Yesterday, our seventh graders presented their annual Colonial Museum to lower and middle school students and teachers and to their families. The museum represents a culmination of several months of study including a week-long visit to Williamsburg. During their week in Williamsburg, students gathered information for their research papers, conducted and recorded interviews with historical re-enactors, and took photos to document their experience. This initial research in the field informed the substantial additional research that they carried out once they were back at school.  Based on the research papers that they then wrote, each student created an exhibit that s/he curated at the museum. For the final stage of the project, students will make additions to our growing Colonial Museum wiki that future seventh grade classes will explore and will then add to in turn. In this way, students come to understand something of the historians experience as they wrestle with what new contributions they can make to the field.

Click here to view a slideshow of the museum and here to view a slideshow of the class trip to Williamsburg.

On the Wednesday before the Thanksgiving break, we had our annual Thanksgiving Assembly. It was a gathering at which our students’ voices rang clear and true.

The fifth graders shared stories of thanks written to important people in their lives. These stories focused in on the individual they were thanking and through rich description brought that person and why he or she was important to life for their listeners.

The sixth graders shared a collective poem that focused on those things for which they were most thankful. The poem touched on the personal and the global and built to heartfelt shared expression of thanks.

The middle of the ceremony was reserved for our newest assembly tradition. During the weeks leading up to the assembly, Middle School music teacher Matt McLean worked with fifth and sixth grade classes to create the lyrics for an original composition “Thanksgiving Song”  focused on the spirit of giving thanks. The fifth and sixth grade classes sang their verses and the community joined in on the upbeat choruses.

The seventh graders who earlier in the morning held their annual food festival offered  stories about food that were connected to their family, their heritage or their past. Following the assembly, the retired to the cafeteria to continue the communal “breaking of bread.”

As has become our longstanding tradition, the eighth graders offered their revision of  the Byrd Baylor story I’m in Charge of Celebrations. Their revision reflected the collaborative work of the entire eighth grade class. While adults provided some general context and support for the work, the process that gave rise to its writing and the final product were truly student-centered efforts and reflective of our progressive practice. I hope that their version of “I’m in Charge of Celebrations” gives you as much pleasure as it gave us. Enjoy!

Each year, our eighth grade students embark on a project to better understand and personalize the social justice issues that emerge from their study of post-Civil War US history. This project connects them to individuals and organizations that are making a difference in the community and beyond. Through this process, our eighth graders come to better understand the rewards and challenges of active citizenship and the need for all individuals to choose to participate. One benchmark point on what we hope will be a life-long journey is our annual spring Social Justice Teach-In during which the eighth graders plan and run a set of workshops and assemblies for the rest of the middle school.

This year-long journey begins in the summer as students read the novel Warriors Don’t Cry by Melba Pattillo Beals, which chronicles the experiences of the Little Rock Nine and the efforts of many others to desegregate Little Rock’s public schools. This reading serves as frame for our students’ critical examination of our nation’s history from the Civil War through the Civil Rights era.

Inspired buy the Little Rock Nine and the Civil Rights Movement and their investigation of the UN’s Universal Declaration of Human Rights, each eighth grader created an action art project and a supporting artist’s statement about their work as it related to a current civil or human rights issue. Their art work and writing ask us to stop, think and, ultimately, to act. The following are a view representative excerpts from their work:

• The biggest thing that threatens world peace is a mental war because it is a mental conflict within that causes controversy and the disagreement over ideas and beliefs.
• The message of my artwork is that people need to speak up against the loss of freedom. When people lose their freedom holes are created within our society and this allows other people to fall into them and do or suffer bad things.
• In my art piece the bold words are direct and confront the viewer with the shocking realities of torture practices around the world. By being faced with these truths, I hope people will think about what is happening globally and do their part in making change.
• I imagine a world where all kids are guaranteed a full education from grades K-12 (boys and girls).
• The right to vote is one of the most important civil rights. If you do not have the right to vote for your leaders, you cannot truly be a free person. People struggle for the right to vote all over the world. Democracy, with voting rights for all adults, is the form of government that is most fair because it gives everyone a say in how they are governed.
• I chose to make my art work the way I did because I felt that by showing the silhouette of a displaced person rather than a straight forward picture would make the viewer have to decide what the face or gender of the person will be, making it different for each observer and more personal. I chose to use paint for the color of the flags and plain black paper and pencil for the figure in order to contrast between a vibrant community and flat isolation.

Click here to view some of the projects. This work is on display outside of the eighth grade classrooms. Please stop by for a look and read.

