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Mrs. Wilson: Things That Go!

Posted on by Cynthia Wilson

Welcome, April!

This month, the children will be exploring new language vocabulary centered around vehicles and community helpers. We’ve introduced a variety of language materials, including figures and matching cards that highlight different forms of transportation, as well as the people who help in our communities—and the vehicles they use in their work.

On Monday, we began the week by finishing up our lesson on color mixing. We reread Mouse Paint and revisited how the primary colors can be mixed to create secondary colors. Each child received their own “white mouse” (a cotton ball) and chose two primary colors to mix. Using droppers, they carefully added colored water into a small vessel. Just like the mice in the story, they mixed and stirred—and even did a little dance—while watching the colors change before their eyes!

Once their new color was created, they dipped their mouse into the puddle to make their very own “mouse paint.” If you noticed a plastic bag with a small cotton ball come home on Monday, that was their special creation, which they were very proud of!

In our sensory bin, the children have been enjoying exploring their favorite vehicles, including construction trucks paired with kinetic sand for a rich, hands-on sensory experience.

Typically, this time of year brings a focus on weather and the signs of growth we begin to notice outdoors—and we will certainly continue to observe and discuss these seasonal changes. However, this year I’ve chosen to place a special emphasis on transportation. Many of the toddlers light up with excitement when they spot vehicles passing by—whether it’s work trucks, delivery vans, or the big yellow school bus they see each afternoon after nap time. By building on their natural interests, we can deepen their engagement and foster a continued love of learning.

Food Tasting:
This week, we explored leeks. We learned that leeks are part of the onion family and have a milder, slightly sweeter flavor when cooked. During our exploration, the children examined the leek in its raw form—observing its length and carefully pulling apart each layer. Together, we counted 15 leaves in a single stalk!

While leeks can be eaten raw, we tasted them sautéed—and many of the children enjoyed them.

Love and Light,
Cynthia and Sara

Ms. Vicki’s Weekly Update

Posted on by Vicki Downs

This week was filled with creativity and hands-on art experiences as we explored different ways to create colorful projects and express ourselves.

We focused on using different art modalities, giving the children opportunities to experiment with a variety of tools and materials. They decorated eggs with bright, colorful fabric, using paintbrushes to carefully spread glue before placing each piece. This activity supported both creativity and fine motor development.

Using paint sticks, the children had the opportunity to hold craft eggs while making beautiful and bright markings.

The children also used eye droppers to squeeze watercolor onto salt that outlined egg shapes. They were fascinated watching the colors spread and blend, creating beautiful, unique designs while strengthening their hand control.

For the first time, we took a trip down to the art room to complete a class project together. The children did an amazing job! They were calm, focused, and listened closely to directions, all while letting their creativity shine. We were so proud of how they handled this new experience!

Each morning, we added a little excitement by hiding small wooden eggs around the classroom. The children loved using their searching skills to find them, turning it into a fun and engaging start to the day.

It was truly a wonderful and artistic week, full of creativity, focus, and joy. We hope everyone enjoys a relaxing and happy long weekend!

This Week in Upper El

Posted on by Karen Sankey

“Faith is the bird that feels the light and sings when the dawn is still dark.” -Rabindranath Tagore

We kicked off our week with a writing lesson on how to write a single paragraph outline. The classroom was full of excitement as students brainstormed and collaborated to develop their outlines, setting them up for some awesome writing down the line! After brainstorming, we came back together as a group to share ideas and formulate a topic sentence, supporting sentences, and a concluding sentence together.

In geometry, fourth graders were busy exploring area through some hands-on activities, constructing rectangles of different sizes using various arrays. This not only reinforced their understanding of area but also got them thinking critically about how shapes relate to numbers. The fifth graders dove deeper into circles. They learned how to use the diameter and Pi to calculate circumference. As they measured the diameters of circles and calculated their circumferences, their understanding solidified.

In grammar, fourth graders focused on interrogative and relative pronouns, which really helped sharpen their sentence structure and comprehension. They analyzed sentences and worked on distinguishing between different types of pronouns. Meanwhile, the fifth graders tackled appositives during their sentence analysis work. They learned that a noun is an appositive when it renames the first noun and that adjectives may be in apposition to a noun when they follow the noun rather than precede it.

