Looked at a book about engineers and map-making, sidewalks, roads, bridges, runway, airplane (engine, wings, pilot), airport (takeoff and landing -- Vianney), bus -- concepts of safety, connection, function, size
If you want to build a __, what might they need in it? Create a checklist and put in the construction area to tune the constructing; this helps to unpack the form and function.
28 JAN - Take a visit to the other spaces and see what's happening. Document (through iPads, drawing, etc.) See what students take photos of. Return to homeroom and put these photos up. (Could "limit" the focus to just 3 photos they will show others upon coming back.)
In EY3B work kept getting knocked down so tried several ways to stimulate interest in relaunch - book, video, photos of children working
28 JAN - Teacher Research Question 1: What are students revealing about their interests and understandings regarding the function of human-made systems? Concept: Function
EY3B OBSERVATIONS: A group of students were outside on bikes. They got into a jam and were forced to stop. No one could pass. They all began talking at once. Amanda facilitated a conversation: "They need to go the right way so that we can go this way. That arrow shows how to go." ANALYSIS: Some students showing an understanding of symbols; showing understanding that if you don't follow a system things might not function or it might make things harder for us.
4 Feb. Response: Put out little stop signs, add photos of symbols with paper to the play spaces (crosswalk zebra, stop sign, etc.) to see what they might add. Also add vests, paper, sticks, pens, etc outside and see if the children come up with human resources to help make systems work. Add photo of traffic jam with question, "How would you use these materials to make our system work?"
4 FEB - Teacher research question 3: What are students understanding about things that help systems function?**
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11 FEB OBSERVATIONSchildren walked to the library and didn't respond to any observations about their walk. Asked about signs before reading the book "Yellow means go back a little further" Children identified symbols on a puzzle and recognized some symbols. Talked about the directions of the arrow and the importance of following an arrow in going in a different direction. Also an interesting discussion about a "no-turn" symbol/sign noticing shape hexagon, upside down triangle ANALYSIS children are showing that know there signs and symbols help us solve problems. Also noticing the form of signs
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EY3C OBSERVATIONS: Students watch a video on building a runway. It mentioned green lights and red lights. Students said that a green light said planes can go, and a red light stop. ANALYSIS: Understanding the symbolic representation of symbols.
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EY3A OBSERVATIONS: After building a bridge, students discussed walking to school and what they saw. George told a story about a car accident in which two cars crashed and were stopped blocking traffic. Many students chimed in and discussed Students began building a road. ANALYSIS: Starting to realize that there can be problems in systems but that there are ways of solving the problems (people help). Also seeing that the road system functions next to the sidewalk or pedestrian walk. 
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