-All right, Evelyn, -good morning to Steven -berry Academy.

We are -Colby and Evelyn with your -morning announcements.

-Today is phones day, June -1, 2023 the temperature is -currently 66 degrees.

-Today's lunch, chicken and -waffles with Vermont maple -syrup, sweet potato, home -fries, fruit and salad bar.

-salad bar and meals.

There -is one -birthday today.

Happy -birthday.

Ethan.

Have a -wonderful birthday!

Time -check is eight 'o 6 am.

Thank -you, and have a Travie.

-Thursday.

Yep, Thursday, It's Tuesday!

The trout parade -will begin in about five -minutes.

I'll say that the -point of the trout for me -is that all students are -developing a relationship -with an animal that -they're watching grow and -develop and care for and -want to name and have -compassion around.

It -gives me a really good -jumping off place for a -lot of students talking -about nature, habitats, -interdependence.

Fourth -graders can ultimately get -the very important job of -releasing them.

-Good morning Sustainability -!Academy, we are Kobe and Evelyn.

-Your morning announcements.

-My name is -Kestrel thump.

I am the -Education for -sustainability coach, I do -a lot of teaching about -environmentalism, ecology -and like social justice or -community care Education.

-Past like three years, -we've been getting, like, -these little eggs, and -then the fourth graders, -like the entire school, -been like, raising them.

-We feed them, and then -once they're, like, ready, -when they get as big as, -like, a grown ups Pinky, -we let them go.

They go to -the wild.

It's been a -little bit different.

Every year.

I try and make -sure from preschool to fifth grade, students are involved with the trout, -but fourth graders are the -ones that really do the -most caretaking.

So the -trout, who can tell what -they're doing that's -different than they were -doing last week.

Colby, -they -wont move it, and there -are still probably new eggs.

-Yeah, they had their yolk -sacks last week, and they -were still absorbing their -food that way.

-What questions do you have -about the trout, knowing -that I'm going to be in -here later this week and talking about the trout, what would you like to know Colby?

-What colors do they have?

-I think -it's a great question.

Put -it down.

We'll go into that.

-What is the most amount -of trout that's live?

-This is our third year -doing it.

The first year -we had 16.

Last year we had -94 big difference.

So well -have to see we don't know.

-We want to touch them with -human hands?

What if -it gets dark out?

So can -we still see?

when -we let the child go?

Can -we name some?

-you will be able to name -your trout in your cup, -yeah, Buchine.

Do trout -dream?

That is a great -question.

I wonder that I -don't know.

I will do some -research.

They ask such -great questions.

This is -why I like working with -children.

Their scientific -inquiry brains are -exceptional, way more -creative and interesting -than most adults.

Part of -what keeps it really -exciting and interesting -for me is that I try and -have it really based on -their questions, because -then they're more -invested.

I'm learning -more, and that's what -science is, is the asking -of wonderful questions and -the having of wonderful -ideas.

-We were reading a book, -and she literally hid it -just by wiggling our -fingers.

How can you tell -if two trout are brother -and sister?

And if you let -the child go?

Do you think that some child will stay together?

Yeah and I hear you're asking about trout -relationships, yeah, put -that question down.

I've -learned a ton that I would -have never even thought to -ask because a student -asked it, do fish dream?

-Do fish dream?

Come on, -that's amazing.

Turns out -they do.

Now, I know I'm -feeling a little bit -excited, because the -questions you're asking, -you're thinking like -research scientists asking -questions.

Yeah.

More so -than answering them, -asking great questions and -trying to investigate -them, is what scientists -do.

I see there's more -hands.

Don't worry, you -are going to be able to -ask more trout questions.

-Thank you scientists.

-I really appreciate your -scientists.

Yes, you are.

-You're asking questions.

-Youre connected.

We're gonna -attempt to feed him Yes, -so and we'll go down and -we'll talk about that a -little bit kind of a -special moment.

One is on -the bottom.

That one I'm -not ready to call dead -yet, but looks like he's -gonna be in bad shape.

We -should name them all.

Bob, -that's Bob, that's Bob, -that's Bob, Jimmy.

-I absolutely just saw one -eat one.

Our little babies -are growing up.

This is -great news.

So if they -don't eat, then they will -never learn to eat.

You -can't, like, wait and feed -them later, and then -they'll become something -called pin heads.

Then -they die, yeah?

Eventually -they'll wither away.

-Isnt that wild?

-Yeah, Youssef, -I saw one that died.

Yeah, -there's a couple that died -right now.

There's two -that look unwell, and I -encourage you to take a look at them today.

I don't think all the fish are gonna survive, because -last year only, like, a -few survived.

I'm pretty -sure every year we have -some die.

A few hatched a -little early, so then they -died right like, right -after Miss casha said -she'll put them in the -plants cause its good for -them, that's a good thing, -because not every, not -everybody and everything, -can live.

