Submitted by Megan T:
The start of the new school year brought with it a fun, interactive new block: Organic Chemistry. Our year kick-started with a rainbow array of color, delicious foods, and shocking surprises. Within this block, we went in-depth with many of our ideas, learned about complex reactions, and discovered what really takes place under the surface of common, everyday experiments. The best of our experiences included soap and cheese-making workshops within our classroom as well as burning, stirring, mixing and melting various sugars, starches, salts, dairy, and proteins.
The day our class shared the most laughs in Organic Chemistry will never be forgotten. Mrs. Climenhage had us chew up unsalted saltine crackers. We grimaced as we all chewed up the bland crackers and struggled against swallowing. All of us then proceeded to spit the crackers into a clear jar, gagging on the cracker remains and choked laughter. Of course, such actions provided the necessary starch sample for the experiment that was to follow. To say the least, this block will remain in my memory forever as a fun, challenging, and exciting experience.
A description of the experiment pictured above is provided by Duncan K:
This is one of my favorite experiments from our chemistry block. We did this experiment outside, as the combination of steam and sulfur dioxide in the fumes is caustic.
We began the experiment by pouring some sucrose, or table sugar, in a large clear beaker. Our teacher, Mrs. Climenhage, then poured enough sulfuric acid to cover the sucrose. The sulfuric acid began to bubble, and steam rose from the beaker. This is because sulfuric acid is hydrophilic, and was removing all water from the sucrose. When all the water was removed from the sugar, only carbon remained. The steam and bubbles then pushed this carbon up, leaving it to cool and harden in a spike-like form. Mrs. Climenhage then carefully disposed of the remaining acid, and mashed the carbon back in the classroom.
Some of you may have caught this video when it first came around months ago. It’s a video of a baby trying ‘use’ a magazine as an ipad. The baby’s experience has been, simply put, ‘I do this, and this happens’. She expects the same experience with a magazine that she gets with the ipad: I swipe, it moves. If you were to search around the internet using the phrase ‘baby uses magazine as an ipad’, you would find quite a few blog entries discussing this video. They range from judgemental, to excitement about a young child using technology, to the opinion that this is a normal response for a young child, and not ‘ipad enduced’. So what thoughts do you have when you watch the video? You may find it hard to watch without judgement. Or not. You may start having a little internal argument with yourself, or with this child’s parents. Or, you may have negative thoughts about this youngster thumbing through Marie Claire magazine at her age.
Whatever your reaction, it is very likely a conversation starter of some sort. What’s great about that is it opens the door for some exploration of technology/media and age-appropriateness. If you have a student in a Waldorf school, you’ve heard about technology and media use guidelines for students, and maybe you’re about to click out of this post. Over the past five years, the technology scene has changed rapidly as smart phones proliferate and ipads abound. It’s not just a game of minesweeper on your flip phone, it’s Angry Birds, complete with a marketing plan that includes stuffed characters available in stores. Is it ‘bad’? No. But in a Waldorf school, we can sometimes give and get the message that all technology is evil to be avoided. It used to be referred to primarily as ‘media’, and that meant movies, tv, and computer use. We can’t really call it ‘media’ these days, and I question whether we need to define ‘it’. I think a more complete approach is to focus on how children and their brains and bodies grow and develop and why certain activities are good for them at different stages. To do that, we as parents have to commit to informing ourselves about child development.
By now, the child that appeared in that video is about two years old. She probably enjoys running, walking, and playing in the dirt. Those are great things for a two year old to do. Young children want and need to be active: it’s how their brains and bodies develop in a healthy way. That’s the simple answer to why, in our school, we think young kids have a fuller, richer, experience without technology in their lives.
Much about the American human experience has changed in the last one hundred years. Most of us no longer make music in our homes or dance regularly. Folk dancing alone puts a child through many important, brain and body building developmental movements such as crossing the midline, balancing, and spatial awareness. Yet these activities are, for the most part, lost to us now. We have to build those movement opportunities back into our children’s lives.
What can we do as parents? We can do our best to educate ourselves about our child’s developmental stage and needs. Then we can seek out experiences that will provide our children with opportunities for healthy growth. Teachers can often provide good information about developmental stages and can give parents age-appropriate technology guidelines for their students. There are many good books available and our area has relevant, useful parent education presentations throughout the year.
