Blog

Mrs. Sargeant: A Peek at the Week

Posted on by Christine Sargeant

We have spent the first week of March listening to Irish music. The children have learned a bit about bagpipes, and many of them start to dance as soon as the music begins to play.  We’ve listened to the music from Riverdance and talked about Irish dancing. In some of the music, we listened for drums being played along with the bagpipes. The children have also enjoyed learning the names of other musical instruments such as flute, clarinet, French horn, trombone, and guitar. They have seen photos of people playing these instruments and enjoyed matching miniature replicas of these instruments to the photos. 

This week, we tasted asparagus: raw and cooked. Many of the children enjoyed the cooked asparagus. They noticed the difference in taste between the two, as well as the distinct crunch of the raw. 

We are so grateful to Angela and Michael Huttemann for working with our children to create a gorgeous collaborative handprint masterpiece, which will be available for purchase at the gala. 

Our children also had the opportunity to work with Ms. Sarah, our art teacher, to complete another project for the gala. They each pressed their fingerprints onto a ceramic vase. Upon completion, their fingerprints will look like insects crawling on its surface. We are eager to see the finished product!

We hope you enjoy some quality time with your families over the spring break, and look forward to seeing everyone back at school on March 25th.

Warmly, Christine & Lizette

This Week in Upper El

Posted on by Karen Sankey

“Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.” -Maria Montessori

The Autobiography Project is nearing completion after three months of gathering information, interviewing family members, and writing research papers. Upper El students have done an amazing job preparing to present their projects. Apart from working on their papers and slide shows, they are also preparing presentation boards. There is a real sense of accomplishment as everything is coming together after so much focused work. While working, there is a palpable sense of joy among the students, and they are enjoying learning more about each other throughout this process. I hope you appreciated the opportunity this project provided to connect and share details of your family’s history with your child.

We are eagerly anticipating welcoming you for presentations on Thursday evening. The evening will begin with oral presentations. Each student has chosen a chapter of their autobiography to present to the whole group. After the formal presentations, you will be invited to move around the room, and the children will present the rest of their autobiographies in a gallery style. Please remember the following in preparation for Thursday night:

  • Children should dress in neat attire appropriate for a formal presentation.
  • Please arrive promptly. We will begin presentations at 5:00.
  • There is no shuttle bus for this event. Please park at the school.
  • Children with siblings in middle school and lower elementary will present first.

Please check your child’s backpack for information about our overnight field trip to Nature’s Classroom. There are important documents to be filled out and returned to school, which are coming home with students today.

Have a wonderful weekend!

Karen & Krystin

Middle School: Week in Review

Posted on by Michelle Lamb

Well, folks, it is almost time for spring break! While it may not feel like spring outside quite yet, there are signs of spring manifesting in sprouting foliage, buds, and increased energy among the middle schoolers.

On the agenda for the final week before spring break is 6th and 7th grade Research Night! Please arrive at 5:50 for the 6 pm start time. Students will be separated into two mixed-grade groups and will be presenting in either Mrs. Lamb’s room OR the Math room. The program should run for about 45 minutes.

**Student presenters should be dressed to impress in business casual clothes and neat hair. Please leave sweats, torn clothes, and everyday gym shoes at home.**

Humanities

In general, Humanities classes were productive and almost entirely student-run, working through a few different tasks with each student in a different place with their own independent work. 6th and 7th-grade Humanities classes worked on revisions, presentation run-throughs, and finishing up their Black History Month gallery project. This is the culmination of Black History Month and additional learning about impactful Black Americans and topics in Black American history.

8th-grade classes this week for Mrs. Lamb included a one-on-one expert project check-in. Each student showed where they were with their research and set a goal for the next check-in. Also, the class discussed finding experts, reaching out and drafting emails, and interview questions, as these are due at the end of March. 8th grade also moved forward with their grammar unit and learned how to write and punctuate compound sentences to enhance writing. With learning how to identify independent and dependent clauses as well as complex and compound sentence structures, 8th graders will have a grammar assessment next week. This week, on the history side of Humanities, students have focused on the early reform of the 1800s in the United States. Students have been working on presentations for the class.

Math

Geometry students have been working very diligently on proving triangles congruent using four different theorems. They are “dissecting ” overlapping triangles as a means to an end. We have also started on the properties of a parallelogram and finding measurements of missing angles and sides using these properties.

