Room 14
Pan - Grade 2
Embedded Files
"It's Maple Syrup Time."
- Moxy Fruvous "It's Maple Syrup Time" (song)
"It's Maple Syrup Time."
- Moxy Fruvous "It's Maple Syrup Time" (song)
First: Tap the Trees
Next: Boil, Boil, Boil
Finally: Taste Test!
🍁'Tis the Season!🍁
Who knew this year, with only 4 wee-trees tapped, that we would get so much sap!?! Hands down, the most enriching maple syrup learning year yet! We are so thankful for the opportunity to learn from the land right here at Wilkinson and get to taste the gifts from the Earth right from the tree, after being boiled a bit, then a taste of it after a bit more boiling, then sampling a final product! Yum!
🍁'Tis the Season!🍁
Who knew this year, with only 4 wee-trees tapped, that we would get so much sap!?! Hands down, the most enriching maple syrup learning year yet! We are so thankful for the opportunity to learn from the land right here at Wilkinson and get to taste the gifts from the Earth right from the tree, after being boiled a bit, then a taste of it after a bit more boiling, then sampling a final product! Yum!
Tap to Sap, Stories, Samples, and Syrup!
We enjoyed weeks of learning about maple syrup, starting with an Anishinaabe story about how Nanabozho is responsible for why maple trees make sap instead of syrup. We learned that it takes a lot of work, strength, and gratitude to turn the gift of the maples into syrup! We learned about the tools used to tap the maples, we measure the maples, got to actually DO the tapping, learned how the sap is 'left overs' from the food that the tree made last year (to feed the tree in the spring until the tree can make it's own food again), where maples grow, and we kept our eyes on the buckets to make sure Ms. Kathleen emptied then when they were full! All of her boiling enabled us to see the process sap goes through from beginning to end - we even got a taste test! We also put our mapping skills to the test to find where the tree teacher (maple trees) are at Wilkinson! Miigwech to the maples for all they taught us! Here is a highlight reel Ms. Kathleen posted on Instagram that you can watch here.
Tap to Sap, Stories, Samples, and Syrup!
We enjoyed weeks of learning about maple syrup, starting with an Anishinaabe story about how Nanabozho is responsible for why maple trees make sap instead of syrup. We learned that it takes a lot of work, strength, and gratitude to turn the gift of the maples into syrup! We learned about the tools used to tap the maples, we measure the maples, got to actually DO the tapping, learned how the sap is 'left overs' from the food that the tree made last year (to feed the tree in the spring until the tree can make it's own food again), where maples grow, and we kept our eyes on the buckets to make sure Ms. Kathleen emptied then when they were full! All of her boiling enabled us to see the process sap goes through from beginning to end - we even got a taste test! We also put our mapping skills to the test to find where the tree teacher (maple trees) are at Wilkinson! Miigwech to the maples for all they taught us! Here is a highlight reel Ms. Kathleen posted on Instagram that you can watch here.
Some questions to ask your child:
- what taste number did you prefer: 1, 2, 3, or 4?
(1=sap, 4=syrup)
- why did Nanabozho pour water into the maples?
- what do you know about maple syrup?
Some questions to ask your child:
- what taste number did you prefer: 1, 2, 3, or 4?
(1=sap, 4=syrup)
- why did Nanabozho pour water into the maples?
- what do you know about maple syrup?
"The most important thing in the Olympic Games is not to win but to take part."
- Pierre de Coubertin
"The most important thing in the Olympic Games is not to win but to take part."
- Pierre de Coubertin
Winter Olympics
The Milano Cortina 2026 Winter Games gave us a great opportunity to learn, dance, play, collaborate, and celebrate together for a few weeks! And we did just that! We danced for the Opening Ceremony (mostly the first 45 seconds of this song: https://www.youtube.com/watch?v=MCqUESCoB1w), moved our bodies as the different sports in time with the music, and participated in our own mini-winter olympics in teams with cheering and chuckles. Thank you, Olympics, for including us in this global celebration!
Winter Olympics
The Milano Cortina 2026 Winter Games gave us a great opportunity to learn, dance, play, collaborate, and celebrate together for a few weeks! And we did just that! We danced for the Opening Ceremony (mostly the first 45 seconds of this song: https://www.youtube.com/watch?v=MCqUESCoB1w), moved our bodies as the different sports in time with the music, and participated in our own mini-winter olympics in teams with cheering and chuckles. Thank you, Olympics, for including us in this global celebration!