The technological landscape is ever-changing, and always growing. What doesn’t change all that much is how humans grow best. If we look at child development, rather than technology, it becomes easier to discern what seems best for a two year old or a teen. It’s not about ‘good’ or ‘bad’, it’s about what our kids can engage in that will give them a rich, full, experience. Informing ourselves about what our child needs helps us increase supportive activities and form our own family plan for technology.
This year, BWS will not hold an auction. Since the School’s first beginnings, an auction has been a part of our fundraising. It has brought in up to 70% of our annual fundraising target. The funded item portion over the years has helped pay for portions of the upper and lower playground renovations, and the new science and music lab.
Each year, the auction brought fun and activity into our school as parents, teachers, and students prepared for auction night. It was a community-building event, and the evening itself was an much-valued chance for parents and faculty to enjoy a night out together and celebrate our school. We all loved seeing the class projects the students had made. Parent projects were clever, useful, and even tasty! I want to acknowledge that, overall, our auctions have been a great success. They’ve helped cover operating costs, provided creative volunteer opportunities, and generally helped our school thrive. I owe all of you thanks and gratitude for your intense, joyful work over the years.
I also see that it is time for a change. In the last few years, interest in attending and working on the auction has waned. We’ve seen fewer ‘big ticket’ procurements, lower attendance, and fewer people involved in the work of putting on the event. This left a larger burden on those volunteers who chose to work on the auction, and it also meant lower revenue. Last year when auction time came, I needed to put out a last minute plea for additional attendance. In the past two years, the auction has not met its goal, despite the work of dedicated volunteers and the enthusiasm of attendees.
Therefore, Bright Water School will form a fundraising ‘think tank’ to explore new ideas about fundraising that will support not only our school’s operating budget, but also our future. It’s time to build reserves, to seek legacy donations, and make a long-term plan for continued funding. We’re relying on our Annual Fund to cover operating costs this year. Please donate generously to that fund. If you would like to join me in forming a fundraising plan for our future, please contact me at lcrandall at brightwaterschool dot org. I would like to begin meeting and hearing ideas in October. Thank you for your continued support of our school!
We’ve been at work all month preparing the school for students. Today, Parent and Child Teacher Flora McEachern and Lead Extended Day Teacher Aureole Lopez Shulman painted a ‘fire’ for the Fireplace Room. The Parent and Child Program and the Extended Day Program share the Fireplace Room and Flora and Aureole have worked on beautifying and organizing the space. Our entire Early Childhood Department is excited about the year ahead and they plan to collaborate in many ways. They have new ideas for their own classes and for the whole department. We are all looking forward to seeing students and parents again!
In May, Meira Lifson flew in from Vermont to guest teach as a part of the application process for our Spanish Language Teacher position. She brought her friend Chocolate, a llama puppet that delighted Grade Two. We’re pleased to let you know that Ms. Lifson will be our Spanish Language Teacher next year. You can read quite a bit about her on her website here.
To catch you up on some of the other hiring news, Sommer Whitmarsh is now the Lily Pond Kindergarten Assistant Teacher. Sommer joined us mid-year as our Grades After School Care Teacher. When the Assistant Teacher position opened up, Ms. Whitmarsh saw it as an opportunity to spend more time with kindergarten students. She is a second-year student at Sound Circle Teacher training. Ms. Whitmarsh and Lead Teacher Zoe Ryan are excited about their new partnership in the year ahead.
Minnows Preschool Teacher Alison Landeros will be joined by Andi Galliher next year. Mrs. Galliher will serve as the Minnows Assistant Teacher. She has worked at BWS for three years as an after school care teacher, a substitute teacher, and a third kindergarten assistant teacher on walk days. We’re looking forward to what this creative team will bring to our preschool families next year.
BWS will open the Grades After School Care Teacher position in August.
Last week, Grade Seven finished up their mechanics block with some experimentation on a grand scale. There to help were civil engineer Jeff Johnson and mechanical engineer Bill McGurk, both of whom have students enrolled at BWS. The class experimented with pulleys, levers, and gears. What follows is an explanation of the demonstration Jeff Johnson led.