Pre-Transition math students continued their exploration of division properties this week, covering units 7.6 on Flexibility using division, 7.7 on Terminating or repeating decimals, 7.8 on Division of decimals, and 7.9 on Division of negative numbers. They honed their skills in applying flexible division strategies, identifying and working with terminating and repeating decimals, accurately dividing decimal numbers while observing decimal placement, and mastering division operations involving negative numbers, comprehending the specific rules and processes in each case.
Transition math students continued to work on chapter 8 – Multiplication in Algebra, focusing on advanced topics in chapter 8. They explored combining percentages and learning how to work with percentages efficiently. Additionally, they tackled Solving ax = b, Graphing y=ax+b to visualize linear equations, and Solving c=ax+b equations involving variables, enhancing their problem-solving skills and algebraic reasoning. Finally, students grappled with the complexities of Solving c ax+b equations, honing their understanding of algebraic manipulations and equations with multiple variables.

This week in Algebra, students continued their work on chapter 9 – Quadratic Equations and Functions. They explored essential topics like Graphing y = a in unit 9.3, understanding the connection between Quadratics and projectiles in unit 9.4, learning the powerful quadratic formula in unit 9.5, analyzing solutions to quadratic equations in unit 9.6, and gaining insights into the significance of quadratics in unit 9.7. By mastering these concepts, students are one step closer to becoming proficient problem solvers in the realm of Algebra.

Science

Throughout the week, 6th-year Earth Science students continued their work on tides, exploring how the gravitational forces of the sun, moon, and Earth interact to create the rhythmic rise and fall of oceans around the globe. By understanding the relationship between these celestial bodies, students gained insight into how high and low tides are formed, allowing them to appreciate the intricate dance of nature that influences our coastlines every day.

7th-year Physical Science students have been finishing their unit, Chemical Equations and Reactions, exploring how substances interact and transform. As we transition into our next exciting unit on Kinetic Energy, students will embark on a journey to understand the conversion of energy from potential to kinetic forms. They will discover how energy can change from stored energy to energy in motion. To conclude this unit, students will engage in a hands-on project where they will design their pinewood derby car. Through this activity, they will apply their knowledge of weight, velocity, and friction to comprehend the principles of potential and kinetic energy in a real-world setting.
8th-year Life Science students have continued to work on their unit, Influencing Inheritance. Students researched and discussed how this scientific practice influences our daily lives. By researching various global issues, students have discovered the potential of genetic engineering to address a range of everyday problems faced by people across the world. From enhancing crop yields to developing disease-resistant organisms, genetic engineering presents innovative solutions that can positively impact living organisms and societies as a whole.
Have a great weekend!

Mrs. Hood: The Process of Normalization

Posted on by Andrea Hood

In Montessori education, the concept of “normalization” holds a profound significance, quite different from its conventional meaning. Maria Montessori used this term to describe a remarkable process she observed in children’s development—a process that unfolds when children are given the freedom to work in an environment that aligns with their developmental needs.

“Normalization” in Montessori does not imply conforming to a standard or being forced into a mold. Instead, it signifies a state of being where children exhibit a deep sense of inner peace and discipline. Montessori observed that when children engage in activities that captivate their interest and require their full concentration, they experience a profound sense of fulfillment and satisfaction. This focused, purposeful work leads to a state of normalization characterized by a calm, content demeanor.

In our Montessori environment, we witness the signs of normalization every day. Children are deeply engaged in their chosen activities, demonstrating sustained concentration and a sense of joy in their work. As a result, they become more independent and self-disciplined, fostering an environment of peaceful, harmonious interactions.

On another note, this week, we introduced the art skill of gluing, which has become a favorite among the children. Learning to use glue may seem like a simple activity, but it offers numerous benefits. It enhances hand-eye coordination, refines fine motor skills, and helps children understand the sensory concept of stickiness, adding a tactile dimension to their learning experience.

In our most recent food-tasting lesson, we explored celery. Although most of the children were not too excited about this vegetable at the time of tasting, they were in awe of how cool-looking and heavy the whole stalk of celery was.

As we continue to nurture the process of normalization in our environment, we celebrate the remarkable growth and development taking place in your child.

Enjoy your weekend!

