2D Let's Roll

Students learned about how objects can roll and about different types of motion. This free exploration will help them write their final science experiment of their choice that they will do independently!

Careful observation

How will it roll?

Were we right?

Making adjustments.

Will it roll straight or turn?

Lower School Update - March 25, 2019

The Eagle’s Nest

Two classes were awarded the Golden G award today for demonstrating the Eagle Way. Congratulations to Ms. Fernanda O’s pre-primary class and Ms. Thibodeaux’s fourth grade class!

Student-Led Conferences
Student-Led Conferences will take place on April 3 and 10. Please sign up for conferences on Veracross. Students do not have classes on this day, but are expected to attend the scheduled conference with their parents.

LARK
Do you know what LARK stands for at Graded? LARK are guidelines designed to provide students with an ethical framework to use digital tools in a way that supports their learning. LARK stands for:

L - Legal

A - Appropriate

R - Responsible

K - Kind

Students in third to fifth grade met with Mr. Boisjoli this morning to review the LARK guidelines and think about their own technology use. For more information about LARK, click here.

 

Lower School Movie Night

Upcoming Important Dates

March 27	3rd grade field trip to Inspirarte ( Ms. McBride & Ms. Fitch)
March 28	4th grade field trip to Santos 3rd grade field trip to Inspirarte ( Ms. Lomax & Mr. Ro)
March 29	LS Community B Assembly (8:15 am auditorium)
April 3	Student Led Conferences (no classes for students)
April 5	LS Community C Assembly (8:15 am auditorium)
April 6	Celebration of the World (COTW)
April 10	Student Led Conferences (no classes for students)
April 12	LS Community D Assembly (8:15 am auditorium) Lower School Movie Night (4:00-7:00 pm)
April 19	Holiday Good Friday (no school for students)
April 21	Easter Sunday
April 24 & 25	2nd grade field trip - Fabrica da Vigor
April 26	LS Community A Assembly (8:15 am auditorium)
May 1	Holiday Labor day (no school for students)

Around the Lower School

2D Scientists at Work

After a few days of preparation, students were finally ready to test their helicopters that they made to see which one could stay in the air the longest.  Using the scientific process students had to change one thing about a standard helicopter.  Some students increased the size of the body. Others added weight.  Others changed the design of the wings.  Today they timed how long their helicopters stayed in the air.

Students first thought of a question.

How can you make a helicopter slower?

Students came up with a hypotheis.

I think a helicopter with more weight will be slower because...

Students then listed their materials.

To complete this activity students need paper and paper clips.

Next students wrote a procedure.

Finally students were ready to start testing.

Students used timers to record how long it took their helicopters to reach the ground.

Students then recorded their results.

Students did three trials.

Gravity pulls the helicopter down.

Gravity is the force that makes the helicopter move..

Slower helicopters have more air resistance.

Students will then check if their hypothesis was correct.

Finally, students are ready to write their conclusions.

Conclusions tell what they have learned.

Students use scientific words in their conclusion.

Students use measurement in their conclusions.

Personal Safety

The Lower School Counselors will be delivering classroom lessons on Personal Safety. The information presented will be developmentally appropriate in content and concepts.  This curriculum will teach children the difference between safe touch and unsafe touch. They will learn the anatomically correct names for body parts, and that these parts of the body should never be touched by others except to keep one clean and healthy.  

Students will be encouraged to identify adults in their lives within the home and community that they could talk to if the “touching rule” is ever broken.  The students will learn how to say no in a “big voice”, how to run away and tell the trusted adult.

At Graded we realize that these lessons are just a small piece of what we all need to do to keep children safe. Research shows that young children retain skills when they are practiced and reinforced at home so please help your child review her/his learning by asking questions at home and reminding your child about safe and unsafe touch.

If you have questions or would like further information, please feel free to reach out to Bobbie at bobbie.olio@graded.br, or Heidi at heidi.pierce@graded.br.   Thank you for the continued support to keep all children safe both inside and outside the school setting.

Regards,

Bobbie and Heidi

Swimming lessons schedule

Hello parents,
The waiting time is finally over! Our swimming lessons will start next week and we wanted you to know when your child will have their classes. Please remember to send their bathing suits/shorts/swimming shirts, caps, elastic bands to tie girls' hair, towel, flip flops on the days they have swimming lessons.
Do not hesitate to contact us if you have any questions.
Thank you
Andrea, Enrico, and Gisela.

2A (Stoll)   Swimming classes

04/02	Day D	Tue	12:50-1:35
04/05	Day F	Fri	12:50-1:35
04/08	Day G	Mon	12:50-1:35

2B (Wilker)    Swimming classes

04/16	Day D	Tue	12:50-1:35
04/18	Day F	Thu	12:50-1:35
04/25	Day B	Thu	12:50-1:35

2C (Mendonça)      Swimming classes

03/29	Day B	Fri	12:50-1:35
04/01	Day C	Mon	12:50-1:35
04/09	Day H	Tue	12:50-1:35
04/12	Day B	Fri	12:50-1:35

2D (Maykut)      Swimming classes

04/17	Day E	Wed	12:50-1:35
04/23	Day H	Tue	12:50-1:35
04/24	Day A	Wed	12:50-1:35

Measuring Jumps, Spinning Tops, and Beating the Calculator!

2B has been sooooooo busy with many investigations in math and science/writing these days!

Students are collecting measurement data this week that we will organize into different graphs and line plots.  

Also students will determine the range, median, and mode of 

different data sets.  

Check out the students in action measuring their jumps and arm spans:

Ben is airborne!

How far did you jump?

Felipe recording his arm span data.

Watch how far I can jump!

                             

Can you help me measure my jump?

Get ready to jump Marcos!

                             

I wonder if this jump will measure longer than my first jump.

Is that the centimeters or inches side?

                         

We finished our most recent experiment about force and motion today.  Students got to create "spinners" or tops and change one thing (variable) to determine which one would spin the longest.  They could change the length of the axle, the weights, the position of the weights, and more!

Which spinner will spin longer?

I decided to change only the length of the axles!

I changed the size of the weights (disks).

                             

Emilia's procedure clearly explains how to make her same spinner.

Felipe explains his hypothesis.

                                       

Now it's time to TEST our hypothesis.

Isabelle learned that the shorter the axle the longer it will spin.

                                 

Jenna decided to change the length of her axles.

Larissa changed the size of her weights.

                                 

I will test this spinner first!

I think the longer axle will spin longer because...

                               

Emilia is timing while Michel applies FORCE to his spinner.

This one spun longer!

             

I changed the length of the axle.

I decided to change the position of the weights.

                                 

I think this one will spin longer because...

Will you help me time my spinners?

                               

On your mark, get set, SPIN!

Let me spin this one again on a smoother surface.

     

I decided to change the size of the weights.

I decided to change the amount of  weights on each spinner.
Now let me TEST my hypothesis...

Which one should I spin first?

My hypothesis was wrong, but that's ok.  I learn more that way!

Students are adding strings of numbers together by recognizing various patterns (make 10, doubles, and doubles +1) to make adding easier!  

Using these patterns can make our mental math faster than a calculator!

Can you "beat the calculator" using your mental math strategies?:

27 + 33 + 15 + 5=?

Can you beat Ben on the calculator, Claire?

Seaunghyun is using mental math to beat the calculator.