Middle School News
10/24/2008
Middle School
The Chipmunks are so Mighty!
Middle School Land Lab Chipmunk tribe meets all land goals.
The Chipmunk Tribe had an amazing week at the land. We not only met our goal of building our food area structure we went on to create other items on our list. By the end of the week there were benches, a pots, pans & dishes rack, and a shoe rack.
More importantly, the tribe began to work independent of the tribe leaders, Nancy Hofer & Jon McLean as early as Tuesday afternoon. The image gallery below shows what the students created as well as shots of them working in a group or groups problem solving and thinking critically about the project at hand. The intensity of their thoughts are reflected in the close-up shots of each tribe member. The shots of the entire group capture their process for creating and completing the shoe rack.
The tribe is considering forming a construction guild and offering our skills to the other tribes in exchange for their skills with cooking, gardening, etc.
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10/13/2008
Middle School
Lewis and Clark activity a great success, Next Middle School Land Laboratory planned for October 20-23
Lewis and Clark
This year's first Middle School trip to the Land Laboratory, scheduled for the beginning of the school year, was interrupted by Hurricane Ike. Since a terrific Lewis and Clark activity was planned, the Middle School students and teachers went for a day trip instead.
In class, students had studied Lewis and Clark and thought about the obstacles they may have faced. They talked about geographic features and weather conditions as well as food options and illnesses. They wondered about what it must have been like to go into a place you knew very little about.
Students arrived at the Land Laboratory armed with maps from different time periods. They compared the maps and discovered how the names of places had changed over time. They discussed how places were named and connected these naming practices to local places around Greensboro.
They learned how to use compasses and drew maps based on their compass readings, pretending that the creek on the Land was the Missouri River and using it as a starting point for their maps.
The students were given some of the actual journal entries of Meriwether Lewis and William Clark and they split into teams to explore them further. They discussed other people that Lewis and Clark encountered during their expedition and the interactions, assumptions, and solutions to conflicts between the explorers and the Native Americans.
The students learned that President Jefferson was very interested in the animals that Lewis and Clark encountered. They reviewed the taxonomy we use today that they studied while in Upper Elementary and discussed the importance of accurate descriptions. They practiced with "mystery" plants and animals and used descriptive language in a way that would lead other students to guess their plant or animal correctly.
When asked whether she enjoyed the Lewis and Clark activities, one student responded that she did because she realized at the end of the day that she had learned a lot without just hearing about it.
Upcoming Middle School trip to the Land Laboratory
The next Middle School trip to the Land Laboratory is planned for October 20-23. During these four days and three nights, the Middle School students and teachers will live, eat, learn and play together.
Currently, the Middle School students are reading "The Education of Little Tree" and participating in literature discussions. They have read and talked about Native American history and the acute observation skills used by the characters. Through their reading, they have been introduced to new vocabulary for water systems, herbs, and the phases of the moon. At the Land Laboratory next week, they will be able to utilize this new vocabulary as they explore the creek and the terrain and determine the current phase of the moon. They will practice their own observation skills and come to understand what life might have been like for the characters in the book. It is likely that people with a culture similar to those in the book lived on the land that is now our Land Laboratory!
In science classes, students have been exploring the question "What is life?" At the Land Laboratory, they will encounter an array of life. They will discuss producers, primary consumers, and secondary consumers and will be able to see how the web of life connects directly to that particular ecosystem.
During this particular trip to the Land, the students will also have a unique opportunity to learn from an expert on bats. Renowned bat expert, Dr. John Bowles, will give a talk about bats and students will have an opportunity to use instruments that convert the sounds that bats use in echolocation to a frequency that humans can hear. The curiosity that is ignited can be brought back to the classroom and motivate the students to seek answers to their questions.
Practical life skills will also be an important part of the students' experience. Each tribe will be responsible for purchasing and feeding their members for the week based on a budget. They will need to use what they have learned in Permaculture and Culinary Arts to create their meals around locally produced foods. Each tribe also has a special tribe project planned that will enhance future trips to the Land Laboratory.
