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Ms. Marissa: Moving Like Molecules

Posted on by Marissa Frisk

We are just beginning our science unit on States of Matter. Matter is all around us. Everything that you can touch, taste, smell, and see is made of matter. The three main states of matter are solids, liquids, and gases.

Solids have a definite shape because these molecules are very close together and do not move very much. The shapes of solids do not change unless some type of force makes them change. Liquid matter does not have its own shape. The tiny molecules in liquids are not as close together as solid molecules, and they move around more. Liquids take the shape of the container they are in. Gas matter also does not have its own shape. The molecules in a gas are far apart, and they move around a lot. Gases spread out and fill up their container, too. In the afternoon, we made Oobleck, a fun substance that is both liquid AND solid!!

We are eagerly waiting for some snowfall so that we can build a snowman, bring him inside, and observe how he will change from a solid to a liquid and finally a gas.

Wishing everyone a week filled with peace and love!

Marissa & Sue

Mrs. Sargeant: A Peek at the Week

Posted on by Christine Sargeant

This week, we enjoyed strawberries as our food-tasting experience. Despite the children’s familiarity with the fruit, they were in awe as we cut the strawberry to reveal the white inside. We discussed the edible seeds on the outside of the strawberry and remembered that some seeds are not edible, such as those from an apple.

We’ve noticed since our seaweed tasting a few weeks ago that a few children have brought seaweed for a snack- and it sparks conversation each time!

We had the opportunity to expend some energy in the gym this week. We worked on catching, throwing, and kicking balls. A few children did a few laps around the gym. We discussed how running and exercise change the way we breathe and make our hearts beat faster.

We’ve also enjoyed some time outdoors. There is so much to learn through the senses – especially when there is snow on the ground. We particularly enjoyed listening to the sound of the snow crunching underneath our boots with each step.

We have been talking a lot about woodland animals, such as chipmunks, skunks, raccoons, and bears. A few of us have shared stories of encounters with these backyard critters.

Happy Birthday to our friend Kai, who we celebrated in class this week.

Please note that a handful of photos in this week’s batch are from last month but never made it into the post. I will share a funny song that we discovered by accident, which the children love. If you play it at home, I hope you’ll have the chance to see their bodies move and groove to the music as they listen. (We always listen to music on a speaker using Spotify, even though I share via YouTube.)

Also, for those of you whose children will be moving into Primary next year, please consider attending the Moving Up information night on Thursday evening, February 1, at 5:30 pm. It is a great way to gain more information about your child’s year ahead.

Happy and healthy weekend!

Christine & Lizette

Ms. Marissa: Do You Have Bones?

Posted on by Marissa Frisk

For the last few weeks in our classroom, we have been learning about animals. Not just any animals, INVERTEBRATE animals – animals with NO BONES! We have talked about invertebrate animals that live on the land (slugs!), in the air (insects!), and in the water (jellyfish!).

At circle, we see if we can think of the invertebrate animal from a riddle. Try asking your child one of these:

“I am an invertebrate who lives in the ocean. I have a hinged shell. I have a muscular food that helps me burrow in the sand. Who am I? (a mussel)

“I am an invertebrate who farmers love because I eat pests. I have a spotted, domed shell and six legs. I can fly, too! Who am I? (a ladybug)

We also have been practicing a new poem in honor of studying invertebrates called Song of the Bugs.

Some bugs pinch

And some bugs creep

Some bugs buzz themselves to sleep

Buzz Buzz Buzz Buzz

This is the song of the bugs.

Some bugs fly

When the moon is high

Some buts make a light in the sky

Flicker, flicker firefly

This is the song of the bugs.

We look forward to slithering into this next week!

Warmly,

Marissa & Sue

Mrs. Hood: Copo de Nieve!

Posted on by Andrea Hood

As we continue our winter studies this week, we delved into one of the most enchanting aspects of water: snowflakes. The timely weather has allowed us to reinforce this lesson as the children have had the opportunity to explore snow both indoors and outdoors. They’ve discovered that while snowflakes share a common symmetry and hexagonal structure, each one boasts a unique and intricate design—a concept we’ve presented, of course, in language tailored to their understanding.

I find it fascinating how the individuality of a snowflake mirrors that of each child. Just like snowflakes, every one of your children is unique and precious, and we are so grateful to witness their growth and share in their beauty.

To tie this lesson into our Spanish studies, the children have been learning the song “Copo de Nieve” (Snowflake) by Super Simple Español. Using artificial snowflakes of varying sizes, they’ve acted out the song’s movements, learning Spanish words for body parts like cabeza (head), nariz (nose), and mano (hand). As we progress, we’ll continue to incorporate more Spanish vocabulary related to the body. Feel free to practice this song with your child. Find the link to the video at the end of this note.

To further enrich our studies, we’ve used educational videos, books, songs, and animal models to embark on a journey to the Arctic and Antarctica. During these explorations, the children have learned fascinating facts about polar bears and penguins, including their physical characteristics and habitats. For example:

Polar Bears

  • Are warm-blooded
  • Have thick fur
  • Have big paws
  • Live in the Arctic
  • Baby bears are called cubs

Penguins

  • Are birds
  • Are expert divers and fast swimmers
  • Don’t have wings, but flippers
  • There are different types of penguins
  • Live in Antarctica

This week, we also celebrated two very special birthdays—those of our FIRST students who turned three years old during this school year! Woo hoo!

