In a Jar


This story demonstrates facets of social and emotional learning. These skills are not easily measured and therefore, sometimes less valued; yet, they are foundational for future academic learning. I hesitated to write about this event. This was a deeply personal time for our youngest group, but the understanding and the expression that these young friends showed are worth sharing.

We were saddened to learn that one of our friends would not be returning to school after winter break. N- is a well loved friend! I wanted a way to honor him and his time with us as well as help the group process this change to our learning community.

Like most of our friends, N- loves to collect treasures! The book, In a Jar, by Deborah Marcero seemed a perfect starting place for us to ponder friendship, memories, and change. The main character, Llewellyn, is a collector. He collects ordinary things in jars. Then he meets Evelyn, and together they collect extraordinary things. When they hold the jars and peer inside, they remember all the things they have seen and done. A sad day comes when Evelyn moves away leaving Llewellyn’s heart feeling like an empty jar. One night, he sees beautiful falling stars and wonders if his friend can see them too. He collects the meteor shower in a jar and sends the jar to Evelyn. Llewellyn found a way to honor their friendship.

The first day back, N-s absence was noticed by friends. We shared how we felt about N- and how much we will miss him. Then I read, In a Jar. I offered the idea of filling a jar with treasures for N-, and I showed them an empty jar. We had a good conversation about the story and the illustrations, but there wasn’t much interest in filling the jar, yet. We read the book the next day. There was more very meaningful discussions. “How do you fit the sound of the ocean in a jar?” “Can you put a fox in a jar?” “No!” “You could put a picture of a fox in a jar.” Some friends began creating messages and pictures and placing them into the jar.

The next day we were at the farm. We read the story again. This time friends were paying very close attention to the details of both the illustrations and the language. “It’s magic! Magic fills the jars.” “When they open the jars, they remember all they did!”

With this reading, friends seemed to truly understand the metaphor of the empty jar. And they appreciated how Llewellyn connected to his friend.

We put items from the farm and our learning materials into the jar. Some of the manipulatives from our numeracy bags were added. “Blue gems! Blue is N-‘s favorite color.” Friends added seashells, stones, ribbon, and string. I added a small toy bird. N- loves birdsongs. We also added a boundary marker, “So N- will remember the Magic Forest!” We passed each item around and placed them all in the jar.

We then took a small magic wand. Each friend was asked to say or think some kind thought to N- and tap the jar to fill the jar with the happy thoughts. The magic wand was added to the jar. You can never have too much magic!

The jar was becoming very full! I thought we might be done, but as we were on a walk, friends added some special sticks and a beautiful leaf. Then I heard, “Here’s a walnut half.” “Remember? We collected walnuts last fall?” “Let’s put it in the jar for N-!” “Here is another one. Add it, too. Now it’s like a whole one in there.” Then one friend remembered that N- likes wild chives. We hunted and found some to add to the jar. The jar was full of treasures and happy thoughts! Went sent the jar to N-. We had found a meaningful way to connect with our friend.

This was a wonderful, group exploration of imagination, friendship, and memory!

“Sometimes you will never know the value of a moment until it becomes a memory.” – Dr Suess

Art, science, snow and ice

Study the science of art. Study the art of science. Develop your senses. Learn how to see. Realize that everything connects to everything else.

Leonardo DaVinci

As the temperatures fell, we notice all the changes around us. We adapted to being outside in very cold weather, and as we did we noticed the birdsong change. We delighted when we discovered a squirrel nest right above our learning site when we heard the squirrel eating a walnut during in our morning silence. We also noticed how leaves made prints in snow and ice.

One of the greatest gifts of this season of subfreezing temperatures has been discovering the many affordances of snow and ice. The piqued interests of the students allowed for effortless lessons on the phases of matter, the properties of water, and the differences between snow, sleet, and freezing rain. We supercooled water and learned about the fascinating work of Wilson Bentley.

We were inspired by Bentley’s story to look closely at snowflakes and notice the differences in the snow as it fell, got packed, melted and refroze. We discussed the many words that we use to describe snow (e.g., flurry, squall, blizzard, snow showers).