As in class, there will be times when students will be guided by their own interests and they will have opportunities to pursue these interests. Materials such as compasses, magnifying glasses, field guides, and knowledgeable teachers will be available for them. The site used for Archaeology camp this summer will also be open and available for those who want to learn about the tools and techniques that archaeologists use. During their explorations, they may make the types of spontaneous discoveries and connections that Richard Louv discusses in his book "Last Child in the Woods".
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10/3/2008
Middle School
Food For Thought
Middle School Culinary Arts
The Middle School Restaurant has shifted its focus this year from one of production and fundraising to one of integrated learning and making connections. We call it Culinary Arts: Food For Thought.
Slow Food Piedmont Triad best describes this class' intentions with a statement on their website. "We believe that preparing, sharing, and tasting food is one of the greatest joys of life. Knowing and buying from your farmer connects you to and conserves the land. Buying local organic food and growing your own is even better. With each mouthful we enjoy the flavors of our region, renew our health, and secure our future."
Students participate in the GMS Culinary Arts program based on their tribe membership. Each tribe will participate in four sessions.
Session 1 is titled Sensible Food. During this class students focus on nutrition and the developing brain and compare "slow food" with "fast food." They research local, seasonal foods and local farms. They may even have the opportunity to visit a farm or farmers market. Some students may have the opportunity to hear a speaker from the group Slow Foods Piedmont Triad.
Session 2 is titled From Garden to Table. During this class, students visit one or two local farms. They have the opportunity to meet and talk with farmers in person and to learn about nature and agriculture firsthand. Students also share favorite family recipes and plan dishes to prepare during the next two sessions.
Session 3 is titled The Basics. Students learn about "Fight Bac," the four step process of fighting off bacteria that cause most food borne illnesses, and relate this information to bacteria specimens observed in science class. Students review basic knife techniques to prepare snacks and then practice advanced techniques to create garnishes and hors d'oeuvres.
Session 4 is titled Piedmont Traditions. This class is the culminating experience for students in Culinary Arts where the students prepare and share a meal.
The Hawk Tribe was the first group to participate in the class. They chose to visit Homeland Creamery, a family owned and operated dairy in Julian, NC. Beautiful views of the family farm were seen while taking a hayride pulled by the farm tractor. Students bottle fed a baby calf, practiced hand milking on a “simulated” cow, and took a first-hand look at the milk parlor. The group left the farm with a better understanding of how milk gets from the cow to the grocery store. Of course the best part of the trip was when everyone got to sample the delicious creamery made ice cream. Yum!
Hawk Tribe members did a great job making an assortment of appetizers and hors d'oeuvres such as: cucumber boats stuffed with homemade herbed goat cheese spread (using herbs from the GMS gardens); insalta caprese using sliced heirloom tomatoes and basil from the GMS garden with fresh mozzarella cheese; strawberry fans; sugared grapes (students learned about pasteurization), and sliced local apples (students learned about oxidation). Students served these goodies to their classmates and to visitors at the Richard Louv event. They were a huge hit!
The culminating event was a beautiful fall picnic near the labyrinth in the woods. The three-course luncheon consisted of:
Appetizer- insalata caprese made with heirloom tomatoes and fresh basil from the GMS gardens, fresh mozzarella cheese, hand-ground sea salt and pepper, and extra-virgin olive oil
Entree- stir-fried pork and veggie pitas seasoned with fresh herbs from the GMS gardens and served with sweet potato fries on the side and a homemade honey mustard sauce using local honey
Dessert- autumn fruit pizza made with homemade dough using Homeland Creamery milk, local, organic pears and apples that were poached in a honey orange reduction and topped with a bit of fresh goats cheese.
The tables were spread with green tablecloths and decorated with freshly picked local pears, ornamental pumpkins, and corn husks. A beautifully written toast by students Julie Canziani and Maggie Dunn started off the event with everyone sipping apple cider. A fine time was had by all.
