Back in January, second graders spent a week completing a cross curricular unit on the life of Martin Luther King, Jr.
Students completed a Lapbook Project as they learned about MLK, Jr’s impact on the Civil Rights Movement and the history of our nation. The students were fascinated as they learned that MLK, Jr. led peaceful boycotts, gave speeches and wrote books to try to get unfair laws changed.
Students now understand how MLK, Jr. helped change our world for the better and why we celebrate his life every January.
Did you know that there is a student run coffee cart open on Friday mornings? This coffee cart business is part of a combined functional math and social studies focus.
The business kicked off in late 2017. On Friday mornings, students use a Keurig to brew coffee and hot chocolate from 7:30 – 8:30 am in the Dining Commons. Each cup is $1.00. The proceeds are used to sustain the business and hopefully fund a field trip at the end of the school year.
This business is giving students the opportunity to practice life skills such as social exchanges, taking orders, sequencing, taking money and making change.
Additionally, these young entrepreneurs are learning about collaboration across grades because there are two upper grades students who offer so much support with ensuring the coffee business goes smoothly!
This coffee business is teaching so much to these young students and is just another example of our school’s commitment to an E-STEAM culture.
Second grade recently took a world tour to see how other countries and cultures celebrate their winter holidays. Students learned about Hanukkah, Kwanzaa, Australia, Germany, Italy, America and Mexico.
The class visited each culture by travel through interactive Google World Maps. They learned about climate, population, took interactive tours of each country, the country’s flag and cultural lifestyle and how each celebrates a winter holiday. Along with virtual tours, interactive activities, books, and writing, the children completed crafts and even did some cooking as it related to the winter holiday celebration.
They had so much fun traveling the world and learning so many interesting facts about holiday celebrations around our world.
Recently, eighth grade students have been immersed in a project based learning (PBL) scenario where they are trying to determine what a mystery disease is and how to handle it from a community perspective. Students are taking on the roles of county health officials by diagnosing the disease, creating an action plan to stop the spread of the outbreak, and educating the public on disease transmission.
PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. This mystery disease scenario is allowing these students to not only learn the science of disease but also a community response to manage it. This PBL approach helps students develop skills for living in our knowledge-based, highly technological world.
Back in May, upper grade students “opened” a Living History Museum to the younger grades. These older students each selected a historic figure and not only presented information about that person, but dressed like them as well. They essentially became that historical figure.
For this project, these upper grade students had to synthesize the information they learned to create an exhibit representative of their subject. In order to select pivotal events or recreate significant circumstances in an individual’s life, students had to research the person but also critically evaluate the people, places, and events surrounding them in order to develop a powerful exhibit. Deciding on a format, selecting key material for younger students to understand, and putting it all in context required active learning and encouraged creative interpretation. As they worked, students needed to understand the subject and the world in which he or she lived. Additionally, this Living History Museum introduced younger students to subjects relevant to their history studies beyond their reading ability.
Second grade students worked on a “Birds” PBL (Project Based Learning) unit in which the children learned all about birds through literature, writing, interactive construction of birdhouses, and art. The students used texts and technology to research their favorite bird and write a bird report. The students presented their final projects during our School Maker’s Faire on March 9th.
If you’ve been following along over the past several weeks here on the blog, then you’ve seen these fourth graders learning about animals and their habitats. You’ve seen them create imaginary animals and understand what their habitats would have to contain in order for them to survive. These photos are of these students now creating these habitats for their animals. This ongoing project has touched on studies in science, math, reading and social studies and has kept these students engaged in the learning process.
Our first grade teacher, Ms. Leslie, is from the Artic Circle in Alaska. She has been bringing in one thing from there each day to share about the ecosystem and culture of the native peoples there. On this day she brought in a whale vertebra, a parka, whale baleen and an example of native clothing of iNupiaq people.
Recently, students in first grade studied the Wompanoag Indians. As part of their studies they created vests. They dyed them with tea and decorated them with beads and symbols. They tied their learning into math, reading, science, social studies and art.
Kindergarten students were treated to a special visit from Ms. Hannah who played a traditional mountain dulcimer for the class. She told the history of the dulcimer and played and sang traditional mountain songs. Not only did this tie into what these students are learning in Social Studies and Montessori North American studies, but also with what these students are to learn about writing, speaking and listening standards.
Thank you Ms. Hannah!