Oak Farm Montessori April 2018
science fair Debbie Kovets, Lower Elementary2 Teacher
A
irplanes, eggs, liquids, cleaners and dice.. What do these items all have in common? Science Fair! The Lower Elementary students have been asking great questions about, and performing trials on, these and many other things in preparation for their projects. On March 28th, the eleventh annual Science Fair was held at Oak Farm! The scientific method of: make observations, form a question, form a hypothesis, conduct the experiment, analyze the data and draw a conclusion was practiced in the classroom prior to the students carrying out their own inquiries. So much is gained throughout this experience. They learn to make predictions, understand the value of trying things more than once, charting or graphing results, and thinking about what an experiment teaches them. Not only is the experimentation process valuable, but the final presentation to classmates and families builds self-confidence. As students tell about their experiments, pride and enthusiasm is evidenced in their faces and body language. The experience is enjoyed not only by students, but by teachers as well. Some students have even continued asking questions after the science fair experience about whether their results could have differed if they followed an alternate procedure. Life-long learning is not only a characteristic of an Oak Farm graduate, but a skill that students intrinsically practice each day in the classroom.
con·ju·gate
“To be...” or estar / ser Flor Ortega, Spanish Teacher
verb Give the different forms of (a verb in an inflected language) as they vary according to voice, mood, tense, number, and person. Oak Farm students from infants to High School are exposed to Spanish in the classroom. At the Lower Elementary age (6-9 year olds), students are beginning to learn how to make sentences using the verb “to be” for the third person singular. In the Spanish language there are two different forms for this verb; SER and ESTAR. Initially, they learn to conjugate with pictures showing names of animals and familiar places. The students then review all the names of colors learned in Primary and finally add adjectives such as; grande/pequeño (big and small), gordo/flaco (fat- slim), fuerte/débil (strong-weak), etc. The students then have fun taking all of this knowledge to make sentences using the verb es, (is). In Spanish, the verb es is used to describe the noun. El león es fuerte. The lion is strong La escuela es grande. The school is big El conejo es blanco. The rabbit is white Once the students have written their sentences, we analyze and symbolize them with the same Montessori symbols that are used in their classrooms for sentence structure work. After learning the verb es, lower students learn the verb está. In Spanish, the verb está, (is), is used to identify where the noun is located, when talking about a particular place, or describing feelings or conditions. El perico está en el parque. The parrot is at the park. El perro está enfermo. The dog is sick. In culmination of the work, students are provided with stickers that are combined with their hand written sentences, using the verb está, to create a poster. These final works are displayed on the wall to share with classmates and teachers.
Macy McNaughton, Upper3 Teacher
Building for the Future
Many of our conversations in Upper have revolved around what our new building will look like next year. The students are curious about the new environment and very excited to be closer to their friends in Lower as well as the beautiful woods! The students have had an opportunity to visit the construction site, as have the teachers, and while we were there it stirred an idea in one of the teacher’s minds. Sandra, one of the Upper Elementary Three teachers, presented to the students a building project. Each student in Upper Three will be planning, designing, budgeting, and building an item for our future classroom. Some of the items are individual projects while others require team work and collaboration. All of the projects involve them using their current knowledge base of math, geometry, language, and social skills. The students were presented with some options and were allowed to sign up for the project that they were most interested in. We shared pictures of what their projects could potentially look like, but also let them know they could come up with something completely different. They will be using class time to discuss, plan, and (before the year is up) build their item. The project choices were: vertical garden, bunny bush (the students came up with this idea, think “cat tree” but for chubby bunnies!), a vertical extension for our snake’s terrarium to give him more space to climb, floor tables, patio/Adirondack chairs, bat house, and a geometric puzzle for our peace corner. We look forward to sharing next school year what these items look like in action. And more importantly, we look forward to seeing the students make their mark on their new building!