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Related Links:
http://www.slowfoodpiedmont.org/index.html
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9/5/2008
Middle School
Middle School Wolf Tribe Begins Community Service
The Wolf Tribe in the GMS Middle School will be working at Urban Ministries of Greensboro. They look forward to collecting donations of food (mostly canned), clothes, toys, toiletries, blankets, cash and any other donations. At the ministry, they will be sorting donations, cleaning, helping in the soup kitchen and much more!
They are volunteering on September 12, 19 and October 3. This activity is part of their careers classes. For this month, their career class is community service. Each tribe will rotate though different occupations and everyone will have a chance to serve their community.
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5/12/2008
Middle School
Middle School Field Trips a Huge Success!
Middle School students return from Arizona, Charleston and Costa Rica.
Last week, GMS Middle School students traveled to three destinations for their year-end field trips. The 8th levels visited sunny Costa Rica, the 7's trekked out west to Arizona and the 6th level students enjoyed historic Charleston, South Carolina.
The Middle School students and staff wish to thank all the participants of this year's fund-raisers including the recent Under the Treetops Parent Prom. Without these funds our trips would not be possible.
Enjoy the images they speak for themselves.
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2/28/2008
Middle School
GMS 7th Grader Wins Writing Awards
Nicole Shumaker loves to write. She even does it in her spare time. Recently she has won 2 awards for essays she has written. The first was for an essay about her mentor. She wrote it about a teacher she had at the Greensboro Montessori School. She was awarded the Suave Dollar General Education Essay and the essay was about how someone in your life helped you to improve your life through education. Fantasia Barrino (the American Idol from High Point) was the Suave representative for the contest.
The second award she earned for writing was the one pictured here. It is an award for her essay on Patriotism given by the Veterans of Foreign Wars.
Congratulations Niki. We're all proud of you.
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2/26/2008
Middle School
Bugs & Architecture?
Students find out how bugs and structures are related
In preparation for the March Land Experience, Middle School students have been learning about bug carapaces, the history of certain cultures and their architecture and the math and physics behind one of humankinds' basic needs, shelter. How does all this relate you might ask?
The students' first lesson was on bug carapaces and their structure and use. The following lesson covered the history of several indigenous cultures both static and nomadic. The final lesson made the connection between the bug carapaces and human structures with applied concepts of math and physics.
A fun part of the second lesson was the Nomadic Structural Material Relay (see video link). Students had to relay several different structural materials to the finish to get a hands-on idea of what might influence a culture to make its choice of structural materials. Climate and other environmental influences were discussed as well.
All this is in preparation for the March Land Experience where the students will begin the week with the fourth and final lesson. They will then proceed through research & development, making a prototype structure and finally creating a scale model to accommodate the tribes population with real-time 6" action figures.
Ideally, the final structures will eventually be implemented on the land as structures over each tribe's camping platform.
This experience is a perfect example of how GMS allows the students to actually apply their knowledge, critical thinking, and problem solving skills in the real world.
Check out the video.
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2/26/2008
Middle School
National Middle School Association Says We're on the Right Track
GMS Middle School is ahead of the curve according to NMSA
A recent article in the National Middle School Association's magazine Middle Ground says, "the future belongs to a very different person with a very different mind". The Greensboro Montessori Middle School has been creating a very different student with a very different mind for years.
Click here to read more.
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2/24/2008
Middle School
Cutting Some Tracks
Middle School students begin recording first song in Performance & Production
Middle School students started recording their first song in February. Each class song begins with recording the drums, bass and one other instrument. The additional instrument is known as a "scratch" track as it only serves as a reference melody for the bass player and drummer. Students will be mixing down the songs in March and then begin mastering each final mix in April.
Each class band is required to write three original songs based on their curriculum. Original creation of songs supports the Middle School's three-year cycle and themed curriculum. This year's theme is Origins.
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4/16/2007
Middle School
Youth Visit the United Nations Presentation
GMS 8th Graders Share Information From Conference During International Day
In October of 2006, eight GMS 8th graders (Max Bitar, Soren Huette, Kyle Jones, Zoë Little, Ellie Rogowski, Sarah Slazyk, Lisa Tsuchiya, & Elena Wong) and three chaperones (Nancy Hofer, Morgan Kratovil, and Sherry Rogowski) traveled to New York City to participate in the Youth Visits the United Nations Project. 8th grade students from GMS have been attending this annual event since 2004.
