Recycling
On February 2, 2015 the Preschool classes spent some time talking about ways to help the earth. One of the ideas brainstormed was recycling. They used recyclables in the art center to create anything that their imaginations could envision. They read Ashley Spires’ The Most Magnificent Thing to give them inspiration. This book contains a wonderful message about not giving up on producing the things in our imagination. Indeed we have already seen some neat creations -- from a boat Tamar designed… to cupcakes by Talia… to an airplane that Tova constructed complete with passengers. Lots of magnificent things!!!!
On February 2, 2015 the Preschool classes spent some time talking about ways to help the earth. One of the ideas brainstormed was recycling. They used recyclables in the art center to create anything that their imaginations could envision. They read Ashley Spires’ The Most Magnificent Thing to give them inspiration. This book contains a wonderful message about not giving up on producing the things in our imagination. Indeed we have already seen some neat creations -- from a boat Tamar designed… to cupcakes by Talia… to an airplane that Tova constructed complete with passengers. Lots of magnificent things!!!!
Experimenting with Seeds
This fall, November 2014, between the field trip to a farm, cutting open a pumpkin and seeing all the seeds, and learning about how trees grow and change over the seasons, the children had some questions about how plants grow. They decided to observe how a seed becomes a plant. We spoke about how if we planted a seed in dirt, we would not be able to see what was taking place in there, so we tried a different method. We placed Lima beans against a damp paper towel in a container and checked every day to make sure that they stayed moist. By the next day, the children were already observing changes in the seeds. They watched the changes multiply over the coming days and weeks. A couple of the children thought we should place our seeds in the sun, so we did. Then they noticed sprouts, roots and, eventually, leaves growing. At this point we decided that our plant would do better in dirt so we planted it 5 weeks after starting our experiment. As we were transferring it, the children really got to see the various parts and start to understand how, for instance, the roots suck up water for the plant.
Well, the plant has not stopped growing. In fact, the children take turns measuring it to see how much progress it is making. The entire time we have been recording our observations in a book. We keep it in the science center so the children can look back through it and see how far the plant has come. It’s been 3 ½ months and the children are still interested. Just this week they noticed that the plant is starting to flower. We wonder what spring will bring!
This fall, November 2014, between the field trip to a farm, cutting open a pumpkin and seeing all the seeds, and learning about how trees grow and change over the seasons, the children had some questions about how plants grow. They decided to observe how a seed becomes a plant. We spoke about how if we planted a seed in dirt, we would not be able to see what was taking place in there, so we tried a different method. We placed Lima beans against a damp paper towel in a container and checked every day to make sure that they stayed moist. By the next day, the children were already observing changes in the seeds. They watched the changes multiply over the coming days and weeks. A couple of the children thought we should place our seeds in the sun, so we did. Then they noticed sprouts, roots and, eventually, leaves growing. At this point we decided that our plant would do better in dirt so we planted it 5 weeks after starting our experiment. As we were transferring it, the children really got to see the various parts and start to understand how, for instance, the roots suck up water for the plant.
Well, the plant has not stopped growing. In fact, the children take turns measuring it to see how much progress it is making. The entire time we have been recording our observations in a book. We keep it in the science center so the children can look back through it and see how far the plant has come. It’s been 3 ½ months and the children are still interested. Just this week they noticed that the plant is starting to flower. We wonder what spring will bring!
Caring for Living Things and Characteristics of Life
In March and April 2014, the Preschool students learned at an early age the characteristics of living things using both the inside and outside of the classroom. They show a growing ability to classify living and nonliving things, communicate about the characteristics of living things, demonstrate an understanding that living things, grow, change, and reproduce, show an awareness of life in different environments or habitats, group or categorize living things, and demonstrate an awareness that living things go through a life cycle.
In March and April 2014, the Preschool students learned at an early age the characteristics of living things using both the inside and outside of the classroom. They show a growing ability to classify living and nonliving things, communicate about the characteristics of living things, demonstrate an understanding that living things, grow, change, and reproduce, show an awareness of life in different environments or habitats, group or categorize living things, and demonstrate an awareness that living things go through a life cycle.
Spiders and Springtime
In April 2014, the preschool students wanted to learn about spiders so they dove into an exploration of them. They went on a spring walk to see if they could find spiders and also to notice other signs of spring.
In April 2014, the preschool students wanted to learn about spiders so they dove into an exploration of them. They went on a spring walk to see if they could find spiders and also to notice other signs of spring.
