An Introduction

Welcome to the 2013-2014 school year! 

We've really hit the ground running this year, which has been tremendously exciting and gratifying. Unfortunately, it also means that the blog has gotten off to a slow start, even as things in the classroom have taken off. 

Expect more regular updates as we get up to speed (and sign up to have new posts sent to you via email on the right side of this page!).  

For now, here are a few snapshots of what we've been up to over the last two weeks. 

Each week begins with an all-school assembly. Our community continues to grow, and these weekly gatherings keep us connected.  

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Our first theme of the year is Explorers of the World. In Science, we've gone back to some of the earliest recorded scientific thought. How can we learn about the nature of the world around us using only our senses and our intellect? 

We had some lovely, sunny days our first week back, and we took advantage of them to do a very old fashioned project. Sam Hirschman introduced us to one of the feats of the pre-Socratic philosopher Thales: While visiting the Great Pyramids in Egypt, Thales was able to accurately calculate their heights by measuring their shadows, then comparing them to the shadows of smaller objects whose heights were more easily measurable. 

We tasked the kids with determining the height of one of the light poles in the S-K parking lot by using the same trick. 

They set about their task by each selecting an object from school to measure, then measuring its height, and its shadow in the afternoon sun: 

We then created a class graph of all of our data, plotting both the height of the objects and the length of the shadow. 

We discovered that there is a linear relationship between our data points, which allows us to calculate the heights of large objects based on the measurements of their shadows. 

It's an activity that has spilled over from Science class into Math, and even a bit into Writing, as we stress the importance of keen observation of details and relationships. 

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Rachel discusses digital citizenship with our class

We also spent time last week discussing digital citizenship and responsibility. As you may know, Summers-Knoll has a 1-to-1 laptop program at the middle school level, meaning that each student is assigned their own computer for school use. However, before issuing them, we are working to establish institutional guidelines for their safe and appropriate use. Our students have an active role in the creation of these guidelines, and we've spent time working as a class and in small groups to create a code of conduct. When is Youtube okay to use? Is Minecraft an appropriate use of school time? How private is a school email account? Should other people be able to use your passwords? These are some of the many questions we're navigating as a community entering the online sphere. It's an interesting discussion, and a necessary one. 

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We even had our first field trip of the year last week, following the untimely malfunction of the middle school air conditioner on an abnormally hot day. Rather than swelter, we adjourned to the Kelsey Museum of Archeology and the University of Michigan Museum of Art. 

At the Kelsey, each student selected three artifacts that captured their interest, then wrote a little about each of them. They then placed each item on world history timeline, as well as on a map. 

At the UMMA, S-K Art instructor Monica took us to observe some of the pottery on display, tying in some of the work that has been done in class. 

The first of many class portraits!

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We are profoundly lucky to have County Farm Park right across the street from our school. It's a wonderful place to play, study, observe, and contemplate. 

We took an early morning walk last week to discuss a few of its key features: woods, prairie, ponds, and the community farm. Karl also had them playing soccer in the park for PE. It's a fabulous resource and I suspect that we will be regular and frequent visitors! 

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Finally, we've already had some class birthdays! It's a bit of a class birthday tradition that the birthday boy or girl gets to choose an activity for the class from a list made by me. It's usually a sizable list of options that includes things like, "Listen to Jason tell stories about the 80s," or "Handwriting Jamboree," but kids always seem to choose the "Recess" option. 

This week, however, we had two birthdays! One student chose recess, while the second chose "watch an episode of 'Star Trek: The Next Generation'." As it turns out, there was a specific episode that I had been planning on screening as a tie-in to our study of the Scientific Revolution. We've been discussing rational thought versus empirical data, so this episode was actually the perfect way to close out a busy Friday afternoon. 

Here's a scene in which an amnesiac Data is skeptical of some pre-industrial age science: 

As a teacher, I recognize, love, and dread that look on Data's face as he skeptically listens to that lecture. 

The kids loved it, and we paused frequently to discuss deduction, logical fallacies, and the fits and starts of developing scientific thought. It even allowed a little discussion about the power of using genre to convey ideas in interesting formats. 

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This has only been a taste of what we've been up to! As you can see, we've been busy! I look forward to chatting with you all about the work we've been doing on Curriculum Night! We're off to a great new year! 

Spring Trip! Part 1: Serpent Mound

WE MADE IT.

By now, parents, siblings, and families have all probably heard many tales of epic adventure about our Spring trip. Between the parents, teachers, and photo-crazy students, I'm fairly certain that there are well over 11 million photos from this trip. Here are a few highlights from my camera. I'll start with Serpent Mound:

After a long, scenic drive through rural Ohio (and most of Ohio is rural), the kids were ready to run. Here we see them exploring the Serpent (and surrounding areas).

