First graders recently completed a PBL project (Project Based Learning) where they learned about the climate in Antarctica. On this particular day, the class made snow!
Fifth grade students at The Learning Center Charter School completed their studies of the Civil War on April 26th but students didn’t want the unit to end.
Jay Ward, fifth grade teacher, developed a multi-layered social studies simulation that required students to imagine they were a soldier who just volunteered for the Civil War. The class was divided into Union and Confederate soldiers and grouped to represent different state infantries.
“Once students were assigned their regiments, they had to research what battle flags looked like and replicate one for their regiment flag,” said Ward. “Students then marched around campus with their battle flags and we recreated the Battle of Oak Grove.”
To simulate the Battle of Oak Grove, students rolled dice to determine if they fired their weapons, were injured or deserted. They would roll again and use an injury table created for the simulation to determine what injuries they sustained, if they were healed, died, received amputations or were sent home due to injuries.
Recreating the battle took several class days. Every day after the simulation, the students had to write letters home as a soldier and explain circumstances, outcomes and daily struggles they faced on the front lines of the Civil War.
“My students were so engaged in this learning process and figuring out exactly what it was like to be part of the Civil War,” said Ward. “This project really allowed us to explore the subject on a deep level.”
Recently, seventh graders were studying World War I. Here they are seen simulating their version of WWI trench warfare. One group was the Allies, the other the Central Powers. Based upon the rules of their particular game, the Central Powers were victorious in their simulation. The kids loved engaging in this activity and, as a result, understand WWI on a deeper level.
Before Thanksgiving break, second graders at The Learning Center Charter School completed a Project Based Learning (PBL) project focused around the annual Macy’s Thanksgiving Day Parade.
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.
The second graders first learned all about the history of the Macy’s Thanksgiving Day Parade. Once they had a solid understanding of the historical perspective, students researched past float designs. They were then challenged to design and construct their own balloon floats.
Stephanie Hopper, second grade teacher, said, “These students diligently worked on academic standards that included math, science, social studies and language arts during our Thanksgiving parade PBL project.” Hopper added that the genius behind PBL is that the students just thought they were having fun.
“The PBL approach ensures that students learn material with both breadth and depth because students are so engaged in what they are doing,” said Hopper. She added that the PBL approach provides a means for integration across multiple subject areas and allows students to better understand a topic through the physical act of doing.
Upon completion of the project, students shared their work with the entire school by conducting their very own parade across the campus.
Fourth grade students recently learned about events leading up to the French and Indian War. As part of their studies, they were tasked with composing a letter to a friend or family member back home describing their circumstances and environment as a soldier in the war. The students then tea stained the parchment paper and sealed the envelope with a wax seal. Their teacher, Ms. Carrie, said it was so interesting to hear the detail that students included in their letters. It was clear to her that the letter writing process caused her students to become invested in the history and understand it on a deeper level.
Project Based Learning, or PBL, projects are part of the regular approach to learning at the charter school. 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 authentic, complex questions, problems or challenges.
Fifth graders worked on a PBL project as part of their studies of Native Americans. They ultimately created a Native American Living Museum wherein the students researched and became experts on the tribes way of life (clothing, housing, crafts, and geographic location).
Students then presented their finished projects as part of a living history museum. They presented their living history museum to other students as well as to parents and staff.
Murphy – The Learning Center Charter School, a tuition-free public charter school, continues to break ground with high-quality offerings in 21st century education. On-going facility improvements are designed for rich academic opportunities on this “future-ready” campus.
The Learning Center Charter School offers an E-STEAM (Entrepreneurship, Science, Technology, Engineering, the Arts/Agriculture, and Math) learning environment. Students are exposed across the curriculum to 3-D Printers, robotics and coding. The school’s education philosophy includes the belief that all young learners have the right to experience a broad, rich, and rigorous range of academics during the formative K-8 years. Additionally, the school offers an award-winning nutrition program, daily P.E., unique electives and extra-curricular opportunities. The school’s emphasis on healthy living, community involvement and high academic standards is designed to produce future-ready citizens. This tuition-free public charter school (K-8th) has NO district restrictions and accepts students across all counties.