What a week! Tuesday began with wonderful Sixth Grade Poetry Potluck where those present were treated to an incredible selection of poetic delights all expertly read by their authors. Tuesday evening saw the auditorium transformed into our Science Exploratorium. Students presented the results of their individual science research projects that addressed an impressive range of questions that appear below for your consideration:

• How do different materials react to different liquids with a range of pH values?
• How does axle size effect the movement of a vehicle powered by a mousetrap?
• How can the speed of a mousetrap vehicle be increased by the use of gears?
• What role does shape play in designing an effective wind turbine?
• What effect does the size of wind turbine fins have on the speed of a turbine?
• What conditions or factors determine why organisms may have similar or different responses to the same stimuli?
• What effect does changing the amount of wire in a coil have on the speed of a motor?
• How does the shape or size of a coil or its distance from a fixed magnet effect the motor’s speed?
• What effect does changing the number of fins on a waterwheel have on its speed?
• How does changing the shape of a wing effect it’s ability to produce a lift force?
• What effect does the shape of a vehicle’s body have on the maximum speed at which it can travel?

Wednesday saw the fifth grade regale students and families with their rousing musical adaptation of  The Adventures of Ulysses. Prior to the performance, families had a chance to view students’ technology animation projects, science robotics projects, core memoirs and essays and to play a variety of math games.

 Ulysses [3:36m]: Hide Player | Play in Popup | Download
On Friday, the seventh grade will present its Constitution Works First Amendment role play at the courthouse in Brooklyn and, on Friday night, the eighth grade will celebrate their upcoming Moving Upon, which will take place on Tuesday.

Thank you to those of you who were able to attend The Middle School Awards this past Tuesday evening. The number of students involved in extracurricular activities and the diversity of these activities was inspiring. There is no doubt that these opportunities, which challenge students to think and learn in powerful ways, play an important role in helping us to fulfill our mission of educating the whole child. As with all endeavors, these experiences are not without their own obstacles (being over-matched by an opposing team, struggling to get the harmonies just right, having to adapt materials to meet a robotics challenge). However, when we see our students pushing themselves to do their best for themselves and for the team/group, the opportunities for learning are self-evident. These programs also provide students with the opportunity to “bump” into a new passion or to deepen a commitment to an area of interest and strength. Through our extracurricular programs, students with varied prior experiences and abilities regularly come together under the guidance of experienced teacher leaders to support each other as they work to be their best selves. I hope that this year’s Awards Night sparked some new areas of interest for students and faculty alike. I look forward to future evenings where we are able to come together as a community to celebrate this important work.

Following on the heels of Awards Night, we were treated to a preview of this evening’s Spring Concert by the the Little Red Singers, the Little Red Ensemble and the Middle School Jazz band. Click on the player below for some samples of the vocal and musical offerings that we enjoyed.

 Standard Podcast: Hide Player | Play in Popup | Download

While the eighth grade is away this week in Gettysburg and DC as part of their core curriculum (click here to view pictures and updates from the trip Twitter page), I thought I’d take the opportunity to share with you another important piece of their learning journey, which culminated on April 29th.The eighth grade core curriculum explores a range of social justice themes connected to the study of US history and literature from the Civil War through the Civil Rights Era. Throughout the year, students look at a cross-section of individuals who have taken a stand on social justice issues and who have “chosen to participate.” In turn, we ask the same of our students as they explore a range of pressing social justice issues. As with last year’s class, this year’s eighth grade choose to focus it’s inquiry on issues related to sustainability. So for the past five months, the eighth graders have been researching these issues as part of their core curriculum.

Their research into sustainability led them to organizations and volunteer opportunities that have helped them to better understand this crucial issue. As leaders in the Middle School, the eighth graders then planned a Teach-In for the students in grades five through seven. This day included a series of assemblies and student-run workshops that framed their experiences over the past five months and suggested ways for their classmates to take action on this issue.

Here is a sampling of the workshops that were offered:

