been working extremely hard in music.  They were chosen to play Carol of the Bells this year and they were thrilled.  In the Orff system, all students learn all parts and then they work to play as an ensemble, listening to each other and reacting musically.  You can feel the intensity of the students' concentration when they play.  They are utterly aware of each other.  There is a joy in their music making that makes it different than a mere performance.  One gets the sense that it wouldn't matter if you were there listening or not.  This kind of deep connection makes the learning we do in the classroom stronger and more coherent.  I taped their performance because I knew they'd love for you to hear it (I didn't want to move around and distract them so I apologize for the poor videography!)