The bike experiment was one of gear ratios and calculating how many times the rear wheel would turn around for each time the pedals turned around. The students were able to see that in the bike’s lowest gear that the rear wheel made 2/3rds of a revolution per pedal stroke. When ridden on the bicycle trainer in this gear, the pedals were very easy to turn but the rear wheel did not spin very fast. The students also checked the highest gear ratio in which the rear wheel turned around approx. 3.7 revolutions per pedal stroke. On the bicycle trainer, this gear ratio was difficult to turn but made the wheel spin very quickly. This ratio of the tire revolutions per pedal stroke was calculated both by dividing the number of teeth on the front chainring by the number of teeth on the rear cog and also by counting the number of spokes turned by the number of spokes on the wheel. Both numbers matched within expected experimental error. On a direct drive bicycle, such as a unicycle or an old-fashioned, penny-farthing, high wheel bike, the lowest gear in the experiment combined with a 26-inch diameter rear wheel was equivalent to a 17-inch diameter wheel and the largest gear was equivalent to an 8-foot diameter wheel. The latter wheel would be quite impractical to ride by any known human.
With that money, we bought school supplies such as pencils, erasers, notebooks, and Wite-out. We bought the merchandise knowing that as it was nearing the end of the year, many students would use our store as a chance to restock. We worked in class to find the cost of each item and democratically decided on the prices. The store was open during snack and lunch recess from May 14th through May 23rd.
We were able to repay the $70 we borrowed and donated our profit toward the school Curriculum Trip Fund.
Today marks a milestone in our school’s yearbook history: its first-ever student made yearbook. The club was formed in January of this year and was made up of six students from seventh and eight grades. Students decided on the book’s content and did the layout and art for all of the pages. They also took some of the pictures–most of the pictures from Crazy Hair Day are student shots. Club members discussed a number of options for cover art and decided to ask grade school students, via their teachers, to submit art for the book. The group then did a ‘no-name’ selection of the final art, which was done by seventh grade student Mia S.
The club met weekly, and the book was ready to be assembled for printing two weeks ago. The group is proud of their achievement and is excited to get it into student hands. Yearbooks will be sold on the playground at lunch recess and also on Friday afternoon in the front lobby. They cost $15. I enjoyed working on this project with this group and look forward to next year. My hope is to have more photos taken by students, and for them to learn pagination.
The St. Nicholas Building opened as The St. Nicholas School For Girls, and above is one of the plans that was recently unearthed by the architects working on our Science and Music Lab design. As you can see from the plan, the Community Room and the Grade Eight Room were once a place for science. New plans for the room are pictured below and, as it happens, botany will reside in the same section of the new lab as it did in the original plan.
Architects Pablo Pizarro and Nicolaas Wilkens began working on our project in late winter. With our Science Task Force, they toured and discussed the basement rooms that inspired the drive for a Science Lab. We then showed Pablo and Nicolaas the Community Room as another possibility. In comparing the basement space and the Community Room, the group decided the upstairs venue was clearly a better choice because of location, light, and lower construction costs.
On May 23rd, Pablo and Nicolaas unveiled their drawings and plan for the room. Out of necessity, the Science Lab will spend part of the week as a Music Lab, and will therefore be called ‘The Science and Music Lab’. Because band and strings take place at the same time during the week, two music spaces are used at once: one is Skinner Theater and the other is the Community Room. Those are the only two rooms large enough to host music classes. Using the room for music will not interfere with science classes because science is held in the Main Lesson period, while strings and band classes take place in the subject periods following. Our Task Force wanted the Lab to keep its primary focus and function as science, yet still needed to consider and plan for a comfortable music space. To that end, Gust Burns joined the group as the music department representative.
Plans for the new room include a botany section with a terrarium and propogation section, a teacher workstation, locking storage throughout, augmented lighting in the hallway to display work, a chalkboard on the south wall, shades on the western windows, acoustic treatment for the ceiling, carpet for a large portion of the room, 12 workstations that seat two students each, drum storage, and much more. We plan to begin work shortly, and to have the lab operational in September!
Part of the money raised at the auction for this project also goes to professional development, and three of our teachers are enrolled in the ‘Sensible Science’ training at Sound Circle Teacher Training this July.