The Children's School at Stephens College

Because big dreams start early.


February 2018

Welcome to the CSSC Theater

IMG_3500Monday morning we began our new Literacy topic of Readers Theater. We watched three different videos of children performing Readers Theater on stage and in their very own classrooms. We created a web of our observations of the videos and concluded that Readers Theater can include an audience, a narrator, scripts, movement, imagination and much more. For our second focus lesson, we created our own theater complete with lights, a stage, scripts, a curtain and microphones. The theater will be used throughout our study as we dive into Readers Theater and begin performing and creating our own scripts.


Human Body Exploration

We kicked off our Inquiry study of the Human Body by exploring different videos, podcasts, materials and models. Here’s a peek of our exploration:

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Math Games!

One small group that is studying what foods grow above ground in a garden continued to explore.  They were introduced to a math game, started growing a seed in a bag, and began learning a new song! While playing the math game, Berry Blast, students worked with a partner. Each student rolled a die, counted the dots, and added their number of dots to the number of dots on their partners die. The students then counted the total number of dots and used a dry erase marker to trace over that number!






Clay Gardens

Students studying underground plants created garden blueprints.  Using the blueprints, they were each given the opportunity to create their own clay gardens.  They began with smoothing out brown clay to represent the soil. We then discussed what shape and color each vegetable and fruit should be so we could identify them in our gardens. Once they created and painted the vegetables and fruits, they placed them into their gardens based on their blueprints.  The finished products are on display in the wooden cabinets in the hallway.



Trivia Laws are in Effect

This week in Inquiry, we took a step back into the past using a process drama. Students went through the voting process by first filling out a challenging voters application. With restricted resources and no help from peers or teachers, many students found this application overwhelming to complete. Once the application was completed to their best ability and “reviewed”, students were faced with unfair trivia questions that mimicked the literacy laws of 1965. Once students came to the harsh realization that this process was not only unfair, but unconstitutional as well, it sparked a conversation filled with emotions. Students explored the topics of civil rights, discrimination, and empathy. Anyone who was part of this rich conversation walked away with a deeper understanding of that era and a greater appreciation for those who overcame injustice. We wrapped up our discussion by reflecting on the historical progress we have made and reminding ourselves that our role in this process drama does not define who we are.

IMG_1289   IMG_1307Students had their applications “reviewed” and they were given a voter registration card that determined their ability or inablilty to vote.

3     41     2Students explored images, timelines, songs, and other artifacts about various suffrage movements. They were able to paint how this information made them feel and what they were thinking about as they explored.

Garden Blueprint

The students created blueprints for their future gardens! Next, the students will use their blueprints to create a clay garden in small group. Most students worked independently to decide on the items they would include in their garden and where it would grow. Each student got to choose from the different vegetables, fruits or flowers to place in their garden.

Printing with Fruits and Vegetables

After spending time learning about healthy and unhealthy foods, students had the opportunity to paint with some of our “Go Foods!”  We discussed the importance of picking up the fruit and stamping it down so we were able to see the prints of each food.  Students said the broccoli stamps looked like bushes and the apple stamps looked like circles!

Where Food Comes From

This week, we began our inquiry study on where foods come from.  Each small group is investigating a different place that foods can be found.  One small group is focusing on food found above ground, in a garden.  To discover what the students already knew, we had them sort various pictures of food into an above ground and underground category.  Many students knew carrots and onions grew underground, but there were lots of questions being asked and discussions taking place about how the other foods grew.  We are eager to continue diving deeper into our inquiry topic.


Branching Our Knowledge of Government

This week in Inquiry, students have begun to to explore the branches of government. We watched a Flocabulary video outlining the three branches of government and their purpose. Then, students worked in multi-age groups to create a poster presentation accompanied by a tableau, or a frozen body representation of their branch. Students were able to use props, notes, and classroom resources  to teach the rest of the class about their branch.Branches of Gov

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