In biology, we looked at how sensitivity functions in animals. The students learned about various biological features, such as protoplasm, nerve nets, ganglia, nerve cords, and brains, and how these structures help animals interact with their environments. This week laid the groundwork for a deeper dive next week, where we’ll look at specific animals and their unique adaptations for sensitivity.

Coming Up

  • Thursday, April 9 – Sandwich Making for the Soup Kitchen
  • Friday, April 10 – Nature’s Classroom $100 Deposit Due
  • Wednesday, April 22 – April Birthday Breakfast

Spring into Geography in Lower El

Posted on by Carlie Taveras

Spring has officially sprung, and it has been such a joy welcoming the children back into the classroom. There was an immediate buzz of excitement as they reconnected with friends, shared stories from their time away, and settled back into our community with ease. We took time to ease back into our rhythm, but the children were more than ready to get back to work with a renewed sense of curiosity.

This fresh energy has carried beautifully into our cultural studies, with geography at the forefront of much of our work. We began by further exploring the composition of the Earth, reconnecting to ideas from the Story of the Universe, especially how heavier materials sink and particles settle according to their nature. These connections help the children see their learning as part of a larger, unfolding story.

As we introduce new concepts, we intentionally incorporate etymology to support the children in understanding and remembering new vocabulary. This not only strengthens their grasp of content but also helps them begin to recognize word patterns and make meaning of unfamiliar words across all areas of the curriculum.

Through storytelling, demonstrations, and impressionistic charts, the children were introduced to the main layers of the Earth: the barysphere, lithosphere, hydrosphere, and atmosphere. They explored not only what these layers are, but also their functions and relative sizes, developing an understanding of how each layer plays a role in supporting life on Earth. In particular, we discussed how the barysphere contributes to keeping us grounded, leading into a deeper exploration of gravity.

To make this concept more tangible, the children participated in hands-on demonstrations using magnets, allowing them to experience how forces can pull objects together. This helped them draw parallels to the gravitational pull of the Earth and imagine how we are held securely in place. We also examined the protective role of the atmosphere and how the Earth stays warm, using demonstrations to explore radiant and reradiated heat and how energy from the sun interacts with our planet.

While a traditional geography curriculum at this age often focuses on maps, continents, and local communities, Cosmic Education meets the developmental needs of the second plane child, who is driven by reasoning and big questions about the world. Through this work, we invite the children to explore beyond what is immediately visible, appealing to their imagination with stories, impressionistic materials, and hands-on experiences.

Rather than simply presenting facts to memorize, our goal is to spark curiosity and a sense of wonder. The children are introduced to the vast amount of work that has come before them, fostering gratitude and a deeper appreciation for the world around them. Each lesson is designed to open the door a little wider, encouraging them to ask questions, make connections, and pursue their own discoveries. Through our study of the Earth’s composition, the children are beginning to see the planet as a dynamic, interconnected system, and most importantly, they are developing a desire to keep learning more.

We are looking forward to continuing this work in the coming weeks as the children build on these ideas and follow their own questions and interests. It has been wonderful to see their curiosity come alive again after the break, and we are excited to see where their learning takes them next.

Ms. Handibode: Help Me Do It Alone

Posted on by Michelle Handibode

Building Independence, One Small Step at a Time

“These very children reveal to us the most vital need of their development, saying: ‘Help me to do it alone!'” — Maria Montessori

Last week, our classroom focus turned to one of the most foundational principles of Montessori education: independence. In our hurried world, it is often easier and quicker to step in and help — to zip the coat, tie the shoes, pour the drink. Dr. Montessori understood, however, that this instinct, however loving, works against a child’s deepest developmental need.

Independence isn’t just a practical skill — it is the engine behind intellectual and physical growth. Our classrooms are intentionally designed to offer children “real work” that allows them to meet this need every day. When a child says “I can’t do it” before even trying, we gently encourage them to try three times before asking for help. More often than not, they succeed before that third attempt is even finished.

If you find your child struggling with something at home — putting on shoes, setting the table, carrying their own bag — try taking a small step back. That moment of patient waiting is a powerful gift. The pride on a child’s face when they do it themselves is worth every extra minute.

We are also sending home everyone’s snow gear this week — fingers crossed we won’t need it again until next year! This is also a wonderful time to check that the spare set of clothes in your child’s locker is still a good fit for the spring season. If your family has outgrown any winter items (coats, boots, snow pants), we would be grateful for any donations.