Kindergarten
1. After reading The Giving Tree, by Shel Silverstein, the students brainstormed about how trees can be helpful to people and animals. They made a class chart with everyone’s suggestions and each child chose to illustrate one of the ideas. The pictures were then bound in a class book for everyone to read.
1. After reading The Giving Tree, by Shel Silverstein, the students brainstormed about how trees can be helpful to people and animals. They made a class chart with everyone’s suggestions and each child chose to illustrate one of the ideas. The pictures were then bound in a class book for everyone to read.
2. During the 2014-2015 school year, for each of the four seasons, the students gathered around our adopted tree for a class photo. Upon returning to the classroom, the students discussed the characteristics of the tree that indicate that particular season. The next day they observed the photo and then drew the tree with the proper attributes. The photos and class representations are kept (for the entire school year) on a bulletin board. As each new season is ‘captured’, the students got to compare and contrast the photos. At the end of the year, the students will receive a ‘tree book’ with the four photos and the four corresponding photos.
First Grade
1. On September 11, 2014 first graders learned all about soil and how to classify a soil sample. They took a soil sample and carefully examined it and separated it into it's different parts.
1. On September 11, 2014 first graders learned all about soil and how to classify a soil sample. They took a soil sample and carefully examined it and separated it into it's different parts.
2. On January 6, 2015, first grade students learned the differences between living and non-living things.
Second Grade
Between September 18, 2014 and October 29, 2014, the second grade science classes learned all about weather. During this unit students learned about the water cycle, temperature, storms, cloud formation, and tornadoes.
Between September 18, 2014 and October 29, 2014, the second grade science classes learned all about weather. During this unit students learned about the water cycle, temperature, storms, cloud formation, and tornadoes.
3. On February 19, 2015, second grade students in their general studies classes were treated to a presentation by NERDS, a non-profit organization that teaching students about Maryland fossils and minerals. This presentation is focused on the Chesapeake Bay geology and how that has helped preserve fossils. It also teaches about the geological formations formed by the Bay.
Third Grade
1. In third grade science classes, students learn about earthworms and how they help the soil and the environment. They do an earthworm observation that allows the students to study them up close and observe behavior as well as anatomy.
1. In third grade science classes, students learn about earthworms and how they help the soil and the environment. They do an earthworm observation that allows the students to study them up close and observe behavior as well as anatomy.
2. Third Graders all participate in an Environmental Engineering unit. One activity they do as part of this unit is called "Pollution on the Move." Students did this activity on January 14, 2015. They learn about pollution and how it can travel from one part of the environment to another and use a model to demonstrate that. They also do a water filtration investigation where they understand the role an environmental engineer has in providing clean drinking water and they work in teams to design, build, and test a filter to clean polluted water. They also have an oil spill investigation to determine what the best method is of cleaning up an oil spill.
3. In the third grade Judaic classes on January 29-30, 2015 the students learned about the importance of trees. This was in honor of the Jewish holiday of Tu B'shvat, birthday of the trees. The students learned about the cycle of growth, specifically the growth of trees. They learned the parts of the cycle, how the parts work together, why trees are so important to us, and why planting trees is so vital. They learned the Hebrew vocabulary involved in the growth of trees, drew and labeled pictures, completed activities related to the parts of the tree, read a story about trees, and learned a song. Below are videos from the class about the growth cycle of trees and about planting trees.
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4. Third grade Judaic studies classes also learned about the importance of water and the water cycle on January 27-28, 2015. By learning about the water cycle, the students learned the importance of water to the earth. In addition, they discussed why we have to conserve water and what could happen if we ran out of water. This led to a discussion about the fact that some places have more water than others and, using what we learned about the water cycle, the students were able to express why this is true. Below is a video of the students singing a song about water and a PowerPoint put together about water that teaches Hebrew words related to it.
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Fourth Grade
1. In the fourth grade social studies classes, the students learn about Maryland Geography including the Chesapeake Bay. A large part of the unit is focusing on the resources the bay provides and the challenges associated with the Bay's survival.
1. In the fourth grade social studies classes, the students learn about Maryland Geography including the Chesapeake Bay. A large part of the unit is focusing on the resources the bay provides and the challenges associated with the Bay's survival.
2. Fourth Grade Science classes also learn about the Chesapeake Bay. They create a model watershed to show the importance of keeping the land and tributaries clean that run to the bay. They model how sediment runs to the bay and is one of the biggest "pollutants" of the bay. Students also explore how they can help the bay by planting trees and cleaning up tributaries. Once a year students take to the Smithsonian Environmental Research Center in Annapolis. Here they have hands-on activities such as water testing, seining, observing crabs, Oyster Ball Reef making, and more. Check out some pictures below.