Some questions to ask your child:
- can you show me some of the Opening Ceremony dance moves? (use link for music to jog memory)
- what team were you on? what colour?
- what were some of the events your team did (curling, bobsled, biathlon, hockey)?
Some questions to ask your child:
- can you show me some of the Opening Ceremony dance moves? (use link for music to jog memory)
- what team were you on? what colour?
- what were some of the events your team did (curling, bobsled, biathlon, hockey)?
You know what's great about sledding? More sledding!
- all kids everywhere
You know what's great about sledding? More sledding!
- all kids everywhere
Slip Sledding Away
Oh, it is just so much fun when there is enough snow to go sledding - and enough snow we have! There was just so much fluffy, wonderful snow with a side of very cool temperatures that we could mostly ignore with all of the fun!
Slip Sledding Away
Oh, it is just so much fun when there is enough snow to go sledding - and enough snow we have! There was just so much fluffy, wonderful snow with a side of very cool temperatures that we could mostly ignore with all of the fun!
Some questions to ask your child:
- what is the best part about sledding at school?
- did you build anything with all that snow?
Some questions to ask your child:
- what is the best part about sledding at school?
- did you build anything with all that snow?
"A crown is merely a hat that lets the rain in."
- Frederick the Great
"A crown is merely a hat that lets the rain in."
- Frederick the Great
Hear Ye! Hear Ye!
Queen Kathleen (ha) is in need of a new throne and has called upon her loyal subjects to design one for her and they did not disappoint! Kingdom OPAL came together in a hive of activity, creativity, and fun. Long live the fun!
Hear Ye! Hear Ye!
Queen Kathleen (ha) is in need of a new throne and has called upon her loyal subjects to design one for her and they did not disappoint! Kingdom OPAL came together in a hive of activity, creativity, and fun. Long live the fun!
Kingdom OPAL
With all of the complicated weather, Kingdom OPAL has become a wet, icy, snow playground for creating in anticipation of Her Majesty's Royal Visit! The Kingdom's people had a great, slippery, slidy time designing and building masterpieces for Queen Kathleen who was delighted with their craft work and innovation! All hail drama and collaboration!
Kingdom OPAL
With all of the complicated weather, Kingdom OPAL has become a wet, icy, snow playground for creating in anticipation of Her Majesty's Royal Visit! The Kingdom's people had a great, slippery, slidy time designing and building masterpieces for Queen Kathleen who was delighted with their craft work and innovation! All hail drama and collaboration!
Some questions to ask your child:
- describe the throne that you helped to design and build
- what kind of greeting was presented to the Queen?
- how did you build the walkway to the throne?
Some questions to ask your child:
- describe the throne that you helped to design and build
- what kind of greeting was presented to the Queen?
- how did you build the walkway to the throne?
"To appreciate the beauty of a snowflake, it is necessary to stand out in the cold."
- Aristotle
"To appreciate the beauty of a snowflake, it is necessary to stand out in the cold."
- Aristotle
Snow Creations
The OPAL yard is instant fun - just add snow to add to the adventure and innovation! To check out highlights of winter fun throughout the season, check out Ms. Kathleen's Instagram posts here. We found ice, piled tires, piled snow, built shelters, became snow chefs, made obstacles, hid in giant tires and more! We had sno much fun!
Snow Creations
The OPAL yard is instant fun - just add snow to add to the adventure and innovation! To check out highlights of winter fun throughout the season, check out Ms. Kathleen's Instagram posts here. We found ice, piled tires, piled snow, built shelters, became snow chefs, made obstacles, hid in giant tires and more! We had sno much fun!
Some questions to ask your child:
- how does snow make OPAL play more fun?
- what are some of your favourite things to build with snow in the OPAL yard?
Some questions to ask your child:
- how does snow make OPAL play more fun?
- what are some of your favourite things to build with snow in the OPAL yard?
The obstacle is the path.
- Zen proverb
The obstacle is the path.
- Zen proverb
If you built it, they will play
It's OPAL yard (Outdoor Play And Learning yard) time! We reviewed rules, reinforced expectations, squealed with joy, and go to it! In small groups they were given a location and a maximum number of supplies they could use with the instructions of building an obstacle course that was safe and obvious (no instructions would be shared with the visitors) for other classmates to enjoy. Then, with 4 obstacle courses built, we rotated and had a great time!