Extending Learning at Home

Look for moments in your daily routine where your child can practice independence — getting dressed, unpacking their own bag, helping prepare a simple snack, or watering a plant. Resist the urge to step in right away. Offer encouragement, give plenty of time, and celebrate the effort as much as the outcome.

 

UPCOMING EVENTS & ANNOUNCEMENTS

This Week

  • Monday, March 30
    ⋅ Sharing Box and Flowers; Birthday Celebration, Eloise C
  • Tuesday, March 31
    ⋅ Birthday Celebration, Wilder B.
  • Friday, April 3
    ⋅ No School | Good Friday

Next Week

  • Monday, April 6
    ⋅ Sharing Box and Flowers; Birthday Celebration, Connor H.
  • Wednesday, April 8
    ⋅ Guest Reader, Leigh B.

Mrs. Lopes: Discovering Africa

Posted on by Amanda Lopes

Exploring the World Through Maps, Stories, and Wonder

Last week, the classroom came alive with the sights, sounds, and stories of Africa. We began our continent study by locating Africa on the puzzle map, tracing its shape, and discussing where it sits in relation to the other continents. From there, we explored its remarkable diversity — the animals that roam its vast landscapes, its varied topography, its rich cultures, and its iconic landmarks.

Picture books played a central role in bringing Africa to life. Through stories set across the continent, the children connected geography with narrative in a meaningful way — a beautiful example of how language, culture, and sensorial learning weave together in the Montessori environment.

This is just the beginning of our African adventure!

UPCOMING EVENTS & ANNOUNCEMENTS

This Week

  • Monday, March 30
    • Ryder’s Birthday Walk
  • Tuesday, March 31
    • Helena’s Birthday Walk
  • Wednesday, April 1
    • Guest Reader: Katie R.
  • Friday, April 3
    • No School | Good Friday

Ms. Marissa: Rainbows, Robins, and Ramadan

Posted on by Marissa Frisk

Welcoming Spring Through Science, Song, and Cultural Celebration

Last week, our classroom was buzzing with curiosity about the world around us — both near and far. We continued our study of rainbows and the water cycle, and the children have been eagerly tracking whether the old saying holds true: Does March really come in like a lion and go out like a lamb? We have been watching closely!

The beautiful weather has brought some wonderful observations about the early signs of spring. One of the most exciting? The return of the robin! We have been singing “The Red Red Robin” together and keeping our eyes peeled for those bright orange-red chests out on the campus.

One of the most memorable moments of the week was a special lesson on Ramadan and Eid al-Fitr, generously shared by Norah’s mom. We lit lanterns to represent the meal eaten at sundown — a beautiful, hands-on way to bring this meaningful cultural celebration into our classroom. Lessons like this one remind us that learning about the world’s traditions fosters empathy, curiosity, and a deep respect for one another — core to Fraser Woods’ mission of cultivating compassion.

Extending Learning at Home

Keep the conversation going at home! Ask your child what signs of spring they have spotted, and see if March did indeed go out like a lamb. Look for robins together on your next walk, or try singing “The Red Red Robin.” If your family celebrates any cultural traditions or holidays, we would love for you to share them with our classroom community.

UPCOMING EVENTS & ANNOUNCEMENTS

This Week

  • Friday, April 3
    ⋅ No School | Good Friday

Middle School: Welcome to Spring!

Posted on by Michelle Lamb

Happy spring, and welcome back to the middle school students! It was a great week of learning and being outside. Finally feeling warmer temperatures, the middle school ate lunch outside for most of the week.

Announcements:

  • 8th Grade Expert Presentations: Wednesday, 4/22 @ 6 pm
  • MS ARRIVAL BEGINS AT 8 am
  • MS Flower Schedule

Math

Pre-Transition: It was a great first week back from spring break! Students began the week by reviewing key concepts from Chapter 6 to refresh their understanding and build confidence. From there, they continued their learning by working with exponents, including calculating values and rewriting numbers in expanded form. Students also practiced multiplying decimals without the use of a calculator, strengthening their number sense and accuracy. In addition, they explored how to find the percent of a number, applying this skill to a variety of problems.