oak farm family spotlight
The Brittenhams L
ike many of the families we have highlighted over the past year, The Brittenham family has a strong commitment to the learning culture of Oak Farm. They have been members of the Oak Farm Emily & John behind. David, Evelyn, Claire & Naomi family for 3 years; since their oldest daughter came to the school as a kindergartener. Once they visited, Emily and John decided there was no better place for their children to be. “We fell in love with the spirit and philosophy of the school.” The attention to education of the whole child, exposure outside of traditional education and multi-aged classrooms were all important to Emily and John. Since their first visit, they now have all four of their children attending Oak Farm: Evelyn (age 8) in LE 1; Claire (age 6) in P4; David (age 4) in P2 and Naomi (age 4) in P3. They are regulars at parent education nights, Oak Farm Connects events, Fall Festival and Earth Fest each year. John and Emily enjoy attending a variety of events whenever they can, “It helps us feel connected to the community at Oak Farm and more invested in our children’s education.” While we may see them at the school’s scheduled events, many may not know the vital role that John has played in the ecological restoration of the school. John has committed many hours to the school sharing his passion and knowledge of the natural world with students on many occasions. The list is extensive and includes: explaining the cultural and ecological history of Oak Farm’s property, training middle school students how to monitor butterfly populations, catching tadpoles with primary classes, working with upper and middle school students to seed the restored wetland, working with high school students to develop a plan to control invasive cattails, conducting prescribed fires on the prairies and leading hikes with the green team—just to name a few. The Brittenham’s live in LaGrange near their extended family. This is important to them because their favorite past time and tradition both include family (and lots of them!). During good weather months, they enjoy hiking, camping and swimming with immediate and extended family. Their favorite family tradition; however, takes place at Christmas in a cold month and is summed up in a few words: One house. one week. 4 families. 16 people. Awesome. As we recognize and celebrate Earth Fest and the important role it plays in Oak Farm’s community, we also take time to thank the Brittenham’s for sharing their story, time, talent and treasure to support our school community.
“Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.” - Shakuntala Devi
Real World Math Application Heather Lemmon, MS Teacher
The mathematics curriculum at Oak Farm Montessori Middle School attempts to be all encompassing. The work of the classes on the farm will provide opportunity for science and math to be integrated with the real work of discovering the principles of nature. The curriculum includes not only the book work, but also will support a continuation of foundational math skills necessary for advanced mathematical thought. These include: · Logical investigation · Scientific data collection and analysis · Problem solving · Economic and financial calculations · Dialogue about abstract ideas in Socratic seminars · STEAM extension work Mathematics is not confined to a class nor will it be defined solely by the rigid structure of text-based coursework. Math is a language to be learned and used in the context of experience. “Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.”- Shakuntala Devi (Shakuntala Devi was an Indian writer and mental calculator, popularly known as the “human computer”. ) “Math is Everywhere!”- Trevor Hapner- 8th Year The ultimate goal is to recognize the truth in Devi and Trevor’s statements that numbers surround us and mathematical knowledge allows us to create logical connections and meaning. Students explore their mathematical understanding individually or in small working groups. The students will, however, be free to work at their own accelerated pace, moving up and onward as quickly as they would like.
In preparation for Earth Fest, the middle school math classes were recently faced with a farm math challenge. We needed 150 pounds “take home weight” from one pig to supply the pulled pork for Earth Fest. The goal is the other pig will be choice cuts, bacon, sausage, smoked ham and pork chops for the MS Micro economy to sell at Earth Fest. (Look out for our MS Sales Flyer or contact mssales@ oakfarmms.com for more information.) The Erdkinder group that focuses on care of the pigs measured the girth and the length of the pig and the middle school math classes then calculated the live and hanging weight of the pigs. One of the math classes decided they needed to know more, so they did some research and found a formula to determine the amount of food a pig needs to consume to gain a pound a day. The afternoon class then went a step further and determined the amount of days until the pig reached an appropriate weight for processing. Micro Economy and the Erdkinder pig group then used that information to calculate the take home weight of the processed meat and microeconomy could do their planning from there. “This was a fun way to solve a real world problem for our community!”- Gianna N., 8th Year ‘We used the pig’s body as a math problem- which made it much more interesting!”- Cassidy C., 7th Year
Measurement of the girth and top length of the pig
•Obtain a fabric measuring tape or a piece of string to use as a measure. If using string, mark the
dimensions on the string and then measure the dimensions using a steel tape measure. •Place the tape/string under the pig just behind the front legs and measure the circumference of the pigs girth in inches. This measurement is known as the Heart Girth (see graphic) •Then measure the Length of the pig along its back from the base of its ears to the base of its tail, again in inches. (see graphic) •To calculate the pigs weight, first square the Heart Girth to get the Girth Result. •Now Multiply the Girth Result by the Length and DIVIDE by 400. •You now have the weight of your pig in Pounds.
Overall “Real world math application” during process: *Calculated the current live weight of the pig- Red pig = 350 lbs. Black pig= 320 lbs. *Calculated the hanging weight of the pig= Red pig= 200 lbs. approximately Black pig= 170 approximately *One class found how much food a pig will need to eat to gain a pound a day *Calculated how many days until it would reach 400 pounds and could be butchered= the students found that the butcher date needed to be around April 10-11, 2018 *The pig group calculated take home weight of the meat - Red pig = 150 lbs approximately Black pig= 120 lbs Goals achieved and real world math made sense! We hope you enjoy the delicious taste of our success by purchasing a pork sandwich at Earth Fest or by ordering pork products from MS Sales.