Our interest in snow evolved into an interest in ice, and we were inspired to do a couple of ice related art projects. One of them was to make ice mandalas. We arranged fruit slices in tins and hung a string out of the container so we could hang them.

This was a boon for our bird and squirrel friends, and we returned after a warm spell to find our impermanent art gone…strings included!

After designing geometric stained glass art designs on paper with oil pastels, we changed our medium and used ice. This took several tries to have the conditions just right for freezing shallow trays of colored ice, a cold day to arrange mosaics, and a cold overnight to allow them to refreeze.

I wish I had a beautiful photo to share of the ice mosaics hanging in the trees as we planned, but we missed the window of cold temps during the school week and they melted over the weekend. No worries…that gives us a chance to try again!

Many of my friends love Minecraft and they all love building with all kinds of materials: blocks, magnatiles, K’nex, dominoes. So I thought, why not provide the opportunity to build with ice blocks. They decided to build an ice mansion for a famous billionaire.

Again we got to see how their ice sculpture changed as the weather warmed up and then refroze the ice. To me, it became even more beautiful. Then, we made more ice and added to the original design.

The children have also enjoyed building out of found snow and ice. They made a “soda machine” by packing snow together and storing water bottles in it. Then they opened up an ice store…because ice is valuable to their eyes. I overheard them describing the different kinds of ice…snowy ice, clear ice, etc. That reminded me of the many words used in the Inuit culture to name snow and ice. I hope to have time to explore this more before our winter treasures and interest thaw.

We have enjoyed having this abundant natural resource available to use in our learning and play. Snow and ice are valuable and allow for many opportunities to integrate science, art, and play.

Whatever beauty we behold, the more it is distant, serene, and cold, the purer and more durable it is. It is better to warm ourselves with ice than with fire. 

Henry David Thoreau

E-, Two Sticks, and His Friends

This is the story of E-, two sticks and his friends. One morning, just at the beginning of our day, some friends were seated at the picnic table. Despite the chill, they were writing letters and discussing initial letter sounds. I was supporting their interest when E- came running up with two sticks in his hands. He proudly showed them to me, saying that one was very big and one was small. I agreed with him. As we chatted about his sticks, E- tried to hold them end to end in his closed hand. “A bigger stick!” “Yes, E-, the two together make a much bigger stick.” It was difficult to hold them in one hand, so he placed them on the ground end to end. Again he said, “A bigger stick.” He then ran into the woods. Thinking that the encounter was over, I turned my attention to the friends at the table.

The next time I looked, E- was returning from the woods with two more sticks. This was at least his third trip as there were already several sticks placed end to end on the ground. “More bigger! he proudly stated. Friends playing nearby noticed the growing line of sticks. “Can we help?” “Yes!”  E-‘s idea was to reach to our handwashing station with his sticks.

Together, they ran off to the woods. Soon there were many sticks end to end. As they neared the sink, someone suggested that they should try to reach the chicken “house.” There was agreement, so the line changed direction and continued to grow in length as friends added more and more sticks. The activity attracted more friends. “I want to do this, too!” More then joined the exciting endeavor.

As they neared the chicken coop, they were estimating, “How many more do we need?” “A lot!” Friends ran into the woods returning with one or two sticks each. “We need three more!” Then a resourceful friend returned carrying an armful of sticks! There was great rejoicing when they reached the chicken “house!”

After admiring their work, they formed a line and walked the path like a train. Then someone said, “That’s a lot of sticks.” “Yeah, too many to count!” “We can count them!” Together, we counted the sticks. Forty-seven sticks! More joyful celebration! Then we washed hands and had snack.

One child with a wonder, an idea, friends and collaboration.    Joy.

Spontaneous child-led play and investigations happen at all of our outdoor locations. Group play can spark from the seemingly smallest of ideas. There has been a pop-up pie store at the park and an ice cream store in the middle of the woods. Friends build structures together and invent storylines and games. This is learning in community.