If you built it, they will play
It's OPAL yard (Outdoor Play And Learning yard) time! We reviewed rules, reinforced expectations, squealed with joy, and go to it! In small groups they were given a location and a maximum number of supplies they could use with the instructions of building an obstacle course that was safe and obvious (no instructions would be shared with the visitors) for other classmates to enjoy. Then, with 4 obstacle courses built, we rotated and had a great time!
Some questions to ask your child:
- remember, in the OPAL yard to be safe with your ___, safe with the ___, and safe with your ___/ (words/land/hands)
- describe the obstacle course you helped to create.
Some questions to ask your child:
- remember, in the OPAL yard to be safe with your ___, safe with the ___, and safe with your ___/ (words/land/hands)
- describe the obstacle course you helped to create.
"Water is the first medicine. Water is life."
- Carole Lindstrom from We are Water Protectors
"Water is the first medicine. Water is life."
- Carole Lindstrom from We are Water Protectors
We Are Water Protectors
This beautifully illustrated story celebrates the vital importance of water and our responsibility to protect it. Inspired by Indigenous-led movements, it follows a young girl who calls her community to stand together against threats to water and Earth. With courage and hope, she calls her community to stand together, reminding us that we are all connected to the water that sustains us.
We Are Water Protectors
This beautifully illustrated story celebrates the vital importance of water and our responsibility to protect it. Inspired by Indigenous-led movements, it follows a young girl who calls her community to stand together against threats to water and Earth. With courage and hope, she calls her community to stand together, reminding us that we are all connected to the water that sustains us.
Bringing an Important Message to Life in Silence and Strengths
We were inspired by the power of the text and the beauty of the illustrations. Students worked in groups to create a series of silent tableaux that supported and deepened the meaning of the story. When Ms Kathleen read the section aloud, students slowly transitioned from a still tableau to a brief "living picture", then returned to stillness. It was a respectful, mindful way for students to embody the themes of water stewardship, interconnectedness, and collective responsibility using movement and imagery. The Learning Garden was our story space, the Learning Garden Theatre. The contributions were thoughtful and grounded to the text to honour the story's message of environmental protection and our relationship with water.
Bringing an Important Message to Life in Silence and Strengths
We were inspired by the power of the text and the beauty of the illustrations. Students worked in groups to create a series of silent tableaux that supported and deepened the meaning of the story. When Ms Kathleen read the section aloud, students slowly transitioned from a still tableau to a brief "living picture", then returned to stillness. It was a respectful, mindful way for students to embody the themes of water stewardship, interconnectedness, and collective responsibility using movement and imagery. The Learning Garden was our story space, the Learning Garden Theatre. The contributions were thoughtful and grounded to the text to honour the story's message of environmental protection and our relationship with water.
Some questions to ask your child:
- what was your tableau like?
- how can you help protect water?
Some questions to ask your child:
- what was your tableau like?
- how can you help protect water?
"In nature nothing exists alone."
-Rachel Carson
"In nature nothing exists alone."
-Rachel Carson
Animal Charades with Water Wisdon
In small groups, we were given an images of an animal who lives in the Great Lakes region. We had to decide where they live (land , water, or both) and what their relationship is to water. Then, we practiced how we could act like this animal together so others could guess who we were! We had a blast and our acting skills were top notch! After our classmates guessed the animal, we shared why nibi (water) is important for them . At the end, we made a water web that connected all of the animals we learned about through the need of water for survival, transportation, protection, shelter, air, and more...
Animal Charades with Water Wisdon
In small groups, we were given an images of an animal who lives in the Great Lakes region. We had to decide where they live (land , water, or both) and what their relationship is to water. Then, we practiced how we could act like this animal together so others could guess who we were! We had a blast and our acting skills were top notch! After our classmates guessed the animal, we shared why nibi (water) is important for them . At the end, we made a water web that connected all of the animals we learned about through the need of water for survival, transportation, protection, shelter, air, and more...
Some questions to ask your child:
- what animal did you act?
- what is the relationship between that animal and nibi (water)?
Some questions to ask your child:
- what animal did you act?
- what is the relationship between that animal and nibi (water)?
"All the water that will ever be is right now."
-National Geographic
"All the water that will ever be is right now."
-National Geographic
Water is where? Everywhere!