Peace begins with me... Abby Minnich, Primary Teacher
Silence is practiced each day in the Primary classroom. This component of the curriculum was originally incorporated by Maria Montessori to promote peace and self-discipline for the child; it is traditionally referred to as ‘the silence game’. This is a time for each child to begin their own journey in finding their inner peace. During silence, the children focus on their breathing and practice finding peace within. As a result of this practice, each student is developing self-control along with awareness of emotions or their own need for peace. The children find joy and pride in their achievement of this work; being very still and quiet. Maria Montessori said, “ When the children have become acquainted with silence... (they) go on to perfect themselves; they walk lightly, take care not to knock against the furniture, move their chairs without noise, and place things upon the table with great care.... These children are serving their spirits.” In our classroom, silence is practiced each day during community time at the circle. However, the children will many times often choose to practice on their own throughout the day when they are feeling the need for silence.
Sneak Peek...
B r i d g e t Yo r k , S e c o d a r y P r o g r a m D i r e c t o r
Intersessions
Twice a year the regular curriculum stops for Intersession, when students participate in two immersion studies lasting one to two weeks. Each fall there is a mandatory Intersession based on grade level, and each spring, students choose from a list of offerings. These field studies can involve travel to other countries, other cities, or just other locations in northeast Indiana; but, they likely include day trips or one overnight. HS students are actively involved in the travel planning, connecting with companies and professionals to set up activities and choosing food as well as overnight accommodations. Freshman- Freshman Orientation to High School Sophomore– Adult Practical Life – Personal Finance and Budgeting, Safe Driving Junior - College Application Process – Essays, Interviews, School Selection Senior – Career Internship Spring Intersession Week: May 14-18th, 2018 Three options were provided with a theme and general outline by the HS staff for HS students and their families to decide between. Students chose the following options and are in the process of creating the itineraries for these trips.
Theme- Fire and Water: Exploring the American Southwest Monday, May 14th · Leave for Indianapolis · Flight from Indianapolis to Las Vegas · Drive to Flagstaff · Arrive at Arizona Nordic Village near Flagstaff where we will spend three nights in yurts Tuesday, May 15th · Spend the day in and around Flagstaff, hiking, seeing ruins, volcanoes, etc. · Visit Lowell Observatory in the evening Wednesday, May 16th · Rise early to drive to Grand Canyon for a morning hike · Spend the afternoon at GC museums · Return to yurts for cowboy cookout Thursday, May 17th · Go crayfish fishing near Williams, AZ · Drive to Lake Las Vegas and have 2 hours of kayak rental · Stay at nearby Hotel with pool & other amenities (one room for guys and one for girls) Friday, May 18th · Spend morning touring Hoover Dam · Flight Las Vegas to Indianapolis
Theme- Create and Discover: Local Arts, Food and Culture Schedule:
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
Fort Wayne- Discover
Toledo, Ohio-Discover
Indianapolis- Discover
Fort Wayne- Discover
Oak Farm- Create
Artlink Artlink
Toledo Botanical Garden Board Inc
Artlink
El Tipico =food
11:30 arrive at Traders Point Creamery for lunch
Lunch
CHUNKY MONKEY ICE CREAM
12:30 leave for Newfields Tolon Restaurant Museum
Debrands
Drive to Glass pavilion & blow glass
The Hedge- Printmaking
Create art inspired by the week
Discuss create day plan
Food and Fodder
Leave Newfields & head back to school at 4:30
Cook Dinner inspired by week Eat Dinner Go to BalletProgressions!
Future Spring Immersion Possibilities
• Walking in the steps of the Women’s Suffrage Movement; Route 66; Art and Architecture of the Old South • Script writing- LA Style • Community Service • Rainforest – Study and Travel • Film Production- with Windsong Pictures • Theater production • Creativity Bootcamp • Needlecraft Art • Exploring Latin America- Travel abroad as a Spanish immersion opportunity • Who Do You Think You Are? – Genealogy study • Vegan – Growing, cooking, eating vegan • On Your Own: An Independence Bootcamp - Students learn all the things people wish they were taught before their first year out of their parent’s house: the basics of cooking, sewing, car maintenance, house repair, and budgeting. They explore DIY projects and handy life hacks.