Our image of the child is rich in potential, strong, powerful, competent and, most of all, connected to adults and other children.

– Loris Malaguzzi

The line of sticks remained at the close of the day.


True wisdom lies in gathering the precious things out of each day as it goes by.

E.S. Bouton
A child’s collection of nature treasures

Schema are repetitive patterns of play that children use to explore the world around them, make sense of that world, and grow cognitively. Some common schemas we see at RVNS are transporting, trajectory, enclosing, construction, destruction, rotating, balancing, climbing, and a favorite…gathering.

Regardless of age, gathering things from nature is a really satisfying way to interact with the environment. In autumn there are many things to gather to satisfy this urge. At the farm right now, there are berries on the Asian honeysuckle, there are acorns from the oak trees, rachises (stems from the compound leaves of walnut trees), leaves of all colors and shapes, walnuts, and sticks…so many sticks!

As teachers it is important to pay attention to the schema that we observe as children play. These urges are prime areas for cognitive growth. With an understanding of how children are learning naturally during their play we can plan activities that tap into and enhance these areas of cognitive growth.

My students showed a lot of interest in collecting at the beginning of the school year. It all began with an “Amazon” stick shop. Sticks of all shapes and sizes were gathered and treasured for their unique qualities. The currency for purchasing sticks from the shop were leaves. At the time, a gold leaf had especially high value due to their rarity. Later, a crabapple tree provided a new commodity and the stick shop evolved into the “Nature Shop”.

The Amazon stick shop

After seeing my students return to this activity of gathering material from nature again and again, I thought it made sense to use this during our math expeditions. We were studying place value and one of the best ways to make place value concrete is to use manipulatives. Base ten blocks are often used for this work, but I’ve found that rachises work really well too!

Rachises gathered into “stick” bundles

I challenged my students gather a hundred rachises each with the goal of gathering 1000s collectively. We talked about different strategies for counting and organizing the rachises, including grouping and skip counting. The students bundled up their hundred rachises, and we had a lovely set of 100’s. We use the rachis bundles for all kinds of activities, as a way of representing numbers, determining whether numbers are even or odd, addition, and subtraction. All in a very concrete, easy to visualize way.

Using rachis bundles to represent a number

Another way that I tapped into my students interest in gathering, and specifically gathering walnuts was to create a place value tossing game. Students gathered up walnuts and each student had 10 walnuts to throw into targets worth 1’s, 10’s, 100’s, and 1,000’s. After their throws students added up their score.

Walnuts and a sycamore seed ball

Almost daily students travel to and from school with a special stick that they have gathered at the farm. We expanded into art and used stick gathering as a way to procure materials for decorated sticks. Students painted sticks and used beads and feathers to adorn their special sticks.

So much of what children show interest in during play can be used as inspiration to for creative and academic pursuits.

Schematic fascinations enable children to play with ideas and thoughts, testing them out and making links which build upon their knowledge of what they already know and can do. Adults play an important role in supporting end extending children’s schematic interests in the context of the child’s all round development and experience.

From “About schemas: learning from children’s play” from Glow Blog

Inch by Inch

Don’t eat me. I am an inchworm.

I am useful. I measure things.

from Inch by Inch by Leo Lionni
image by Michelle Grewe from Pixabay

On a Wednesday at the Farm, our youngest friends were captivated by an unexpected guest that joined us for morning gathering. “An inchworm!” I blurted out. Oh, how I wish I would have waited to name it, but I was as intrigued by its presence as they were. “Why is it called an inchworm?” a friend asked. “Maybe because is it an inch long,” offered another.

They observed its motion. “It picks itself up! And then it stretches.” Friends noted that this was different than the movement of other caterpillars, millipedes, and worms that we have found. “It has feet in the front and in the back.” “Yeah, but none in the middle!”

They took turns allowing the small creature to walk across their hands. “I can’t even feel it!” “I thought it might tickle.” “I wonder if it doesn’t like my bug spray. I have lots of bug spray on.” Even a friend who is typically hesitant to have insects crawl on her was excited to allow it to inch along her palm. I was amazed at their gentleness.