• Public Service Announcements: Giving Hope for Animals
  During this workshop, you will learn information about stray animals in New York City and animal cruelty. Participants will then use this information to make print PSA (public service announcements) about this issue and its impact on our city. If you are an animal lover and want to make a difference, join this workshop!
• Save a Cat; Don’t be Dog!
  We’ll learn about the not-always-positive experience that many animals have  in animal shelters, we’ll watch a short movie, and then see how much we’ve learned by playing a fast-pased game.
• Hunting for the Facts
  In our workshop, you will participate in a “hunt” for animal rights.  With a series of clues and some very valuable information, you and your group will learn about the importance of ethical treatment of animals as you race to answer questions about a certain animal-related issue.
• Wiggle
  In this workshop, you will learn about the wonders of red wiggle worms and how they help our planet sustain itself.  You will engage in a hands-on activity with the worms as we make our own composting bins.  You will feed the worms and make their home while learning how they help our planet.
• CATastrophic Crackers
  Participants will bake kitten cookies for the homeless cats at Ollie’s place (a non- profit cat shelter).  These cookies will be made with all organic flour and will be delivered to Ollie’s place after the workshop.  Learn about this important issue while you help feed animals that were not getting the proper nutrition!
• Reaching to Save the Screeching
  This workshop teaches you about Screech Owls in Central Park and the efforts people have made in sustaining and protecting their habitat.  You will learn about the owls’ living and eating habits as well as the projects that are in place to save them.  As part of the workshop, we will dissect owl pellets to learn more about the owls’ diet and how this is connected to the survival challenges that they face.
• You Can Taste a Sandwich, but Some People Can’t
  In this workshop, participants will learn impiortant facts about food pantires in NYC. You will also make sandwiches for the hungry and will designing a message for the recipient of your sandwich to be included in the bag. The sandwiches we make will be delivered to the Grand Central Food Station Wednesday night and you will have a direct and immediate impact on feeding the hungry!
• Wind Wizards
  In this workshop, you will learn the importance of wind-generated energy and alternative energy sources.  We will build wind turbines in groups and then we will try to power a light bulb with the turbines!
• Renewable Fuel & Green Technology
  In this workshop, you will learn about the incredible concepts connected to Green technologies and renewable fuels.  In an interactive set-up, you will explore different types of technology and how renewable fuels such as biodiesel work.  We will look at solar panels, wind turbines, wave turbine and a selction of  renewable fuel.  You will be able to experiment with and learn about the challenges associated with these different technologies.  We will also learn about which states are causing the most pollution and why this is the case. Participants will then take on the role of a government official and will draft a short bill to describe their plan of action to make their state go green!
• Little Green School House
  In this workshop, we will explore green architecture and a “greener” more sustainable way of living a modern life. We will do this by applying sustainable building practices to a construction of “green” gingerbread houses. This workshop will allow you to identify the most essential elements of green architecture, by using your knowledge and creativity to green an ideal “green” living space.
• Pin the Green on the Building
  Play a “green” version of the classic game. If you are interested in learning about green architecture and you enjoy fun and games, this is the workshop for you.
• Junk or Art?
  In this workshop, you will make your own musical instrument made out of recycled materials. Using bottles, buttons, and balloons, you will paint and paste your way toward the construction of a homemade instrument.  You will learn that there are many fun and creative ways to reuse, recycle and reduce what too often goes into our landfills.  Come and make ec0-friendly music with your peers!
• RESTYLED
  Have you ever had a shirt that just wasn’t right for you?  In RESTYLED you will give your clothes a second life.  We’ll teach you how to make something beautiful out of something that might otherwise end up in the garbage.  We’ll use recycled materials to decorate your clothing into something you’ll be sure to wear.

Click here and then on “Middle School Earth Day ‘Teach-Ins’” to view photos from the workshops.

The assemblies featured a number of student-created videos, original music and a presentation based on excerpts from the award-winning documentary Flow, which examines the powerful role of water in the sustainability conversation. It was an empowering day and one that profoundly put students at the center of a progressive learning experience. It taught them something about the complexities of organizing and leading an event. I think they also discovered some new found respect for their teachers after having to walk a mile in their shoes.

Throughout the project, students maintained a class blog that was used for recording thoughts and experiences and for collecting feedback from the rest of the Middle School students and teachers following the Teach-In. I encourage you to explore the blog to dig more deeply into the learning experience of our eighth graders.

I am already looking forward to next year’s Teach-In.

On Saturday, April 25, nine sixth graders participated in the 20th Packer Collegiate Middle School Model Congress. This year’s participants included Andrew, Ben, Georgia, Lola, Marcelo, Martine, Michelle, Odelia, and Simmon. The group has worked with faculty facilitator Sharyn Hahn since the end of October to write bills, prepare speeches, read students’ bills from the other schools that participate, and learn about and practice parliamentary procedure. The team spent the entire day at Packer Collegiate High School this past Saturday for the annual culminating event.

Nearly 200 middle school students from 13 area independent schools, including LREI, sent delegations of model legislators to the event. When students arrived at the event, they broke off into one of 17 separate committees based upon the content of their bill. These committees were meant to resemble actual congressional committees and included among others Judiciary, Education, Health, Housing & Urban Affairs, and Science Space & Technology. After a morning committee session filled with heated debate and criticism, the bills that passed committee were reviewed in one of four full sessions. (House I, House II, Senate I and Senate II).