Of course, by "exploring," I mean "picking flowers" and "sinking into mud up to the knee..."

The mound sits on a ridge 100 feet above Ohio Brush Creek. 

A group shot on the observation tower. 

Serpent Mound was a really neat stopping point. It's out of the way (way out of the way), so we essentially had the place to ourselves for the duration of our visit. While there, I picked up a book called Indian Mounds of the Middle Ohio Valley. As it turns out, there are a lot of these mounds spread across Kentucky, Ohio, West Virginia, and Indiana. Serpent Mound is the largest, and generally the most well known. Others can be found on golf courses, in the parks of small towns, or tucked away in subdivisions. These mounds are often subtle, giving little clue that they represent the work of cultures that lived here one thousand years ago. (Artifacts found at Serpent Mound have been dated to 1030 AD.)

After lunch, a tour of the gift shop, and many, many photo ops, we loaded back onto our buses and resumed our long journey to Cave City, Kentucky.

The kids create their own serpent!

Matthew summarizes the week

Matthew armed with a new pencil

Hi, this is Matthew, a student of Jason's class, A.K.A The Argonauts. Since October, we have been doing a research papers on ancient civilizations. We are now trying to finish them. Some people had to start over. For example, I am doing the Ancient Greek military. I think that many people are doing very well.

We have also been working on our Place Out of Time stuff. This week on P.O.O.T., we worked on something called a Bio-Cube:
http://www.readwritethink.org/files/resources/interactives/cube_creator/.

Everybody is still trying to keep their own person a secret, and people aren’t succeeding much. So I won’t post my, or anybody else's, person.

In Music, we have been studying The Sphinx Organization, which is an organization for teaching kids without access to music to learn strings. Every year, Sphinx has a competition in musical skills, involving the people that Sphinx taught. We went on a field trip to watch three finalists compete for 1st. The three contestants were Lev Mamuya, Annelle Gregory, and Sterling Elliott. Lev Mamuya got 1st, Sterling Elliot got second, and Annelle Gregory got 3rd. They each got a prize of money; 1st: $5000, 2nd: $3500, and 3rd: $2000.

In Latin, we have been doing what we always have, and for people who don’t know what that is, I’ll fill in the blanks. We translate Latin sentences into English, and take single Latin words and find their English derivatives.

In Science, we are doing things on Digication. Digication is a online portfolio. We are using it to record our calorimetry projects. Here’s the link: http://www.digication.com. We are making a record of what we are doing and a “how to” on the experiment.  

Science Class.

Signing off, 
Matthew  

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Thank you, Matthew! 

As Matthew mentioned, we were able to take a school trip (including everyone in grades 3 through 8!) to the beautiful Max M. Fisher Music Center in Detroit on Friday to attend one of the competitions. It was a marvelous opportunity, and we're grateful to Mr. Riccinto for arranging the trip. (Speaking of Mr. Riccinto, have you subscribed to his new music blog yet? If not, check it out!) 

Inside the Max M. Fisher Music Center

While waiting to hear who won, we were treated to a question and answer session. Students were invited to walk up to the stage and ask the conductor questions about Sphinx, the symphony, or anything else that was on their minds. Our own Noah was the first person to rush down to the mic to ask a question, which opened the floodgates of students. I was particularly impressed to see how many Summers-Knoll kids went up to the microphone to take advantage of this unique opportunity. It was a genuine pleasure to be in the company of so many bright, polite, and questioning kids! I was very proud of them on Friday! (Of course, I'm usually pretty proud of them.) 

I hope everyone has a wonderful break!

The Week in Photos

It's been a momentous week, and it's only Thursday night. Let's catch up:

A full dress rehearsal for Gilgamesh meant we had to dine when we could.

The kids are settling in with our new music teacher Mr. Riccinto. (I'm pretty sure that I heard a little bit of heavy metal playing as I listened from the hallway the other day...) 

There was a tremendous amount of anticipation on Wednesday, as it was 12/12/12. It's the last time we'll see this sort of month/day/year configuration until January 1, 2101. Here are Lee, Laurea, and Matthew counting down the seconds until 12:12 (and twelve seconds) PM...

High fives all around at the historic moment!

Posing with the clock.  

In Math, pyramid construction has begun in earnest. There have, however, been a few setbacks. Here you see the exact moment that Henry, Alexandra, and Christopher have realized that their pyramid is too wide to fit through the classroom door, and too heavy to tilt on its side. As a result, this fine ziggurat pyramid will be entombed in Karl's room forever, or until someone brings in a sledgehammer.

We spent some time talking about our Global Citizenship theme. Here we see Bob. He lives on an island by himself in a state of pure nature. He can do exactly what he wants, when he wants. All of the resources on the island are his to do with as he pleases...