-We're in a city.

There -isn't as much natural -systems for us to observe, -but because of the -emotional buy in with the -trout, there's a lot more -interest when we get to -third and fourth grade and -we're talking about some -of those concepts.

-Ready?

Be free babies!

-The trout babies have been -released.

-Were gonna do a formative -assessment.

But don't worry it's not really an assessment.

It's just -information for me to see -what you remember.

I have -here the trout life cycle.

-There's five of them.

You -can work in groups.

Just -see what you remember.

I like your they're getting -bigger in each picture, -and adults and adults -lay the eggs.

-So we go -from trout to kid to -teenager, teenager, human -or teenager trout?

-The past couple years, -we've had the macro invertebrate lesson.

-Ms Keshe brought this -bucket into our classroom, -and she took out these -like little creatures, and -now we gotta see what they -were.

Like, we put another -animal in the child tank.

-I can't see it no more, -but it's in the tank.

-They swim faster, just like - -in terms of emotionally, I -think there's a really -huge investment throughout -the school.

I'm trying to -think of like a moment -that stands out, but -they're not really formal -moments.

They're really -integrated into our day -and our place.

And there's -just a low level interest, -familiarity, engagement, constantly, any time of the day that I come down -to the trout tank, there's -always like little fingerprints all over that, or a group of -students over there who are talking about the trout, or talking to the -trout.

They're not an -event.

They're a community -member.

The release is -more of an event.

There's -a lot of excitement around -that.

-You feel it bumping the -sides.

It feels so weird.

-Okay, this is a lot of -pleasure on me.

I do not -want to drop you.

If I -drop you, thank you.

-All right, don't sneeze on -the fish.

-I'm most -excited about letting them -go.

I think it's gonna be -fun because, like, we -raised them, since they -were, like, little, tiny -eggs, it just seems really -cool that you can, like, -let a trout go, that you -raised.

They just want to -swim away forever.

-Sustainability Academy -bees, We are Colby and -Evelyn.

Your morning -announcements, June 4, -2023.

Temperature is -currently 66 degrees -with a high of 91 thank you -and have a trouty -Thursday.

-It is a special time.

It's -time for our trout parade -to say goodbye and good -luck to our trout as they -begin the next show of -phase of their life in the -river.

Have fun.

-I think a couple just -gonna swim away and never -come back and then some -are just gonna stay for a -second van leave, but -they're gonna be like, my -tank just got bigger.

-Theyre probably gonna be -a little shocked being in a -different space.

-Where am I?

Why am I -not in a tank anymore?

-But then I think they're -just gonna get it.

You're -probably gonna be a little -bit excited to be back in -their home.

Maybe some of -them will want to go back in the tank but the other ones will want to go -explore.

But I also think -they're gonna be happy to -get away from their -siblings.

-Oh my God, theres -a predator, run!

-They might not like it, -but I think it's a good -new experience for them.

-Most of you just lived -your life in the lobby, -to them this would be -normal.

They don't know all this.

All the other child growing up in the -river.

They're just -growing up in this little -tank.

They want to roam -free, and they want to be -many places.

They've -probably swum the same -road multiple and multiple -times.

-I looked up that fish only -has a three second memory, -so I bet it just is like -every second and thinks -it's something new, but it -isn't.

If you want to -name your trout, you can.

-There's three, -Harry N. Styles, Harry -Styles and Arianna Grande.

-Hes pooping.

Sixty, -sixty two, 64.

-We have been working for -this for six months, and -we just did a count, and -we have 79 out of 95 trout, about 83% that's awesome survival rates.

Great job!

-But you're holding trout.

-Most important thing to me -is have students have a -connection to the more -than human world, and -understand that these -relationships that we have -are critical to our well -being.

We do have an -interdependent -relationship.

-Repeat after me.

-Thank you trout!

-We wish you well.

Now be -free.

-It just feels impossibly -vast to describe the role -of nature in education, -literacy and math skills -are important, but at the -end of the day, we live on -a planet that is sustained -by the natural world that -we are a part of.

It -behooves us all to -understand that children -have a right to have a -direct relationship with -nature.

It's fascinating -and beautiful, and it -teaches us so much about -different ways of being -creative and emergent and -problem solving.

I would -also be delighted if they -took away content -knowledge.

But I think the -biggest thing for me is an -investment fascination and -a sense of gratitude for -the trout.

-I already got attached so -I don't want to let them -go.

There's not going to -be a fish anymore.

When -you walk in, it's just -going to be an empty -space.

Well, I'm excited -for them to go into the -water, but then we'll have -trout here anymore, and I -like it when the trout -come.

Just going to miss like walking to the gym and not seeing those fish just swim around.

I think they bring a lot of joy to our Community.

-Have a fun time in the -river.