The bills introduced by the LREI delegation included the following:

1. Delegates: Benjamin  and Marcelo
   Title: An act to require that one out of every building on each block in U.S. cities that is rainwater accessible has a rainwater collection plant on its roof.
   Preamble: This act would ensure that many buildings in New York City could reuse water that would normally go down to sewage and be unused. With these collection plants, buildings would have chlorinated and filtered water for bathing and washing.
2. Delegates: Lola, Michelle and Odelia
   Title: An act to increase the amount of Farmers Markets/Greenware across the country.
   Preamble: The purpose of this act is to increase the production of local farmers’ produce by creating more places where they can sell their harvests and where customers can get to know the agriculturists who grow their food.
3. Delegates: Georgia and Martine
   Title: An act to stop the littering of gum and cigarette butts in public places and on the streets in Us cities.
   Preamble: The purpose of this act is to enforce the prohibition of the littering of gum and cigarette butts in public places and on the streets. We will do this by putting more ashtrays up around in U.S. cities and large reminders to spit out gum into a trashcan and not onto the street or stick it to park benches. In addition, signs referring to the fines that will be imposed on offenders will be highly visible. Cities will be a much cleaner and safer place for people to live.
4. Delegates: Andrew and Simmon
   Title: An act to build designated smoking areas other than outside of buildings on the streets in towns and cities in the United States.
   Preamble: The purpose of this act is to stop smokers from smoking in highly populated outdoor areas, such as public train stations, outdoor bus stops, and children’s playgrounds. This will prevent non-smokers from inhaling second hand smoke.

The students’ hard work throughout the year resulted in a day of excitement and accomplishment.  All nine of our delegates participated in all of the sessions and several debated in the plenary committees.  At the end of the morning committee sessions, the students voted on the one bill that passed in their session that was the most controversial and informative, in order to bring it to the plenary session. These bills were then debated within one of the larger group in the afternoon. The bills introduced by Georgia and Martine and Marcelo and Ben were debated in these plenary sessions. Marcelo and Ben’s bill was passed during this session, which was a first for LREI.

The afternoon concluded with an Awards Ceremony in which all of the delegates were recognized for their the hard work and performance. In addition, special awards were given out to the best prepared and most “professional” delegates. Both Marcelo and Ben were awarded Honorable Mentions.  All of the delegates had a good time and they are all looking forward to next year with their eyes on the coveted Golden Gavel award (of which we have won two over the past four years). We are very proud of all of the delegates for their commitment to the Model Congress program.

Archive for March, 2009

Last Saturday’s competition, which ran from early in the morning until late in the afternoon, was the culmination of several months of hard work for the members of LREI’s Middle School Robotics Teams.  What follows is an update from team coach and middle school science teacher Sherezada Acosta:

This weekend marked the end of a great season!  I was proud of the great work all the students put in to get us here and how hard they pushed themselves throughout the competition day.  It was a very long day, but they did an incredible job representing our school! I am happy to report that out of the 72 schools at the event, which represented the top performing teams in the New York City area, the LREI Knights Team received a perfect score in every aspect of the teamwork category, earning them a 4th Place for the Teamwork Award!

Teamwork Award:
“Teamwork is critical to succeed in FIRST LEGO League and is the key ingredient in any team effort.  FLL presents this award to the team that best demonstrates extraordinary enthusiasm, an exceptional partnership, and the practice of the FLL values.”

What the judges had to say:
“Great enthusiasm!”  “Good group collaboration”
“Good innovative solution proposed”
“very proactive and high awareness”
“Research extensive!”

The LREI Squires were not far behind getting incredible feedback from the judges as well:

“Informative, polite, well spoken large team with excellent teamwork.”
“Most out of the box solution”
“Demo was very creative”
“Great job dividing and sharing roles to design robot”
“Very enthusiastic presentation”

Well done all!

This week’s sixth grade Medieval Pageant and fifth grade Egyptian tomb were wonderful culminating activities to units of focused study that were carried out across several subjects. As the quarter draws to a close and I reflect on my varied interactions with students and teachers, I am continually struck by the richness of our integrated curriculum. The value of an integrated curriculum, which connects traditionally-separate subject areas, and its particular relevance at the middle school level, is something that has been a core value at LREI from the very beginning. As Agnes De Lima notes in The Little Red School House: “We are, then, concerned in our curriculum to make sure that it affords the kind of experience and the kind of activities which will help children grow normally and naturally. The old-line pedagogue was continually asking, what must a child know, what knowledge is of most worth? We ask instead, What should a child be like, what ways of acting and what habits of repose are most worthwhile…. We take the child as he is and where his is, try to understand him, and then seek to help him understand the kind of world in which he lives and the part he is to play in it (p. 16).”

The interesting thing is that through this process students learn an incredible amount of what we traditionally consider as subject area knowledge. More importantly, they learn how to use this information to solve authentic problems and to assess critically this knowledge. Through our integrated curriculum, inquiry occurs in a thematic and holistic manner. In this way, the curriculum empowers our students to see connections and to generalize and transfer knowledge to a variety of problem-solving situations. As we celebrate Founders Day tomorrow, I have no doubt the Elisabeth Irwin and her colleagues would be pleased with the current state of affairs here at LREI. Here are a few images from the Pageant and Tomb that capture this spirit. The images go quite well with this piece composed by the students for the pageant.

 Medieval Pageant Overture: Hide Player | Play in Popup | Download