Gardening with Room 2

Our newest arrivals to Stanhope, the students in Room 2, have been doing some gardening this term.

They have removed our old pea vines, planted some cherry tomatoes and basil, sowed some seeds, enjoyed using the watering cans and harvested some broccoli.

We tasted the broccoli both raw and cooked and the verdict was that it was more delicious when cooked – the students polished off a huge bowl of plain steamed broccoli! Everyone tried it and only a few children decided it wasn’t for them and many came back for second helpings.

Vegetables are more appealing and so much tastier when you’ve grown them yourself! Are you growing any vegetables in your garden at home?

Enviroschools Principles in action here:

- Empowered Students are enabled to participate in a meaningful way in the life of their early childhood centre or school. Their unique perspectives are valued for the knowledge and insight that they bring, and they are supported to take action for real change.

- The principle of Learning for Sustainability recognises the types of teaching and learning that foster student empowerment, decision-making, action and sustainable outcomes.

Harakeke Harvesting

A group of students from Puāwaitanga needed some harakeke (flax) to use in their inquiry learning. Before harvesting, we said a harakeke karakia and the students sang a beautiful waiata. When we harvested, we cut on the diagonal away from the heart of the plant and we took only the Tūpuna (grandparents/ancestors) leaves, not the Matua (parents) or Rito/Pepe (baby) leaves. The students took three leaves to plait into a rope to be used on a waka they had crafted. The trimmings of the harakeke were returned to Papatūānuku and buried beneath the harakeke plant that we harvested from. Source: National Library Enviroschools Principles in action here: - Empowered Students are enabled to participate in a meaningful way in the life of their early childhood centre or school. Their unique perspectives are valued for the knowledge and insight that they bring, and they are supported to take action for real change. - The principle of Māori Perspectives h...

Dry Ice (solid carbon dioxide)

Room 6 students experimented with dry ice during Science Club. Students learned that dry ice was frozen carbon dioxide, the gas we exhale and the gas plants use to make food. We discussed the differences between normal ice (frozen water) and dry ice. Water freezes at 0 degrees and carbon dioxide becomes a solid at -78 degrees. Students hypothesised about what would happen to the dry ice when placed in cold water vs hot water. They observed bubbles when dry ice was in water and vapour poured off the water. To show that the bubbles were carbon dioxide (air), we placed water and dry ice in a water bottle and quickly attached a balloon to the opening. The dry ice bubbled and the balloon began to inflate. This week the students discussed the experiment further in class and each wrote about the experiment. We are so grateful to one of our parents, Colleen Brent, for giving up her time to come in and share her incredible knowledge, expertise and enthusiasm with the stud...

Celebrating Diwali

What a wonderful week we had celebrating Diwali! Enviroschools Principles in action here: - Empowered Students are enabled to participate in a meaningful way in the life of their early childhood centre or school. Their unique perspectives are valued for the knowledge and insight that they bring, and they are supported to take action for real change. - Respect for the Diversity of People and Cultures acknowledges the unique gifts, contributions and perspectives of individuals and groups, reinforcing the need for participatory decision-making in Enviroschools. - Sustainable Communities act in ways that nurture people and nature, now and in the future, to maintain the health and viability of our environment, society, culture and economy.

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