Toddlers
During the second term, the Toddler class used the last of the fallen autumn leaves to make a colorful leaf rubbing mural. They mixed up several types of play dough for experiential play. One type smelled like summer because it had coconut hair conditioner in it and another contained baby oil. The third was actually yeast bread dough, which was stretchy and squishy and a blast to play with. The students sipped homemade hot chocolate while watching “The Snowman” movie. They also made chocolate drop cookies and carrot pineapple bread. We made pinecone bird feeders using vegetable shortening and birdseed. The toddler class enjoyed PJS popcorn while watching videos of hibernating animals. For Valentine’s Day, they decorated heart shaped shrink plastic and were amazed at how small the hearts were when they were taken out of the oven. During one sunny February morning, the students enjoyed exploring the school grounds, collecting natural items to be used in art class.
Preschool
The Preschool students mixed up two types of white play dough and then compared their temperature, texture and mold ability to that of real snow. They baked Reindeer cookies and Healthy Banana bread, and enjoyed homemade hot chocolate while watching winter themed videos. For Groundhog Day, the class learned about groundhogs and made a pop-up groundhog. The students continued their seasonal tree observations with their winter trees, sprinkled with sparkling glitter. The preschoolers enjoyed PJS popcorn while watching videos of hibernating animals and worked cooperatively to assemble puzzles. They explored the PJS woods, collecting natural items that will be used in art class. Currently, the students are learning about dinosaurs.
Kindergarten
During this term, the Kindergarten students explored the central idea of “ A well- balanced lifestyle is important to human health”. For the preassessment, they drew a picture of what they considered to be a healthy plate of food for dinner. Then the students were introduced to My Plate, a guide to healthy eating. They played Food Bingo and made Healthy Banana Bread. We learned about germs and conducted an activity that used an ultraviolet light that showed how well the students washed their hands. The class learned about the Skeletal and Muscular systems and how they work together to help us move our bodies. Some classes were held outdoors, where the students learned about the importance of daily exercise. They also learned about their teeth and practiced tooth-brushing techniques on white quartz rocks, using real toothbrushes and toothpaste. For the summative assessment, the kindergarten students glued pictures on to three plates to show a healthy breakfast, lunch, and dinner.
Grade 1
During this term, Grade 1 students explored the central idea of “ A well- balanced lifestyle is important to human health”. For the pre assessment, they drew a picture of what they considered to be a healthy plate of food for dinner. Then the students were introduced to My Plate, a guide to healthy eating. The class was excited to make (and eat) “Healthy Vegetable Soup” and “Marinara Sauce” with whole wheat pasta. The students learned about the Skeletal and Muscular systems and how they work together to help us move our bodies. Some classes were held outdoors, where the students learned about the importance of daily exercise. We learned about germs and conducted an activity that used an ultraviolet light that showed how well the students washed their hands. The students also learned about their teeth and practiced tooth-brushing techniques on white quartz rocks, using real toothbrushes and toothpaste. For the summative assessment, the Grade 1 students glued pictures of food onto three plates to show examples of a healthy breakfast, lunch, and dinner.
Grade 2
During the second term the students in Grade 2 completed and presented their reports on “Migratory Animals”. Then we connected with the classroom IB unit, “ The Earth’s surface is constantly changing and reshaping itself”. The students learned about forces that change the surface of the earth, such as tectonic plate movement, landslides, tornadoes, hurricanes, and volcanoes. Next Grade 2 explored water as a connection to the IB unit, “Water is essential to life, but many people have limited access to it”. The students walked the route of rainwater from the school grounds to the nearby creek and then used Google maps to follow the water from the Shipetaukin Creek to the Delaware Bay. They conducted an activity that demonstrated how much of the water on earth is available for us to use. Each student calculated how many gallons of water are in his or her body. The students set up a Plant Growth experiment that used precise amounts of water to irrigate groups of plants and discovered that too much water can kill plants. Finally, the class learned about the BP oil spill that happened in 2010 and contaminated the water in the Gulf of Mexico. The students learned about different techniques that are used to clean oil spills. Then they were presented with a tray of water and dirty oil, a budget, and various supplies they could “buy” to clean the water. They quickly learned that it was very difficult, tremendously expensive, and the water was not totally clean after all their efforts.
Grade 3
During the second term the students in Grade 3 completed and presented their reports on “Migratory Animals”. Then we connected with the classroom IB unit, “ The Earth’s surface is constantly changing and reshaping itself”. The students learned about forces that change the surface of the earth, such as tectonic plate movement, landslides, tornadoes, hurricanes, and volcanoes. Next Grade 3 explored water as a connection to the IB unit, “Water is essential to life, but many people have limited access to it”. The students walked the route of rainwater from the school grounds to the nearby creek and then used Google maps to follow the water from the Shipetaukin Creek to the Delaware Bay. They conducted an activity that demonstrated how much of the water on earth is available for us to use. Each student calculated how many gallons of water are in his or her body. The students set up solar stills that use the stages of the water cycle to produce drinkable water. They also tested the frog pond water for pH, phosphates, nitrogen, and dissolved oxygen. Finally, the class learned about the BP oil spill that happened in 2010 and contaminated the water in the Gulf of Mexico. The students learned about different techniques that are used to clean oil spills. Then they were presented with a tray of water and dirty oil, a budget, and various supplies they could “buy” to clean the water. They quickly learned that it was very difficult, tremendously expensive, and the water was not totally clean after all their efforts.
Grade 4
After learning about Climate Change, Grade 4 students researched technologies that reduce the amount of greenhouse gasses being added to the atmosphere, such as hydro, solar and wind power, green vehicles, energy efficient buildings, etc. They built models of their technology and presented their reports to their classmates. Then they began the IB unit “Through experimentation, new understandings are developed”. First the class learned about the scientific method and used peroxide, yeast, and soap to make “Elephant toothpaste”. Next the students experienced how to make that activity an experiment by changing one of the variables. We learned about protons, neutrons, and electrons and explored the Periodic Table of Elements. As a culmination of the unit students chose an experiment to carry out that demonstrated their understanding of scientific experimentation and how new understandings are developed. The trimester ended with a well-deserved trip outdoors to slide down the snow covered slope like a bevy of otters.
Grade 5
Grade 5 connected with the IB unit “ Patterns in the natural world inspire humans to create and innovate” by first learning about the Fibonacci sequence. The students drew the spiral and superimposed an image of an object from nature over it. We explored the school grounds, looking for examples of the Fibonacci spiral. We learned about the phases of the lunar cycle and the patterns of the constellations. Next the fifth grade explored the IB unit, “Understanding how electrical and magnetic energy can be transferred and transformed, leads to innovation”. First, the students magnetized a needle and floated it on water to make a compass. They performed various activities that demonstrated static electricity. They explored the strengths of various magnets and made electromagnets . The students used potatoes to make batteries and managed to generate six volts from seven potatoes. Excited by this discovery, we used 10 pounds of potatoes, hoping to generate much more electricity, but the experiment did not work as we expected. Finally, the students made small motors, using a 1.5-volt battery, copper wire, and a metal sewing bobbin. Currently, grade 5 students are connecting with the IB unit central idea, "The choices we make as consumers have local and global consequences". The students have been looking at how to reduce the amount of refuse transported from PJS to the landfill, and how to increase the amount of refuse composted or recycled.