After they had observed and everyone who wanted had held the inchworm, friends discussed where they should put it, “So it will be safe and happy.” “Over here, so we won’t step on it by accident.” “And there’s lots of grass for it to hide!” Together they placed it just outside of the area where we were playing.

Inspired by our guest, the next day we read Inch by Inch written and illustrated by Leo Lionni. This is a simple story about an inchworm who can measure anything from a robin’s tail to a toucan’s beak. We read through the book and friends made many observations. “The bird wants to eat the inchworm!” “He must be hungry.”

As the inchworm in the story measured different parts of different birds, we made comparisons based on the information given in the illustrations.  I asked, “Which is longer- a robin’s tail or a flamingo’s neck? “A flamingo’s neck!” “Which is longer- a toucan’s beak or a heron’s leg?” “A heron’s leg!” When we weren’t sure, we took time to examine the illustrations closely to help us make our best guess. When we got to the climax of the story, friends were not fooled when the nightingale asked the inchworm to measure her song. “How can you measure a song?” one asked. “Not that way,” answered her friend. They were happy to watch the inchworm inch his way out of sight and out of danger!

Once again we were inspired by our inchworm guest and the book we just read! We looked at a 12” ruler, and I asked friends what they noticed. “Numbers!” “Lines!” “Lots of lines.” Some friends already knew this tool and called it a measuring stick. Pointing to each line, we counted to twelve. Next, we measured a leaf, counting how long it was.

After giving each friend a ruler, they were invited to collect treasures from the woods to measure. What treasures they returned with! Sticks, leaves, grasses, and walnuts!

Some friends already recognize numbers; so once they understood where to place the item on the ruler, they quickly measured it. Others choose to count the numbers to find the length of their items. “One, two, three. Three long!”

“Denise, this one isn’t quite to nine.” I asked if it is closer to eight or to nine? “Nine.” “So you can say it is almost nine inches long, or approximately nine inches long.” “Okay, it’s almost nine inches.”

I heard comparisons. “This leaf is longer than this leaf. This one was four and this one is three.” There were estimations – or the beginnings of estimations. “I think this stick is four. I’m four, so maybe my stick is four.” Some friends brought items longer than twelve inches. Placing two rulers end to end, we measured and counted the numbers one to twenty-four.

For those that wanted more, I asked them how old they were and challenged them to find something that was that many inches long. “But I’m four and a half. How do I do that?” I asked, “How old were you on your last birthday?” “Four” “And how old will you be on your next birthday?” “Five,” he answered. “Hmmm. So you are between four and five. Let’s look on the ruler. Can we find a line that is between four and five?” “Here is a line,” he said pointing to the 4 ½” mark. “Yes! That line is halfway between four and five. Can you find something that long?” For this part of the activity friends quickly realized that they could break or tear the item to just the right length!

This wonderful learning experience was inspired by the interest friends had in an inchworm that unexpectedly joined our gathering. This was not in my lesson plan for the week. Loris Malaguzzi, one of the founders of the early childhood philosophy known as the Reggio Emilia Approach, speaks about Growing Comfortable with the Unknown. He says that although school is not at all like billiards, many educational systems function as if it is. Billiards is predictable, a matter of force and direction. Children, however, are not always predictable. Therefore, “school can never always be predictable. We need to be open to what takes place and able to change our plans and go with what might grow out at that very moment both inside the child and inside ourselves…we need to be comfortable with the restless nature of life.” This is joyful learning.

Thank you, little inchworm.

A Dandy Lion


adapted from a poem by Nicolette Lennert

Dandelion fluff

Floats on a breeze

Tickles my nose

And makes me sneeze

Some see a wish

Some see a weed

Some see food

Bees love and need

Dandelions provided much inspiration in the spring. Their bright, cheery color and ubiquitous nature made dandelions a perfect subject when we were looking for things that all our students would have access to during our shelter in place order. I think we could have spent a few weeks with dandelions. There are so many interesting things that children can learn from observing, studying, and working with these herbaceous perennials.