We re-read Nibi Emosaawdang (The Water Walker), had a great discussion about it with our partners and as a class, then we set off on our own water adventure! Where can we find evidence of water? Where is water supposed to be and where is it surprising to see? We found so many places - hiding in OPAL tires, in berries we had not noticed before, in hydrants, coming out of the back of cars, puddles, drains and more!
Water is where? Everywhere!
We re-read Nibi Emosaawdang (The Water Walker), had a great discussion about it with our partners and as a class, then we set off on our own water adventure! Where can we find evidence of water? Where is water supposed to be and where is it surprising to see? We found so many places - hiding in OPAL tires, in berries we had not noticed before, in hydrants, coming out of the back of cars, puddles, drains and more!
Some questions to ask your child:
- where did you find evidence of water around Wilkinson?
- why are there drains and hose outlets around?
Some questions to ask your child:
- where did you find evidence of water around Wilkinson?
- why are there drains and hose outlets around?
"Nibi Bimaadiziwin."
-"Water is Life" in Anishinaabemowin
"Nibi Bimaadiziwin."
-"Water is Life" in Anishinaabemowin
Water Walker
Nibi Emosaawdang (The Water Walker) is an award-winning book (written in Anishinaabemowin and English) that tells the inspirational story of Nokomis (Grandmother) Josephine-ba Mandamin and her love for Nibi (water). She walks to raise awareness of the need to protect Nibi for future and for all life on the planet. She led a walk around ALL the Great Lakes inviting us to take up our responsibility to protect water - the giver of life, and to protect the planet.
Water Walker
Nibi Emosaawdang (The Water Walker) is an award-winning book (written in Anishinaabemowin and English) that tells the inspirational story of Nokomis (Grandmother) Josephine-ba Mandamin and her love for Nibi (water). She walks to raise awareness of the need to protect Nibi for future and for all life on the planet. She led a walk around ALL the Great Lakes inviting us to take up our responsibility to protect water - the giver of life, and to protect the planet.
Biinaagami = pure, clean water
We started with a riddle to direct us to our new learning - water:
I can be hard as rock.
I can be light as air.
I can be splashy like a puddle.
We learned so much: the water cycle; the word "water" in all the languages we knew as a group; Ms. Kathleen taught us sign language and the Anishinaabe word for water (nibi); and we listened to the Water Walker story. Did you know that they walked every spring for SEVEN years to do that? After learning about the Water Walkers - Ms. Kathleen suggested that we could be water walkers to protect water by walking around the Great Lakes too - all during Outdoor Education! That's when we went on our adventure to experience Biinaagami - the Canadian Geographic giant floor map that our school got to use for 2 weeks! (https://www.biinaagami.org/map and https://cangeoeducation.ca/en/maps/biinaagami/). After we walked the Great Lakes water system, we solved more riddles to learn about some plants and animals that live in this area too - then we got to act them out! We had a GREAT time!
Biinaagami = pure, clean water
We started with a riddle to direct us to our new learning - water:
I can be hard as rock.
I can be light as air.
I can be splashy like a puddle.
We learned so much: the water cycle; the word "water" in all the languages we knew as a group; Ms. Kathleen taught us sign language and the Anishinaabe word for water (nibi); and we listened to the Water Walker story. Did you know that they walked every spring for SEVEN years to do that? After learning about the Water Walkers - Ms. Kathleen suggested that we could be water walkers to protect water by walking around the Great Lakes too - all during Outdoor Education! That's when we went on our adventure to experience Biinaagami - the Canadian Geographic giant floor map that our school got to use for 2 weeks! (https://www.biinaagami.org/map and https://cangeoeducation.ca/en/maps/biinaagami/). After we walked the Great Lakes water system, we solved more riddles to learn about some plants and animals that live in this area too - then we got to act them out! We had a GREAT time!
Some questions to ask your child:
- how do you say "water" in Anishinaabe? (nibi)
- tell me about the GIANT map you walked on
- what animals/plants did you act like on the giant map?
(i.e. turtle, maple tree, cedar, redside dace, mosquito, beaver)
- why is water important to you?
- can you say 'water' in sign language?
Some questions to ask your child:
- how do you say "water" in Anishinaabe? (nibi)
- tell me about the GIANT map you walked on
- what animals/plants did you act like on the giant map?
(i.e. turtle, maple tree, cedar, redside dace, mosquito, beaver)
- why is water important to you?
