Understated

It was a quiet session last week. The fact that 40% of the class was out sick may have had something to do with it. Q&A (or I guess I should say Q&Q) continued, again with a slant toward the puzzling, the deeply mysterious, the unanswerable.

This week's library books: a book on early man: text too thick for K-1, but with good pix of homo habilis and australopithecus, skulls and artist's renderings of entire animal; also, two octopus books.

[Name omitted for internet privacy] found an unripe pomegranate, which led to the idea of seed dispersion.

With both the Older Group and the Younger, we ended with my asking them: what did you see or discover last week? Just by observing around you? I'm curious to see if this will resonate with them, or just submerge in the kidly consciousness.

For that matter I'm curious which parts of this-all are sticking with which children. I don't intend to give a final exam to find out, and I can't do what I'd like which is spend the entire day with each child discovering everything about them and their learning. I do appreciate the clues yall have been giving me when we meet at dropoff and pickup.

The taxonomic tree is definitely getting overcluttered. Its soon-to-be-made replacement will have to be very carefully planned. Then we can maybe bring in pictures (or bones, shells, feathers, twigs) to glue onto the appropriate spots.

Even though the viruses that the children are carrying around are rather interesting little things, here's hoping that they (the children) kill them all (the viruses) and come in to school without them. Besides, we don't have a handy electron microscope to look at them (the viruses) with.