Dandelion Observations

Observe dandelion flowers and dandelion plants. See if you can find all of the stages listed in the book. Try drawing and labeling the stages.

Collect dandelion flowers in different stages of development. Try sequencing them from bud to spent seedhead. 

“Dissect” the flowers and notice what is the same and what is different in each stage.

Count the number of bracts (the tiny green leaves around the flower base)

Count the number of florets.  Each yellow “petal” is actually a tiny flower with reproductive parts.

Dandelion Measuring:

Measure and write down the heights from the ground to the flower for each of the following types of flowers:

 3 buds (tight green bracts-first photo above)

3 open flowers (yellow-center photo above)

3 closed up flowers (closed with yellow petals sticking out-photo 6 above)

3 seed heads (bottom, middle photo)  

For older students: Measure the heights in both inches and centimeters.  Then, find the average of the heights for each stage of the flowers by adding each of the 3 height measurements for each stage of the flower.  Then, dividing that sum by 3.  Record the average height for each stage of the flower.   You can choose to do the averages for the measurements in inches or centimeters or both!  Try making a bar graph with your data. 

Why do you think there are different heights at different stages of the dandelion flower? 

More dandelion observations…

Look for the largest and smallest dandelion plants.  How are the plants different?  Why do you think they are different?  Which one has more buds and flowers?

Dig up a whole dandelion plant and try to keep as much of the root intact as possible.  How long is the root?  How would you describe the root?


This is a conversation poem that would be best read in two voices. Perhaps you can find dandelion flowers to represent each of the phases of this poem.

O Dandelion 


“O dandelion, yellow as gold,

What do you do all day?”

“I just wait here in the tall green grass

Till the children come to play.”

“O dandelion, yellow as gold,

What do you do all night?”

“I wait and wait till the cool dews fall

And my hair grows long and white.”

“And what do you do when your hair is white

And the children come to play?”

“They take me up in their dimpled hands

And blow my hair away.”


Dandelion Chains

  1.  Gather several Dandelions and keep at least 3 inches of stem on each.  Longer stems are easier to work with and will improve the integrity of the chain.
  2. About an inch from the flower head make a small slit in the stem with your fingernail that is large enough for a stem to slip through.
  3. Slip a stem from the next dandelion into the slit you made with your fingernail.
  4. It is easiest if you make the slit in the next flower before you slip it through the previous flower’s stem.
  5. Continue this process until you make the chain as long as you want.
  6. You can make a crown by slipping the last dandelion stem into the slit on the first dandelion stem in the chain.
  7. You can weave in other flowers too!

Dandy Lion Collages

The name for the dandelion comes from the French expression dents de lion  or “teeth of a lion.”  What part of the plant reminds you of a lion’s teeth?

You can use all the parts of the plant to make a creature collage.  What parts of the plant could you use for teeth?  What parts of plant could you use for fur?

Assemble your Dandy Lion creature.  Take a photo or if you like you can glue the parts down on paper.  

Dandelion Leaf Rubbings

Gather several different shapes and sizes of leaves.  Choose really green leaves that are sticking up and look fresh, not dried out.  Place the leaves under a sheet of white on a solid surface with the underside of the leaf towards the paper.  Rub the paper with the back of a spoon or a nickel.  If you carefully use the edge of the spoon, you may have better results as long as you don’t press so hard you rip the paper.  Flip your paper over.  The leaves may be stuck to the paper.  Peel them off carefully, and look at the print you’ve made.  Can you arrange more leaves to make a print in a design or shape of your choosing?  Can you make prints of different leaves?  We tried violets too and were happy with the results!

This is just a sampling of the many wonderful ways to learn from this under appreciated plant!

Some see a weed, some see a wish.