- can you say 'water' in sign language?
"Look deep into nature, and then you will start to understand everything better."
- Albert Einstein
"Look deep into nature, and then you will start to understand everything better."
- Albert Einstein
Golden Rod & Asters
We listened to a neat story about two friends (one with golden hair, the other with blue/purple eyes) who wished to make everyone happy and stay together forever. It is believed that every autumn when we see gold and purple together (golden rod and asters), that these two friends had found a way to stay side by side, making people happy. 💛💜
We also listened to the words of Robin Wall Kimmerer reminding us to see the beauty of these plants not only for humans, but for bees the land and all of our relations.
Golden Rod & Asters
We listened to a neat story about two friends (one with golden hair, the other with blue/purple eyes) who wished to make everyone happy and stay together forever. It is believed that every autumn when we see gold and purple together (golden rod and asters), that these two friends had found a way to stay side by side, making people happy. 💛💜
We also listened to the words of Robin Wall Kimmerer reminding us to see the beauty of these plants not only for humans, but for bees the land and all of our relations.
Connecting with Orange Shirt Day
We started with a riddle:
I dash and dart from tree to tree.
My tail is is a fluffy letter C.
I chatter, I scamper, I never stay still.
I also have an acorn loving skill!
In Anishinaabemowin, squirrel is "ajidaamo". We learned we have a plant called ajidaamowano (squirrel tail) in the Learning Garden - so, we went in search of it and found golden rod!
We learned the stories and after hearing about Robin Wall Kimmerer's experience studying botany (plants) at University where her curiosities and beliefs were not accepted, we related that to the long standing experience of many Indigenous students at school, specifically Residential Schools. We enjoyed the stories and did some plant-colouring, golden rod for yellow, aster for purple (though it often looked more brown!), and various leaves for green!
Connecting with Orange Shirt Day
We started with a riddle:
I dash and dart from tree to tree.
My tail is is a fluffy letter C.
I chatter, I scamper, I never stay still.
I also have an acorn loving skill!
In Anishinaabemowin, squirrel is "ajidaamo". We learned we have a plant called ajidaamowano (squirrel tail) in the Learning Garden - so, we went in search of it and found golden rod!
We learned the stories and after hearing about Robin Wall Kimmerer's experience studying botany (plants) at University where her curiosities and beliefs were not accepted, we related that to the long standing experience of many Indigenous students at school, specifically Residential Schools. We enjoyed the stories and did some plant-colouring, golden rod for yellow, aster for purple (though it often looked more brown!), and various leaves for green!
eSome questions to ask your child:
- what is ajidaamo? (squirrel)
- what plant is known as squirrel tail? (golden rod)
- how are golden rod and asters "friends"? (together, attract bees)
eSome questions to ask your child:
- what is ajidaamo? (squirrel)
- what plant is known as squirrel tail? (golden rod)
- how are golden rod and asters "friends"? (together, attract bees)
"The land is the real teacher. All we need as students is mindfulness."
- Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants
"The land is the real teacher. All we need as students is mindfulness."
- Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants
Skywoman Falling
This shared telling of the Haudenosaunee and Anishinaabe story where Skywoman falls from Skyworld to Earth. Caught by geese, she is given land on the back of a turtle by animals who provide mud from the depths of the water. Skywoman sings and dances on what becomes Turtle Island. She plants seeds from the Tree of Life and helps establish a relationship of reciprocity and respect between humans and nature.
Skywoman Falling
This shared telling of the Haudenosaunee and Anishinaabe story where Skywoman falls from Skyworld to Earth. Caught by geese, she is given land on the back of a turtle by animals who provide mud from the depths of the water. Skywoman sings and dances on what becomes Turtle Island. She plants seeds from the Tree of Life and helps establish a relationship of reciprocity and respect between humans and nature.