The Learning Center’s Montessori Blend Kindergarten program has proven to be a strong approach to instruction for even the youngest learners. “We’ve had consistent success with the feeder Montessori Program that is located on our school campus,” said school director, Mary Jo Dyre.
The school’s programs include Compacted Math classes for accelerated math students, daily PE for all grades, a highly developed drama program, and frequent garden-based learning opportunities across campus and in the school’s Outdoor Learning Center. The upper grade’s CREW Program, in its third year of operation, promotes character development, goal setting and responsible behaviors.
More extras including National Junior Honor Society, Odyssey of the Mind teams, ARTrageous and artists-in-residency program, “Mini and Middle REAL” young entrepreneur program and AIG After School Program provide students with the opportunities to become all they can be.
Designated as a “USDA Healthier U.S. School” (Silver Level), The Learning Center Charter School places a strong emphasis on its nutrition and exercise programs. The school also has a free breakfast and lunch program available for ALL students.
The charter school serves approximately 200+ students and is open to both in and out-of-county students. There is no tuition for grades K through 8th. The school also features a Montessori private preschool, serving ages 3-5 years. After school programs are available for all ages. Summer Enrichment Programs such as Innovation Tech Camp and intervention programs are also offered.
Second grade teacher at The Learning Center Charter School, Stephanie Hopper, wrapped up a cross curricular unit on insects with her class earlier this month. Found online, Eddie the Entomologist sent the class friendly letters each day that included clues. Using the clues, the students then guessed what creature was the bug of the day.
Hopper was able to bridge the study of insects across all subjects in her class. In science, students learned about insect life cycles. Numerous books and interactive online reading texts were used by students for research and reading comprehension. Plus, the daily letters from Eddie allowed the class to review and reinforce what they had previously learned about the composition of friendly letters.
In math, students used measurement standards to compare different types of insects as well as jumping distances. Additionally, students put their STEM skills to use when tasked with designing and building their own insects.
Plus, these industrious second grade students wrote acrostic poems using descriptive words to describe insects, wrote a sequence paper on the life cycle of an insect, made terrariums with appropriate habitats for insects to live and did a drawing activity where they were guided, step-by-step to draw, label and color a realistic bumble bee and butterfly.
At the end of the all encompassing insect unit, students earned an “Entomologist Expert” badge from Eddie.
Hopper said, “These students could hardly wait each day to read the letter from Eddie and use the clues to figure out the bug of the day. Using their excitement about bugs across all of our studies engaged them thoroughly in each subject.”
Sixth grade students at The Learning Center Charter School adopted not one, but two endangered species as part of a broader Project Based Learning (PBL) project in science class.
PBL projects are part of the regular approach to learning at the charter school. 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 authentic, complex questions, problems or challenges.
In this instance, students tackled not only learning about specific animal species and all the science related to that task, but also the ecological, environmental, economic and social circumstances that are threatening the existence of the species. They gained insight and understanding of the fact that it is not as easy as it may seem to change the factors threatening animals.
These students learned about and found ways to help endangered species across the globe. They researched various animals, narrowed down their choices, and came up with ideas to raise money to help their selected species. The students finalized their plans and raised enough money to symbolically adopt both a polar bear and a Sumatran rhinoceros.
Jessie Karagenes, sixth grade science teacher at the school, said, “These students have diligently worked through the standards in this science unit.” Karagenes went on to explain that the connections these students made to one of several 21st century skills that the school stresses, thinking globally, made this project even more impactful for the class.
Earlier in the school year, seventh graders worked a project based learning project (PBL) to discover how the systems in the human body work together. Students were tasked with creating a life size diagram of the human body-illustrating three of the systems. Additionally, students created multimedia presentations to explain how the systems of the body function together.