On Friday, April 13th, 2007, these same students shared information from the project with the GMS community during International Day.
The following is a transcript of their presentation:
Sarah Slazyk
In October of 2006, eight GMS 8th graders and three chaperones traveled to New York City to participate in the Youth Visits the United Nations Project. 8th grade students from GMS have been attending this annual event since 2004.
Zoë Little
The Youth Visits the United Nations Project was created by Ruth Selman, Ph.D. Dr. Selman is the American Montessori Society’s representative to the United Nations. She is the founder and director of four Montessori Schools and was honored as the American Montessori Society 2001 Living Legacy.
Max Bitar
Maria Montessori once said “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” The goal of the Youth Visits the United Nations Project is to inspire students to become better educated and more productive global citizens by bringing Montessori middle school students from across the United States and Canada together for a 2-day immersion program with speakers from United Nations agencies.
Ellie Rogowski
The United Nations is an international organization whose aims are to facilitate co-operation in international law, international security, economic development, social progress and human rights issues. It was founded in 1945 by the Allied Powers after the end of World War II in the hope that it would act to intervene in conflicts between nations and thereby avoid war.
Sarah Slazyk
During our time at the United Nations, we took a tour of their headquarters and ate lunch in the famous Delegates Dining Room. We met with the Ambassador from Jordan and learned how war not only affects the countries that are at war with each other but the surrounding countries as well.
Zoë Little
We heard from a variety of speakers from United Nation’s Agencies and learned how they take on different global issues. One such agency is UNICEF. UNICEF helps to protect children’s and mother’s rights, to ensure gender equality, and to protect the world’s most disadvantaged children.
Max Bitar
Another speaker told us about the Millennium Campaign. The Millennium Campaign is a project that encourages people’s involvement and action to help meet eight important goals: to rid the world of extreme poverty and hunger; to ensure primary education for all children; to promote equality between men and women; to help children live happy, healthy lives; to improve the health of mothers; to help cure diseases like AIDS and malaria; to ensure environmental sustainability; and to develop ways that rich countries can help poor countries. The Millennium Campaign hopes to achieve these goals by 2015.
Ellie Rogowski
A global issue we learned about that made a big impact on all of us is the issue of landmines. Landmines are silent, secret weapons. People can't see them and step on them, causing death and injury. Millions of landmines are lying in the ground in over 60 countries. Landmines claim thousands of victims each year, and many of these victims live in the poorest parts of the world. Did you know that a lot of companies that make land mines manufacture them to look like Game Boys and yo-yos?
Sarah Slazyk
Let’s see how much our audience members know about landmines. If you would like to answer a question, please raise your hand after we ask the question and Soren or Elena will choose a person to help us learn more about these dangerous weapons.
(Various Students asked and answered the following questions.)
Do you think soldiers or people who aren’t soldiers, people like you and me, are more likely to be injured or killed by a landmine?
(Audience Member: Soldiers?)
It’s actually people like you and me. Most people think that it would be soldiers but it’s not. Many landmines are left over from wars. When civilians come across landmines, they can accidentally activate one. Landmines are hidden so people don’t know where they are. Some of them are underground, cmoflaged as everyday objects or hidden in tall grasses. We are very lucky in the United States because we don’t have any landmines.
Do you know how many people are killed or injured by landmines each year?
(Audience member: 2 million?)
Actually about 18,000 people. Remember, you don’t always die from activating a landmine, but there’s a very high chance that you will get hurt. Many people loose their arms and legs.
How many landmine survivors do you think there are in the world?
(Audience member: 2?)
There are between 300,000 and 400,000 people who have survive landmines. That’s the same as the entire population of Miami, Florida.
How long do landmines last?
(Audience member: 100 years?)
Landmines can last over 50 years from when they were placed. Some landmines from WWII are still active.
How are landmines cleared?
(Audience member: Metal detectors maybe?)
Yes. To clear a landmine we use metal detectors and dogs to find mines. Then they can be deactivated. It is very dangerous and we can only clear up to 10 square meters a day.