Sacred Medicines in the Learning Garden
We enjoyed the Skywoman Falling story then learned about the Anishinaabe 4 sacred medicines, their name in Anishinaabemowin, and more about them. We explored the Learning Garden in search of the three sacred medicines that grow there, We got to touch, smell, and even add 'perfume' to ourselves (without harming the plants). Later we got to colour what we learned about these three plants in our Learning Garden:
Sweetgrass / Wiingaashk: believed to be the first plant believed to grow on Turtle Island as the hair of Mother Earth! Braiding it shows care and respect. It reminds us that the Earth is alive and to be treated gently. 🌏
Cedar / Giizhik: believed to be given by the Creator to honour the love of a Grandmother who gave all her strength to care for her people: branches for wigwams/canoes, boughs for beds, fragrance for healing. "Grandmother is still caring for us." 💪🏾
Sage / Bashkodejiibik: believed to be sent by Creator to clear sadness and worries with cleansing power. When burned in ceremony, the smoke carries away heavy thoughts and brings calm - a medicine of strength for the protection of people's hearts. ♥️
Sacred Medicines in the Learning Garden
We enjoyed the Skywoman Falling story then learned about the Anishinaabe 4 sacred medicines, their name in Anishinaabemowin, and more about them. We explored the Learning Garden in search of the three sacred medicines that grow there, We got to touch, smell, and even add 'perfume' to ourselves (without harming the plants). Later we got to colour what we learned about these three plants in our Learning Garden:
Sweetgrass / Wiingaashk: believed to be the first plant believed to grow on Turtle Island as the hair of Mother Earth! Braiding it shows care and respect. It reminds us that the Earth is alive and to be treated gently. 🌏
Cedar / Giizhik: believed to be given by the Creator to honour the love of a Grandmother who gave all her strength to care for her people: branches for wigwams/canoes, boughs for beds, fragrance for healing. "Grandmother is still caring for us." 💪🏾
Sage / Bashkodejiibik: believed to be sent by Creator to clear sadness and worries with cleansing power. When burned in ceremony, the smoke carries away heavy thoughts and brings calm - a medicine of strength for the protection of people's hearts. ♥️
Some questions to ask your child:
- what plants did you like the smell of?
- what did you use to colour your page? (crayons and/or leaves)
- Skywoman fell like a seed - do you remember what seed? (maple seed)
- can you help me pronounce the plant names in Anishinaabemowin?
Some questions to ask your child:
- what plants did you like the smell of?
- what did you use to colour your page? (crayons and/or leaves)
- Skywoman fell like a seed - do you remember what seed? (maple seed)
- can you help me pronounce the plant names in Anishinaabemowin?
"Love is a bridge between you and everything."
- Rumi
"Love is a bridge between you and everything."
- Rumi
Marvels of the Maple
This delightful story invites readers to see how their every day choices - welcoming someone new, listening carefully, or reaching out with kindess - can help connect people. It's a gentle reminder, perfect at the start of the school year, that small acts of care and inclusion build strong classrooms, communities, and learning spaces.
Marvels of the Maple
This delightful story invites readers to see how their every day choices - welcoming someone new, listening carefully, or reaching out with kindess - can help connect people. It's a gentle reminder, perfect at the start of the school year, that small acts of care and inclusion build strong classrooms, communities, and learning spaces.
Learning Garden, Learning Kindness
We got reacquainted with the Learning Garden and how to be a good visitor. We enjoyed this lovely book and were inspired by the concept of a bridge connecting things and working around challenges. We started with a challenge to build bridges as a group with our bodies! Later we had a chance to explore the Learning Garden while finding natural supplies to try to build a bridge with over 'water' that showed the emotions of someone who we were going to connect with! Our bridges had to be strong enough to hold up a solution like: include, stand up for, empathize, listen, comfort, etc. Coolest part, the cedar boughs that we were able to utlilize for construction!
Learning Garden, Learning Kindness
We got reacquainted with the Learning Garden and how to be a good visitor. We enjoyed this lovely book and were inspired by the concept of a bridge connecting things and working around challenges. We started with a challenge to build bridges as a group with our bodies! Later we had a chance to explore the Learning Garden while finding natural supplies to try to build a bridge with over 'water' that showed the emotions of someone who we were going to connect with! Our bridges had to be strong enough to hold up a solution like: include, stand up for, empathize, listen, comfort, etc. Coolest part, the cedar boughs that we were able to utlilize for construction!
Some questions to ask your child:
- what is the 'furniture' in the Learning Garden we do not stand on? (sitting logs, trees)
- describe the bridges you made (group body bridge, bridge over a feeling).
- how can you "be a bridge" if you see someone at school who is lonely or excluded?
Some questions to ask your child:
- what is the 'furniture' in the Learning Garden we do not stand on? (sitting logs, trees)
- describe the bridges you made (group body bridge, bridge over a feeling).
- how can you "be a bridge" if you see someone at school who is lonely or excluded?
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