DOUBLE TAP TO ZOOM WITH PHONE OR TABLET John Dewey It had been her grandmother’s. Children took turns mixing the ingredients and turning the crank. The teacher asked the children if they thought this was how the ice cream they got at the store was made, and she documented their responses. Here are some of the things they said: n “No—it’s too slow.” n “It’s not big enough to make all those ice creams.” n “They have to use gigantic bowls.” n “They don’t turn the handle like this; they use a huge mixer like when my mom makes cake.” The teacher observed from these responses that the chil- dren had some ideas about how ice cream could be made in large quantities. She saw an opportunity to help them make connections between the ice cream they were making at school and the idea of an ice cream factory. She asked the children how they might find out how huge quantities of ice cream are made, and she wrote down what they said. Among their answers were: n “Watch somebody do it.” n “Call the supermarket and ask them!” n “Ask the cook.” n “Look on the Internet.” n “Go to Ben & Jerry’s.” The teacher tried to follow up on the children’s sugges- tions. They visited an ice cream and yogurt factory. They talked to other people and each other about ice cream. The body of information kept growing. Grandparents shared sto- ries of eating ice cream all day when they got their tonsils out as children. The children wrote stories, drew pictures, collected recipes, went on field trips, and took photographs to document all this learning. 29 COPYRIGHTED MATERIAL