Nature school in the time of covid

We’ve reached the end of the school year, and we’ve been silent for quite a while.  In the middle of March, we went to remote learning like most everyone else in the country.  We started off unsure what we felt good about offering, especially given the age of our students (3-9).  We realized that collectively all of us were going through a major life shift.   The children were experiencing all the same emotions we were whether they were able to articulate it or not, whether we recognized it or not.  When children are dealing with the kinds of emotions that come with major change, time in nature playing, engaging in an activity with no practical purpose, is what is best for children.  Spending time on a device seemed counter intuitive to us.

We decided to offer “suggested” activities knowing that it may not work out for families to use what we suggested, and we certainly didn’t want to add to the stress that everyone was feeling adapting to sheltering in place, working from home with children present.   We supported those activities with links to resources that would be needed and tried not to offer anything too complicated or that would require materials that may not be available in everyone’s homes.  

There was one aspect of using technology that appealed to us and that was using it for connection.  When we thought about what part of our program could be adapted to an online format, our morning circle time made the most sense.  When we met in person, our morning circle was a time to connect as a community, and there were repeated elements that would easily carry over to an online format that we thought might help children since they were familiar with them.  From this, morning zoom circle was born.  We carried on with our calendar cup, sang our morning song, did some mindfulness practices, read a book, and had a time for the children to share.  Each day we offered a nature wondering that we hoped would encourage the children to get out and explore and wonder!

Over time, we added other online activities that we could feel good about.  We added a Friday frolic opportunity for children to connect and play a game together.  We did read alouds.  We offered sing-alongs.  We also offered books that could be read online.  Mostly we hoped that children would get outside and play!

We will share some of our suggested activities here on the blog as a resource and/or inspiration.  We derive most of our inspiration from watching our students play so without that we looked to what we were drawn to when we spent time outside, and I also had my children to inspire me.  Many of our activities are very seasonal, but some could be done at any time of the year.  

We look forward to sharing these with you!

Winter! (?)

…I have found no exact duplicate. In this inexhaustible storehouse of crystal treasures, what a delight is in store for all future lovers of snowflakes and of the beautiful in nature.

W. A. Bentley – “Snowflake” Bentley

“It’s too early. I never eat December snowflakes. I always wait until January.” – Lucy Van Pelt

“They sure look ripe to me.” – Linus Van Pelt

Okay, so Mother Nature did not necessarily provide an over abundance of snow this winter, but RVNS made the most out of what we did receive.

In the classroom, we read several books about snowmen. We explored snowman with art and language.

One small snowflake fluttering down…that’s all you need for a snowman…except…two more snowflakes, three flakes…four…five…six…seven thousand…eight million more.

All You Need for a Snowman by Alice Schertle, illustrated by Barbara Lavallee

Snowflakes are the main ingredient needed to make a snowperson. We investigated snowflakes using books, loose parts, pencil, pen, paint, and paper. Friends were given the option of using a outline of a snowflake structure or creating one free form. When an expedition friend asked about how to make the outline, we had a wonderful geometry discussion about hexagons and the number of degrees in a circle. Even younger friends experimented with the concept of radial symmetry.

We turned our round table into one big collaborative snowflake which was almost as ephemeral as a real snowflake!

We encouraged the snow fairies by making our own version of a blizzard. Friends enjoyed using the ladder to make it snow inside.

Winter is not a season; it’s a celebration.

Anamika Mishra

We are incredibly grateful to have celebrated this winter together!


“If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.” Rachel Carson, The Sense of Wonder

It’s a little past one in the afternoon. I call out, “Expedition Friends…time for our reading expedition.” Friends leave their play for a familiar routine. We head out the long trail that traverses the length of the farm’s property. We walk this trail nearly every day we are at the farm.

A friend walks up beside me as I lead the way. They slip their hand into mine and say, “I wonder what we will see today?” Even as the adult in this group, I never get tired of walking this path. I, too, wonder what we will see each day.