Transition: Students began the week by reviewing Chapter 6 concepts before continuing into new material. They are now able to use the properties of lines and angles to determine missing angle measures, including working with parallel lines cut by a transversal and identifying relationships such as same-side interior, vertical, linear pair, and corresponding angles. In addition, students explored the properties of parallelograms and applied the triangle sum property to solve for unknown angles. They also learned how to calculate the distance between two points on the coordinate plane, which concludes Chapter 6. Students will review Chapter 6 concepts next week and take the Chapter 6 assessment on Thursday, April 2.
Algebra: Students began the week by reinforcing their understanding of key Chapter 5 concepts, including working with algebraic fractions through multiplication and division, as well as applying their knowledge of rates, ratios, relative frequencies, and percentiles in meaningful contexts. Building on this foundation, they moved into solving proportions and explored the Means-Extremes Property as a reliable strategy for finding unknown values. Students wrapped up Chapter 5 and are now preparing to demonstrate their understanding on the Chapter 5 assessment on Tuesday, March 31.
Geometry: Students dove into Chapter 5, “Proofs Using Congruence“, and have been building their reasoning and justification skills in geometry. They can now make and support conclusions about congruent figures as well as identify and determine the measures of corresponding parts. Students were introduced to two-column proofs and are beginning to practice this skill. They also explored geometric constructions, including how to construct equilateral triangles and a circle through three noncollinear points. To wrap up the week, students applied properties such as perpendicular bisectors and alternate interior angles to find missing lengths and angle measures, and they extended their understanding by writing proofs involving reflections.
Algebra II: After returning from Spring Break, students took time to review key Chapter 4 concepts involving matrices, reinforcing their understanding of operations such as combining scalar multiples and multiplying matrices, as well as recognizing relationships between figures and their transformed images. Building on this foundation, students continued exploring how matrices can be used to represent and perform transformations, including scale changes, reflections, and rotations. This work connects directly to concepts learned in Geometry and helps deepen their understanding of how algebra can model and describe transformations.

Humanities

The 6th and 7th-grade classes had a busy start to the trimester. They first completed a writing assessment to start the trimester by responding in essay form to a prompt of their choosing. Then, the classes dove into their unit, Powerful European Leaders. Beginning with a discussion about what they feel are important qualities of a great leader, they created a class list. Then, they chose two of these qualities to highlight and expand upon in a piece of writing. Students also completed a current political map of the continent of Europe. Finally, the class spent time investigating significant events, people, places, and outcomes of WWI. Next week, they will hone in on Russia’s Revolution of 1917 and begin reading George Orwell’s allegory, Animal Farm.

The 8th grade also had a busy start to the trimester. Their expert research paper drafts were due on Friday, so they spent some time editing, formatting, and finishing these. Additionally, the class delivered brief presentations of the research they completed before the break on the causes of the American Revolution. Then, they began learning about key events in the American Revolution as well as the involvement of both enslaved and freed people of African descent in the war.

Science

After March break, Middle School science students started a new chapter from the Discovery Education e-book. This week, 6th and 7th-graders reviewed concepts about the changes in states of matter, where they can find them in nature, what the changes are between them, and how they happen. They also learned the basics of the water molecule, its main properties, and why water is called Dipolar. This week, students discussed the Law of Conservation of Energy, learning that energy cannot be created or destroyed, only transformed. They also explored how kinetic energy changes during transitions between different states of matter.

On the other hand, 8th Graders started a lesson about Cellular Respiration. In this lesson, students learned how cellular respiration works and how important it is for any living organism. They also learned the importance and differences between respiration and cellular respiration and how they are connected. In addition, students learned that cellular respiration is the biochemical process that turns food and oxygen into water, carbon dioxide, and ATP (Energy). Cellular respiration has two steps: Glycolysis and aerobic respiration. Glycolysis happens in the cytoplasm of the cell, and without oxygen, can end up in fermentation, producing 2 ATP (Adenosine Triphosphate). Also, they learned the two types of fermentation: alcoholic fermentation and lactic acid fermentation. 8th graders also learned that aerobic respiration happens in the mitochondria of the cell and produces 29 to 36 ATP.

Middle School students were able to work on classwork about each of these topics that helped them to recognize these concepts in daily activities. As part of the dynamics of the science class, we continue our weekly homework by reading a science article and answering questions about it.