... until, of course, Gary arrives. Now Bob's actions have an effect on Gary, and vice versa. Bob can no longer yodel at three AM without repercussions, and Gary can't eat all of the coconuts on the island. A community is formed, and each person has to surrender certain rights for the sake of their fledgling civilization.This scenario was an introduction to the concept of natural law, which is one the philosophies that influenced the founding fathers of the United States.

We also finished our read aloud novel, Esperanza Rising. We were able to use it to springboard into a conversation about globalization, immigration, shared resources, discrimination, and more. I originally chose this book because it fit well with our Farm to Table theme, but it has also provided some excellent conversation fodder for Global Citizenship.

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Of course, above all, Gilgamesh has dominated our week. At long last, we premiered the show on Thursday.

Backstage at the premiere of Gilgamesh, everyone gets a hand in... 

...then lets out a cheer for a great show!

Gilgamesh and Enkido contemplating a battle with Huwawa. 

As you can see, it's been a fairly epic week, and I've only covered the elements of it that I was able to snap photos of. We also found time to work on our research papers, summarize an international news story, and write a poem about snow (ask your student about the trick I used to get them to think creatively about writing their poems! They HATED it... at first...). 

On a gratuitously personal note, I also celebrated a milestone in my home life: Our daughter Violet turned one on Wednesday! As much as I love working with your kids, it sure is a delight to get to go home to this one! 

Only one more week until Winter Break! 

Student Exhibitions and Gilgamesh

We're a mere three days away from the premiere of our production of Gilgamesh (and a week and a half from winter break), and the energy around the school is palpable. Props and costumes are spread throughout the middle school commons, the hallways echo with the grunts and shouts of Jianmarco and Taylor practicing their fight choreography, and nearly everyone has the bulk of the script memorized, as evidenced by the frequency that I overhear people quoting lines to one another.

Our director giving notes during a full dress rehearsal.

Props

In addition to the spectacle of Gilgamesh, we'll have a range of student work from this year on display during the performances. Each student in our class spent a part of the afternoon selecting at least one thing item that they're particularly proud of for display. Some chose their Farm-to-Table reports, others are sharing stories that they've been writing, and others are writing up brief descriptions of math and science projects they've enjoyed. It's been exciting to watch them revisit their work and reflect on it. In many cases, students were eager to revise and improve upon their past work before display.

Gilgamesh has grown beyond the play: Lee has been adapting the plot of our play to create a computer game.   

We also spent some time today moving our research papers along. By now, each student should have a thesis statement written and the major points of their outline completed. We worked today to start plugging research notes into our outlines, with the goal of writing a draft of the paper by the end of the week.

Discussion starters: 

- Ask your student what piece of work they chose to display at Gilgamesh! Why did they chose that particular item?

- Ask your student about their research paper. What is their thesis? Ask them to take a look at the outline they've written. 

- Ask your student about what world news story they read about during our warm-up this morning. 

UMMA Field Trip

On Wednesday, November 28, we visited the University of Michigan Museum of Art. It's a lovely facility that many of our students are well acquainted with. There's a tremendous amount to see, so we chose to focus our trip on the museum's African and Asian art, particularly the pieces that tie into our studies of Ancient Civilizations. 

A sculpture from a Cambodian artist made entirely of surrendered guns.  While it wasn't exactly ancient, it was a powerful image. 

Contemplating an African mask. 

We admired a statue of Ganesha while hearing a few stories about him. 

We learned a little about Buddha in front of this striking statue. 

One of the biggest hits of the visit was decidedly modern: An interactive display that responds to hand gestures made in the air above it. 

A group portrait on the giant, kinetic sculpture in front of the museum. 

Of course, if we're anywhere near the Cube, we need to swing by to give it a spin!

Many thanks to our parent chaperones, Jenny and Russ! 

Our next planned field trip will be to the City of Ann Arbor Materials Recovery Facility, which will tie in to our new theme, Global Citizenship. 

Compost Furnace and Read Alouds

Dr. George put the kids to work on loading up the compost furnace for our hoop house earlier this month. Read more about it George's blog.

Checking out the design.

Harvesting the fuel beneath our feet.

Alexandra loading the cart.

Bucket brigade.

Melissa, delighted by hard labor. 

Henry A. putting his back into it. 

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On the day before Thanksgiving break, guest reader Karl read to us from Before Columbus, telling us the true story of the man known as Squanto.

As for our regularly scheduled read aloud, we're rapidly reaching the climax of Esperanza Rising, which has introduced the concepts of organized labor, immigration, undocumented workers, the Mexican Revolution, and more. Here are some discussion questions that have come up in class that you might enjoy discussing at home:

Esperanza Rising discussion questions

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Finally, we're off on another field trip this afternoon. We'll be visiting the University of Michigan Museum of Art to explore their African and Asian collections as part of our Ancient Civilizations studies. Ask your student about the trip tonight!