Each day there always seems to be something new to draw in our attention and to make us wonder…

a flock of bluebirds in December

two circling hawks

reflections in a water drop

a bald eagle

a fox

a feisty garter snake

the fire tree, which turned out to be a lone sugar maple on the hill

an illuminated stump

a millipede

a tiny little toadstool

a dead shrew

a white-tail deer

footprints in the snow

a blue heron hunting in the pond

a downy woodpecker

a feather

It is a gift to visit the same place over and over, day after day. There is a comfort you get from visiting a place in nature repeatedly, a comfort that allows you look more deeply, to rest more completely. To see the changes subtle and large. To see favorite spots change through the seasons. After a while, you start to notice more… and then of course you wonder more too.

“Those who comtemplate the beauty of the earth find reserves of strength that will endure as long as life lasts.  There is symbolic as well as actual beauty in the migration of the birds, the ebb and flow of the tides, the folded bud ready for the spring.  There is something infinitely healing in the repeated refrains of nature—the assurance that dawn comes after night, and spring after winter.”  Rachel Carson, The Sense of Wonder

Weaving, Webs

When we try to pick out anything by itself, we find it hitched to everything else in the Universe.
John Muir

This post follows a thread (pun intended) that upon reflection, had its beginning in the fall when one morning, we added the card game Into the Forest to the classroom offerings.

It’s a simple card game. Each card has an illustration of a plant or animal. If the card represents an animal, it has a list of what that animal eats and a list of what eats that animal. The game is played like the card game of war. Older friends helped younger friends read the cards as they all began to learn about food webs. The conversations went something like this: ” I’m a skunk. I eat berries. I eat you!” “I’m a frog. Is anybody an insect? I eat insects. I hope no one is a snake.” Friends learned about producers and consumers and that there are many more plants and animals toward the center of the food web than on the outer edge. The Death and Decay card was the most feared and coveted as it claimed all cards for that round. Sometimes in a round of play, no one was eaten. “Oh good! I didn’t get eaten.” “Yeah, but we didn’t eat either. I’m hungry.” This was simple introduction to food webs and interconnection.

We continued food web exploration with some collaborative storytelling, first with the younger friends and then again with all friends. One friend held the end of a ball of yarn and “became” something at the base of a food chain. In our first go around, the beginning of our web was Asian honeysuckle, an invasive plant found in abundance in our outdoor area. We had a difficult time thinking of something that ate this shrub, but a young friend suggested a hairy tarantella. Although we know this is not a creature found in our area, we accepted the suggestion in order to move the story along 🙂 Friends quickly caught on, creatures were named, and the yarn was passed and connected. Soon the web was complete with every friend representing a part and holding the yarn. I tugged on one section of the web and asked “Who felt that tug?” Those two friends tugged on the yarn, and so on until all friends felt a tug. Then we told a story beginning with the first plant, weaving the tale and winding the yarn until all the creatures had their time in the story.

All friends were part of this story telling!

At the Farm, we continued web weaving. Each student was given a small ball of yarn or paracord to tie and weave around trees and shrubs to create a huge web. This was a wonderful opportunity to practice tying, wrapping, and twisting. Friends also had to estimate. “I don’t have enough string to reach that tree.” “Is there a tree closer?” “This one might be closer!” After the web was completed, friends enjoyed moving through it trying not to touch the strands. This is an activity friends asked to repeat! In later play the stands were lasers!

Teacher Elizabeth introduced a large loom, and friends took turns learning the pattern of over, under, over under. Such wonderful concentration!

In the classroom, we supported and continued the exploration of weaving, first with ribbons, paper, and fabric woven on paper looms. Later, we worked with yarn on cardboard looms.

In December, we continued weaving using sticks we collected at the farm, this time the using cool colors of winter.

Our final weaving was a large scale collaborative piece. We wrapped a hula hoop with tulle fabric, then created the warp with twine. Unlike our other weaving, where the warp was straight and parallel, this warp was organically formed as friends continued passing the twine back and forth across and around the circle.

Next, friends wove a variety of material into the piece. Some continued the over under pattern that was used before, others knotted and tied ribbons to the edges. They worked together to fill the circle with interesting patterns and color!

The finished piece!

Learn how to see. Realize that everything connects to everything else.

Leonardo da Vinci