Hinges in Kindergarten

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How will we make our own hinges? Hmmm …

The girls and I have been thinking about this for some time now. Last night I ran out to the hardware store and bought a hinge so we’d be able to look at the pieces, and problem solve together today.

Seems we have many problems to solve:

  1. We don’t have a way to screw in the hinge plates.
  2. We don’t have the remarkable stable structure of concrete walls.
  3. We don’t actually have hinges or hinge plates for our door.
  4. We don’t yet have the door completed.

How might we:

  1. Make our door more secure and stable? (Tomorrow we’re going to take a look at some door designs.)
  2. Create hinges, or hinge-like things, to hang our door?
  3. Create a stable structure to anchor our door?
  4. Make our door workable?

When I look at all the problems, and all the how might we questions, I’m a tad overwhelmed. But, then I see, in my minds eye, my girls, this morning.

I told them I had tubes that might work for the door. With a good deal of excitement, they asked if they could work on the door. “Sure, go ahead!” I replied.

When I popped my head in the makerspace, it was a remarkable scene. Four large columns were being constructed by four groups of girls. They were talking, pointing, sharing ideas, collaborating, and working hard. Some were standing on chairs (the door is much taller than they are). Some were straining their necks to see to the top of the door. All were engaged, empowered, invested, and joy-filled. It was AWESOME.

There is hope!

 

P.S.

Perhaps you are wondering:

  1. Why do you need to make hinges?
  2. You’re making a door?
  3. Why do you need a working door, doesn’t your classroom already have one?

We are making hinges and doors as part of our Social Studies supermarket build.

More on that later!

 

Spectacular Superhero Creativity!

The Kid President video “For the Heroes: A Pep Talk from Kid President” inspired me to include Superheroes in our Social Studies curriculum. If you’ve never seen the video, it’s definitely worth taking the time to give it a look! For the Heroes: A Pep Talk from Kid President

We each create a superhero, write and illustrate a 3 page book about superheroes in our own lives, and finally, write and illustrate one about how we are superheroes for others! OH, and we create our own superhero capes!!! It is super fun, and super powerful!

We are working on the first two parts of the unit – creating the superheroes and working on our Superheroes in my Life book.

Here’s a superhero from today. My student’s enthusiastic explanation was – in the best possible way – hysterical.

I really must get a videographer so that I can capture every word!

                                               Super Cross and Super Sister                                                  (with jars of heart and cross power)

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Heart power colors their costume. Cross power is used against the bad guys. Super Cross and Super Sister tie the bad guys with the crosses and fly them to jail. Sometimes, depending how bad the bad guys are, they even remove the bathrooms from the jail! (LOL!!!)

Heart Power is particularly interesting in Super Sister (the smaller of the two figures). The dots on her clothing are actually buttons. She presses them to change the colors of her clothing. If she presses just one, her outfit becomes that color. But, if she presses two or more, it becomes the color generated by those colors mixing.

I immediately noticed the white cape. Though I was curious, I resisted questioning it, or saying “you need to add color to her cape.” Instead, I just let her talk. As though she read my mind, she said (with a HUGE smile), “I don’t need to color the cape, because the buttons on it are invisible!”

I laughed out loud!

Given the chance to be creative, to think outside the box, and to make their own decisions, they do, and they do it really well!

 

 

Great conversations

Our Thanksgiving Social Studies unit included a huge block build.We divided ourselves into three groups – those who remained in England and Holland, the Pilgrims/Saints who chose to leave on the Mayflower, and the Native Americans who were here when the Pilgrims/Saints arrived.

There were definitely times I wondered what I was thinking when I decided to work on this project. Many days I wondered how I would ever survive the energy, non-stop conversation, inquiry, work, and overall “mess” of the build. But survive it I did! And, wow, what a spectacular experience it was! My only regret is that I didn’t have a tape recorder running at all times. The conversations, questions, problem finding, problem solving, collaboration, joy, struggle, teamwork, negotiation, and creativity were remarkable.

We read books, watched youtube videos, and talked – a lot! The girls made sketches, as well as lists of things they wanted to include in each area. Then, unable to contain them any longer, the build began!

They were relentless in their work. The energy they brought to it was amazing. We usually worked in 30-60 minute increments, but often they wanted to spend more time, and continued to work during choice-time.

Here are some photos of the final product. They do not do justice to the incredible thought, work, and attention to detail the girls engaged in each day, but they will give you a sense of what was accomplished.

An overhead shot. England and Holland are to your right and include a castle, two homes and three windmills. The Mayflower sits in the ocean at center. The Native Americas are to your left and include a river (with a waterfall), a garden, round house and two long houses. 
_MG_4815Looking towards the Native American build from with the castle.

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 Looking at the Native American build from within the Mayflower.

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Looking toward the Mayflower from within the Native American build.

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The build was filled with problem finding and problem solving. How do we create a rounded structure from rectangular blocks? How do we make windmills? How do we create waterfalls? How do we represent fish in the ocean or rivers? What do squash look like? How can we create them for the garden? What do we do when our people don’t fit into our house? How do we negotiate when our neighbors want to add more ocean, or more land, or a larger river, and it crosses the line into our area? What do we do when our ideas are different than others in our group? And perhaps most thought-provoking – Where do we put the dead people?

The discussion regarding the dead people arose days after learning some perished on the ocean journey. Their discussion was practical: “Nope we do not want to store the dead people where we will be sleeping.” and “Maybe we can just throw them in the ocean.” But it was also filled with kindness and empathy: “Throwing them into the ocean wouldn’t be very nice.” They arrived at their solution after several extended discussions with each other and me. I didn’t offer solutions. I simply encouraged them to keep thinking, talking and problem solving. Eventually they decided the cereal box from our re-usable supplies would work perfectly.

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They didn’t only think about death. They also imagined people living – and giving birth! Directly in front of the “going to heaven box” they placed this woman – with her three babies!

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They treated the living with the same thoughtfulness they afforded the dead. “Did they have toys, Miss James?” “Did they have dolls?” After discussions about themselves and their parents, we decided they must have had some things to keep the children happy and entertained. They painstakingly created these cardboard dolls.

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They worked for nearly a month. When it was time to end the build, they resisted the notion of finishing and dismantling their work. “We aren’t done!” they insisted. I assured them their work had been thorough and fabulous. I explained we would do future builds – both exploratory and representational. Then I invited others in to see the build. The girls shared their work and their thinking as they gave the visitors tours of the build.

Finally it was time to clean up. It was a massive undertaking. But, it was a great part of the process. We had worked together to create the build, and now we worked together to “destroy” it.

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Eventually each block was sorted and stored, every piece of tape removed from the floor, each scrap of paper swept and recycled, and each handmade treasure safely stored in a girl’s bag. The canvas is clean, ready for our next creative learning experience! My fingers are crossed we will all be able to lean into the unknown, and experience another incredible build together.