Mrs. Hood and Mrs. Mollie

Ms. Marissa: Art & Science Intertwined

Posted on by Marissa Frisk

When we study continents, animals, and plants, we always find a way to connect to the material sensorially. In the Primary Montessori classroom, incorporating art into these other scientific areas of study helps children relate to the material on another level. We trace animals and paint them using watercolors, we create continent maps using markers, colored pencils and liquid watercolors, we use tempera paint sticks to paint the landscapes of different places we study. Last week, children used play dough of different colors to create the layers of the Earth, cut it in half, and see how a globe transforms into a flat map. In art, Ms. Sara showed us how to use watercolor pencils to replicate the beautiful inside of geodes.

But what about all these beautiful colors we use? How do THEY come to be? We have been dappling in color mixing all year – through simple, open-ended primary color mixing using a mini ice cube tray, combining ground chalk and salt to see what colors come of it, and by the natural exploration of what color our paint water turns! This week, we introduced a very careful and methodical way of color mixing – our color mixing wheel! Children very carefully apply droplets of water on the specified spots, mix each area together, and lay a paper towel over top. Before you know it – we’ve created a beautiful color wheel! You may be getting a lot of paper towels at home in your child’s folders – this is why!

Check out this sped-up demo!

Have a wonderful weekend!

Marissa & Sue

Mrs. Wilson: Little Bodies with BIG Feelings!

Posted on by Cynthia Wilson

This week marked the conclusion of our month, during which we focused on enriching our emotional vocabulary. Recognizing that toddlers experience intense emotions and are in the process of learning how to articulate and manage them, we embarked on a journey to teach them the language of both positive and negative emotions. By familiarizing them with these emotional terms, we empower them to comprehend and navigate the complex landscape of their bodies, hearts, and minds.

As adults, we must reassure toddlers that their emotions are valid and acceptable. What truly matters is how they learn to handle and express these feelings. Equipping them with the necessary tools for emotional expression and coping not only allows them to navigate their current emotions but also lays the foundation for self-regulation as they grow older. Granting them the space to experience and process these emotions is a valuable step in their developmental journey. Remember, this takes time and practice for our little ones.

This week, for food tasting, the children tasted a juicy and super sour lemon. It was interesting to observe the varied reactions of the children after taking their first bite. Some approached the citrusy challenge with ease, showing little to no reaction, while others couldn’t help but make the most amusing puckering faces.

The Lower Elementary Classroom

Posted on by Ashley O'Connell

Lower elementary classrooms are fertile ground for cultivating a lifelong passion for learning. With their boundless curiosity and infectious enthusiasm, young learners approach each day with wonder and excitement. Teachers have the opportunity to ignite this spark, fostering a love for exploration and discovery that will serve students well in the years to come.

Education extends far beyond academic achievement. It’s a time when social, emotional, and physical development are equally prioritized. Through cooperative play, group activities, and guided interactions, children learn invaluable lessons in empathy, communication, and teamwork. These skills lay the foundation for healthy relationships and emotional resilience.

Recognizing that every child learns at their own pace, lower elementary classrooms emphasize personalized instruction. Teachers have the flexibility to tailor their approach to suit the diverse needs and learning styles of each student. Whether through small group activities, one-on-one guidance, or differentiated assignments, every child receives the support they need to thrive.

Mrs. Lopes: Amazing Africa

Posted on by Amanda Lopes

Each time we study a new continent, we first find it on the globe, then we locate the continent on the world map, and lastly, we study the individual continent using the specific continent maps. Currently, the children are learning about the continent of Africa. We learn about the geography, culture, weather, animals, and people of Africa.

We are learning lots of fun and fascinating facts about the continent of Africa.

  • Africa is the second largest continent, with 54 countries.
  • The longest river in the world, the Nile, is located in Africa.
  • Over one thousand languages are spoken by the people in Africa.
  • The Sahara, the world’s largest desert, is located here.
  • The highest mountain in Africa is Mount Kilimanjaro. It is so tall that glaciers can be found at its summit even though the mountain is near the equator.
  • Africa is the most centrally located continent in the world. Both the prime meridian and the equator cut across it.
  • The world’s tallest animal, the giraffe, and the largest land animal, the African elephant, are found in Africa.

Wishing you a week filled with peace and love.

Amanda & Hema