Fifth Grade Science
To culminate their Oceanography unit in science on May 22, 2014, fifth graders were given the challenge of creating a sea creature that could survive in their life ocean zone with all of the specialized adaptations they gave them. They researched and studied the following characteristics and adaptations, which had to be incorporated into the creation of their fish and explained in the accompanying documentation: body shape and movement; feeding habits; defense and coloration; symbiotic relationships; reproduction; and ocean zone. This unit on Oceanography started on February 21, 2014 by piloting an ROV (Remotely Operated Vehicle) through the MarineLab Environmental Education Center's Undersea Laboratory, after learning all about underwater habitats from marine biologist MarineLab Operations Director Chris Olstad.
The program started with a presentation by Mr. Olstad that gave the students an overview of what an undersea marine habitat is all about and why they need to study that environment. See some of the videos below of the students talking to Chris Olstad on the ROV.
To culminate their Oceanography unit in science on May 22, 2014, fifth graders were given the challenge of creating a sea creature that could survive in their life ocean zone with all of the specialized adaptations they gave them. They researched and studied the following characteristics and adaptations, which had to be incorporated into the creation of their fish and explained in the accompanying documentation: body shape and movement; feeding habits; defense and coloration; symbiotic relationships; reproduction; and ocean zone. This unit on Oceanography started on February 21, 2014 by piloting an ROV (Remotely Operated Vehicle) through the MarineLab Environmental Education Center's Undersea Laboratory, after learning all about underwater habitats from marine biologist MarineLab Operations Director Chris Olstad.
The program started with a presentation by Mr. Olstad that gave the students an overview of what an undersea marine habitat is all about and why they need to study that environment. See some of the videos below of the students talking to Chris Olstad on the ROV.
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Sixth Grade Math
In Grade 6, Middle school math teacher, Lisa Shamus uses word problems related to environmental issues and sustainability to teach math concepts. One example of her word problems is:
A Toyota Corolla can drive 200 miles on 8 gallons of gas. A Toyota Camry can drive 250 miles on 14 gallons of gas. Which car is more fuel efficient?
The students calculate the rate, in miles per gallon. Then they use this information to determine which car gets better gas mileage.
In Grade 6, Middle school math teacher, Lisa Shamus uses word problems related to environmental issues and sustainability to teach math concepts. One example of her word problems is:
A Toyota Corolla can drive 200 miles on 8 gallons of gas. A Toyota Camry can drive 250 miles on 14 gallons of gas. Which car is more fuel efficient?
The students calculate the rate, in miles per gallon. Then they use this information to determine which car gets better gas mileage.
Seventh Grade Judaic Studies
In the seventh grade Judaic Studies class after learning about the holiday of Tu B'shvat, birthday of the trees, on February 4, 2015 Rabbi Shmuel Krawatsky taught his students a lesson on conservation. He wanted his students to know, understand, and appreciate the Jewish value of Conservation of the Earth and resources using various Jewish texts.
In the seventh grade Judaic Studies class after learning about the holiday of Tu B'shvat, birthday of the trees, on February 4, 2015 Rabbi Shmuel Krawatsky taught his students a lesson on conservation. He wanted his students to know, understand, and appreciate the Jewish value of Conservation of the Earth and resources using various Jewish texts.
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Fifth-Eighth Grade STEM lessons
On November 12, 2013, and on January 27, 2015, Middle school students (5th-8th grade) used lots of recycled materials to create bottle rockets and cartesian divers, learn about magnets, chemistry, and engineering at their Annual STEM day. Check out some pictures from this amazing day. To read the announcement on their website click here and here.
On November 12, 2013, and on January 27, 2015, Middle school students (5th-8th grade) used lots of recycled materials to create bottle rockets and cartesian divers, learn about magnets, chemistry, and engineering at their Annual STEM day. Check out some pictures from this amazing day. To read the announcement on their website click here and here.
10th Grade Hebrew
Haggai Lavie, a 10th grade Hebrew teacher teaches a lesson about weather, nature, global climate change, and animal behavior in different seasons. The students learned about these topics in Hebrew using articles, songs, poems, pictures, and photographs. Below are some videos his students put together using the Hebrew words for nature, weather, and animals.
Link to Video 1
Video 2:
Haggai Lavie, a 10th grade Hebrew teacher teaches a lesson about weather, nature, global climate change, and animal behavior in different seasons. The students learned about these topics in Hebrew using articles, songs, poems, pictures, and photographs. Below are some videos his students put together using the Hebrew words for nature, weather, and animals.