Lastly, we explored carrots as part of our weekly food-tasting lesson. Yummy!

Wishing you a wonderful weekend,

Mrs. Hood and Ms. Mollie

This Week in Upper El

Posted on by Karen Sankey

“It really boils down to this: that all life is interrelated. We are all caught in an inescapable network of mutuality, tied together into a single garment of destiny. Whatever affects one directly affects all indirectly. We are made to live together because of the interrelated structure of reality…Before you finish breakfast in the morning, you’ve depended on more than half the world. This is the way our universe is structured, this is its interrelated quality. We aren’t going to have peace on Earth until we recognize the basic fact of the interrelated structure of all reality.” -Dr. Martin Luther King, Jr

Maria Montessori’s life spanned two world wars, and after the start of the Second World War, although she was already a promoter of peace, she became determined to educate the world about the vital connection between peace and education. She believed that if children grow up with a great respect for humanity, they won’t live in ways that destroy that humanity. They will develop a conscience and a feeling towards life and be incapable of cruelty. Montessori is known worldwide for her contribution to peace between nations; she spent many years laying the foundations of peace through education. Montessori classrooms must be nurturing, respectful, and inclusive places that celebrate our diversity.

I can honestly say that this diverse group of students would be a good model for many to follow in how to work together respectfully, peacefully, and productively. Peace education isn’t a separate curricular area for them. They continually learn to respect their peers’ physical space and collaborate respectfully as they move through each day. They have a powerful sense of peace and social justice at this age and are learning to view conflict as an opportunity for growth and leadership.

Wishing you a peaceful weekend,
Karen & Krystin

MLK Day and Measurement in Lower Elementary

Posted on by Ashley O'Connell

In honor of Martin Luther King Jr. Day, Lower Elementary students celebrated his good work. We read the powerful story, Martin’s Dream Day, which facilitated a great conversation about segregation, equal rights, and the power of using our words. Afterward, we talked about Martin’s Dream: equality, love, peace, and inclusion. As a follow-up activity, we collectively brainstormed adjectives to describe Martin and explored our own aspirations for a better world and personal growth.

Alongside our exploration of Martin Luther King Jr. this week, the children enthusiastically embraced our new unit on measurement. The students found joy in closely observing rulers and discovering the numerical increments up to 12. Our discussions focused on the understanding that each number corresponds to an inch, emphasizing this as a fundamental unit for measuring various objects. To start, students are acquiring the skill of measuring lines of varying sizes, with the intention of progressing to more intricate objects as they advance in their learning.

Mrs. Wilson: Boots, Prints, and Puddles

Posted on by Cynthia Wilson

Earlier this week, we came across some footprints in the snow and noticed that there were three different types. We followed the tracks around the playground in an attempt to identify the animal that made them. While walking, we guessed that the prints might belong to a mischievous bunny, a playful squirrel, or a feathered friend. Along the way, we also noticed our footprints in the snow, which allowed us to compare the size and pattern of our boots. Can you guess which print belongs to each child? At the end of the week, the rain had washed away the snow, but we didn’t mind. Jumping, splashing, and steering toy trucks through the muck became our newfound source of muddy delight.

Food Tasting: This week, we tasted a roasted sweet potato. We talked about the sweet potatoes being another root vegetable, just like the carrots and parsnips. The children were surprised that the inside was a beautiful bright orange color.

Mrs. Lopes: Hidden Treasures

Posted on by Amanda Lopes

Children’s literature is a passion of mine. I truly hope that each child who spends time in our classroom will quickly absorb not only how important literature is but also how much enjoyment it brings. Books are everywhere in our classroom, and we read throughout the day. We have a book corner in our classroom, a wonderful spot for a ‘brain break’ or to spend quiet time with a beautiful story. We read a chapter (or two or three) each afternoon from a chapter book. Our older friends have both private reading and partner reading built into their day. When a child says, “I don’t know what to do,” I just give them that well-practiced teacher look, and usually they say, “I know, I know, I can read!”

We asked the children to share the title of one of their favorite books.

  • Amelia– Nat’s Snowman
  • Annie– Frosty the Snowman
  • Arian– Morning books
  • Arjuna– Mickey, Pluto, and Donald book
  • Ben– Pete the Cat
  • Brisa– A book with a lot of stories about Mickey Mouse
  • Casey– The Grumpy Monkey
  • Daniel– How the Grinch Stole Christmas
  • David– The Dogs of Bedlam Farm
  • Elanour– Nibbles the Book Monster
  • Elizabeth– Mickey and Donald Spaceship book
  • Enzo– Star Wars: the Revenge of the Sith
  • Evie– Princess Books
  • Fiona– A book about a mouse
  • Harlan– Frosty the Snowman
  • Kian– Freddy the Farting Snowman
  • Kimberlin– The Bernstein Bears books
  • Levi– Brown Bear, Brown Bear, What Do You See?
  • Nicolas– Mickey Snowman book
  • Noelle– Mercy Watson’s books
  • Parker– My shark book
  • Ryder– The space book

Wishing you a week filled with peace, love, and lots of happy reading!

Amanda & Hema