Brrr! You would have thought by April 3rd, we'd begin to notice many more signs of spring. As our bodies shivered their way to Harrison this morning, we felt the chilly wind on our cheeks and had a tough time finding signs of spring. Although we found a few patchy spots of new grass growth on top of the bare ground, there wasn't much else. Half of Harrison Field was covered with any icy surface, but that didn't stop children from exploring. Building, 'sailing,' hunting, and digging were only a few of the various activities happening during our 'free time' upon arrival. After exploring students played a version of 'red light green light' however, it was called, "bobcats and bunnies." INQUIRE with your child how to play this game.
After the group game, time was spent deepening student' sense of place at Harrison Park and their understanding of natural elements in the park that support wildlife who call it home - in particular their own vermont animal. Before trekking out, students asked questions about what they were wondering about their vermont animal. We also made connections to what our animals need to survive by sorting ourselves into groups of animals that live in the forest or field - or both. We also thought deeply about how our animal moves and particular characteristics - how it looks - that are similar and different. Once in the field, we searched for evidence that our own vermont animals could survive in the park. Students explored various landmarks throughout the park - looking up, down, and all around - to notice natural elements that could aide their animal in survival. Students collected evidence in a special outdoor science journal as they walked the boundaries of the park.
Brrr! You would have thought by April 3rd, we'd begin to notice many more signs of spring. As our bodies shivered their way to Harrison this morning, we felt the chilly wind on our cheeks and had a tough time finding signs of spring. Although we found a few patchy spots of new grass growth on top of the bare ground, there wasn't much else. Half of Harrison Field was covered with any icy surface, but that didn't stop children from exploring. Building, 'sailing,' hunting, and digging were only a few of the various activities happening during our 'free time' upon arrival. After exploring students played a version of 'red light green light' however, it was called, "bobcats and bunnies." INQUIRE with your child how to play this game. 
After the group game, time was spent deepening student' sense of place at Harrison Park and their understanding of natural elements in the park that support wildlife who call it home - in particular their own vermont animal. Before trekking out, students asked questions about what they were wondering about their vermont animal. We also made connections to what our animals need to survive by sorting ourselves into groups of animals that live in the forest or field - or both. We also thought deeply about how our animal moves and particular characteristics - how it looks - that are similar and different. Once in the field, we searched for evidence that our own vermont animals could survive in the park. Students explored various landmarks throughout the park - looking up, down, and all around - to notice natural elements that could aide their animal in survival. Students collected evidence in a special outdoor science journal as they walked the boundaries of the park. 