Link to Video 1
Video 2:
11th Grade Jewish Studies
During the holiday of Tu B'shevat(Birthday of the Trees) on January 24. 2014, the 11th graders held a ritualistic meal to honor trees. As one 11th grader, Rafi L. wrote in the newsletter:
The eleventh grade did not know what to expect as we sauntered into the far-away Tuvin Library for our enigmatic “Tu B’Shevat Activity.” After a surprisingly extensive assembly and last-minute schedule change, really anything could have happened. The tension shattered upon seeing the set-up, our Tu B’Shevat favorite: tables laden with plates of dried fruit, and other indigenous species to the land of Israel. Within seconds, a few plucky students had already snatched a few of their favorites. But what followed was more than just the customary Tu B’Shevat snack time. Standing courageously on a cushioned chair, Morah Lanner led an insightful and original Tu B’Shevat Seder, a Kabbalistic tradition very similar to the Passover Seder. As we followed the ancient rituals, we paired various fruits with the different Kabbalistic states of being and experienced some flavors for the first time (“Who knew figs looked like THAT?”).
Adding a modern twist, Morah Lanner’s program combined these Kabbalistic rituals with discussions on the current environmental situation. We even spilled ten drops of our grape juice cups to commemorate ten sins of ecological damage (air pollution, soil erosion, etc.). Through this amazing Tu B’Shevat Seder, the eleventh grade gained a better understanding of both the traditional and current significance of this often-overlooked holiday.
See more here.
During the holiday of Tu B'shevat(Birthday of the Trees) on January 24. 2014, the 11th graders held a ritualistic meal to honor trees. As one 11th grader, Rafi L. wrote in the newsletter:
The eleventh grade did not know what to expect as we sauntered into the far-away Tuvin Library for our enigmatic “Tu B’Shevat Activity.” After a surprisingly extensive assembly and last-minute schedule change, really anything could have happened. The tension shattered upon seeing the set-up, our Tu B’Shevat favorite: tables laden with plates of dried fruit, and other indigenous species to the land of Israel. Within seconds, a few plucky students had already snatched a few of their favorites. But what followed was more than just the customary Tu B’Shevat snack time. Standing courageously on a cushioned chair, Morah Lanner led an insightful and original Tu B’Shevat Seder, a Kabbalistic tradition very similar to the Passover Seder. As we followed the ancient rituals, we paired various fruits with the different Kabbalistic states of being and experienced some flavors for the first time (“Who knew figs looked like THAT?”).
Adding a modern twist, Morah Lanner’s program combined these Kabbalistic rituals with discussions on the current environmental situation. We even spilled ten drops of our grape juice cups to commemorate ten sins of ecological damage (air pollution, soil erosion, etc.). Through this amazing Tu B’Shevat Seder, the eleventh grade gained a better understanding of both the traditional and current significance of this often-overlooked holiday.
See more here.
11th and 12th Grade Environmental Science and AP Biology
On November 5, 2014 students boarded the "Stanley Norman," one of the Chesapeake’s last remaining oyster dredge boats, to investigate the ecological health of the Chesapeake Bay. Their activities included water quality analysis and biological sampling for plankton and oyster reef organisms. Historical comparisons with data gathered during John Smith's voyage indicate the Bay is only around 33% of its former productivity. However, data collected and analyzed by the students revealed that all chemical and biological health indicators are trending upward. As one student observed: "There is a lot to be optimistic about."
On November 5, 2014 students boarded the "Stanley Norman," one of the Chesapeake’s last remaining oyster dredge boats, to investigate the ecological health of the Chesapeake Bay. Their activities included water quality analysis and biological sampling for plankton and oyster reef organisms. Historical comparisons with data gathered during John Smith's voyage indicate the Bay is only around 33% of its former productivity. However, data collected and analyzed by the students revealed that all chemical and biological health indicators are trending upward. As one student observed: "There is a lot to be optimistic about."
12th Grade Intro to Engineering Class
On October 28, 2014, in the High School Introduction to Engineering class, Students toured the Baltimore County Recycling Center to learn more about single stream recycling and to see the work that was developed by environmental, mechanical, and electrical engineers.
On October 28, 2014, in the High School Introduction to Engineering class, Students toured the Baltimore County Recycling Center to learn more about single stream recycling and to see the work that was developed by environmental, mechanical, and electrical engineers.
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