forest friday 05.09.2014

First thing this morning a student found this shell at his rest spot. There was not a snail in it.  He brought it to morning meeting at the firepit. He came right when the bell rang, so he got to show it to his friends.

First thing this morning a student found this shell at his rest spot. There was not a snail in it. He brought it to morning meeting at the firepit. He came right when the bell rang, so he got to show it to his friends.

We were describing the weather. Some kids guessed at the temperature, they thought it was 50 or 51 degrees. The weather person told us that it was 54 degrees.

We were describing the weather. Some kids guessed at the temperature, they thought it was 50 or 51 degrees. The weather person told us that it was 54 degrees.

This student found a skull at her house and brought it to share. She told us that it was a deer skull.

This student found a skull at her house and brought it to share. She told us that it was a deer skull.

We talked about how predators eyes face forward "eyes in front, likes to hunt," and prey eyes go to the side "eyes on the side, likes to hide."

We talked about how predators eyes face forward “eyes in front, likes to hunt,” and prey eyes go to the side “eyes on the side, likes to hide.”

We were making apple crisp with students who wanted to be helpful. We put apples, cinnamon, butter, brown sugar, oats and rhubarb.

We were making apple crisp with students who wanted to be helpful. We put apples, cinnamon, butter, brown sugar, oats and rhubarb.

This is what the apple crisp looked like before we cooked it. One student is catching raindrops on his tongue.

This is what the apple crisp looked like before we cooked it. One student is catching raindrops on his tongue.

Here is what the apple crisp looked like when it was finished. 8 kids liked it, and all the adults did too.

Here is what the apple crisp looked like when it was finished. 8 kids liked it, and all the adults did too.

We were writing math problems. We made them with things we found in the forest. For example there were ten leaves, a person dropped 3 sticks. How many leaves and sticks were there altogether?

We were writing math problems. We made them with things we found in the forest. For example there were ten leaves, a person dropped 3 sticks. How many leaves and sticks were there altogether?

We were putting some mud to stop the stream. We wanted to make the dam more sturdy so that no water  can go through, so that we can jump in the water.

We were putting some mud to stop the stream. We wanted to make the dam more sturdy so that no water can go through, so that we can jump in the water.

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This student was making a math problem and it was four ripped leaves and two not ripped leaves, how many were altogether?

This student was making a math problem and it was four ripped leaves and two not ripped leaves, how many were altogether?

In this picture Mrs. Minnucci is very excited that her student remembered how to identify oak leaves all by herself.

In this picture Mrs. Minnucci is very excited that her student remembered how to identify oak leaves all by herself.

This is a student making a bird call. He slid a piece of wood off a piece of wood and it sounded like a bird.

This is a student making a bird call. He slid a piece of wood off a piece of wood and it sounded like a bird.

We're finding out about what salamanders eat. We did research and we didn't learn what they eat, but we learned that they spend seven years on land and then move to water as an adult.

We’re finding out about what salamanders eat. We did research and we didn’t learn what they eat, but we learned that they spend seven years on land and then move to water as an adult.

A student built a drum set made out of logs, there was a foot pedal for the drum too.

A student built a drum set made out of logs, there was a foot pedal for the drum too.

A lot of students were drawing things that were green. First the students found something that was living, and then drew and painted it.

A lot of students were drawing things that were green. First the students found something that was living, and then drew and painted it.

Here's another student showing off her math problem.

Here’s another student showing off her math problem.

Some students were close enough to the brook that they could use the brook water for their watercolors.

Some students were close enough to the brook that they could use the brook water for their watercolors.

 

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