Living History Museum 2019

Back in May, upper grade students “opened” a Living History Museum to the younger grades. These older students each selected a historic figure, event or place and presented information about it. Many students essentially “became” that historical figure as they dressed, acted and spoke as though they were that person.

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.

Kindergarten – Second Grade AIG Service Project

Kindergarten through second grade students participating in the AIG program picked up trash on Monday, May 13, 2019.  This was their service project that they chose to do.  These young service minded students walked from our campus to the park and picked up litter all along the way.  They were very excited to beautify the area!

What Does 1st Grader Collect and Put in His Pocket?

Children collect all sorts of things as they travel through their days. Lots of it ends up in their pockets. Playing on the theme of the sweet photo series by San Francisco photographer Melissa Kaseman, first graders recently made artful designs after their rainbow scavenger hunt across campus.

National Bike or Walk to School Day

May 8th was National Bike to School Day.  Communities across the country celebrated the day and took the time to focus on health and safety.

Our students have been participating in a year long walking program that started in conjunction with the National Center for Safe Routes to School as part of the National Walk to School Day held in October.

Established in May 2006, the National Center for Safe Routes to School, part of the University of North Carolina (UNC) Highway Safety Research Center, helps support communities in changing their culture to support safe and active travel. The National Center’s work uses research-based evidence to highlight what works and why, and translates this research into education, professional development tools and training to provide communities the technical support they need to make community-enhancing decisions. As the coordinating organization for Walk to School Day held every October and Bike to School Day held each May, the National Center provides technical support; coordinates online registration, develops resources, and facilitates worldwide promotion and participation. The UNC Highway Safety Research Center has served as the coordinator of Walk to School Day since the event’s U.S. inception in 1997.

In addition to their regular morning walk, TLC students celebrated by picking up trash and debris around campus. Plus, students made signs encouraging both walking and safety.

4th & 5th Graders Learn About Zero Waste

Fourth and fifth grade students learned about zero waste lifestyles- ways of living that use no plastic or packaging that can’t be composted. Afterwards students walked around campus to see our schools compost pile and picked up trash along the road in front of school and on campus. They filled three grocery bags and the kids were so proud to help our environment.

3rd Grade Science — Becoming Soil Experts

Third graders became soil scientists by observing and testing different soil samples around the school campus. Students noted color, texture, and infiltration. They did a simple soil test to determine the main rock particles of each sample. After moistened, if the soil would not make a ball we knew the main component was sand. If it formed a crumbly ball the main component was silt. A sticky ball that could form into a worm was mostly clay. Students also noticed if there was a high or low amount of organic matter present. Students identified organic matter in the garden soil and noticed it made the soil darker in color.