How much does it cost to remove a landmine?
(Audience member: A million dollars?)
It can cost up to $1000 to remove one landmine. It can cost as little as $3 to make one. The cost of prosthetic limbs can be between $100 and $3000. Prosthetic limbs must be replaced every 5 years for adults and every 6 months for children.
Zoë Little
We are lucky that we do not have to live in fear of landmines in the United States, but how can we help make other areas of the world safe and prevent landmines from further destroying the lives and communities of children in other countries?
Ellie Rogowski
People like you- students, parents and teachers- are taking action to heal the world of landmines. Learn everything you can about landmines and mine action. Question why landmines continue to be used. Imagine ways you might be able to help. Take action by joining other students and activists around the world. You can begin by helping the GMS 8th graders raise funds for the Adopt-A-Minefield Project. We chose to adopt the country of Afghanistan.
Max Bitar
Decades of conflict in Afghanistan have left its landscape littered with landmines and unexploded weapons. Recent bombing raids by coalition forces have left cluster bombs scattered throughout the country. Continued conflicts have increased the movement of people as refugees throughout Afghanistan. Large areas of fertile land cannot be farmed and residential areas cannot be resettled. People in Afghanistan live in fear of landmines and unexploded weapons every day. In the past 20 years, almost 14 thousand Afghani people have died due to landmines.
Sarah Slazyk
Locating and disarming landmines is a dangerous and expensive task. It takes an average of $15,000 per month to support a landmine removal team. Adopt-A-Minefield has supported mine clearance in Afghanistan since 1999 and survivor assistance since 2002.
Zoë Little
While we would like to be able to raise enough money to support an entire landmine removal team, that goal may not be realistic. Every penny counts and funds collected from various groups can be combined to help Adopt-A-Minefield operations. It is our goal to raise one thousand dollars to go to this program and help a landmine removal team to rid the world of these dangerous weapons.
Ellie Rogowski
Please visit our booth to learn more about Landmine Action, sample some Afghani delicacies and make a donation to our Adopt-A-Minefield Project. Thank you.
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2/13/2007
Middle School
6th Levels Study Sustainability
Written by Haley Hawkins, Olivia Meyer-Jennette, and Julie Canziani
On Monday, February 12th , 2007, 6th level students took a day-long trip to Chandler Design-Build, near Saxapahaw, NC, and Goat Lady Dairy, in Climax, NC, to extend our studies of sustainable design.
At Chandler Design-Build, we met with Michael Chandler and his wife, Beth Williams, and learned about different methods of using the Earth’s resources to provide elements that humans feel we need in a good home such as: using underground pipes holding water heated by solar panels to radiate heat through the floors and taking advantage of the surrounding area without destroying it. We also learned about some common things in the home that can have a direct effect on the people living there such as: certain types of carpet and tile grout that contain volatile organic compounds (VOCs)and the use of propane versus coal generated electricity. Michael also showed us the construction of a “hobbit house”, made out of steel and fiberglass-reinforced concrete and sealed with tar, in the Chandler’s backyard.
Next, we visited Goat Lady Dairy, where we met with Steve Tate, and learned how to observe our surroundings in order to determine the best way to position a house and the windows in the house. We also learned how to efficiently heat and cool a house without using as many resources. As Steve says,” Don’t just do something, stand there!” This is a valuable lesson, meaning that it is better to observe your world before doing something to it. He also introduced us to his “ Three-Legged Milking Stool of Sustainability”. These “three legs” stand for three different things: ecology (nature), economy (earning a living) and emotion (maintaining a positive outlook and not burning out). When trying to be sustainable, all of these things are necessary. Without one, your plan for sustainability will fail.
All in all, it was a very educational experience and will help us in furthering our sustainable design project, not to mention, a lot of FUN!
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1/29/2007
Middle School
Lights, Camera, Action!
Middle School Students Movies in Full Swing
Students are in the throws of full-blown production on four indepedent films this year. Each class has a budget, schedule, executive board, cast and crew that has to be maintained all the while creating, editing & marketing the entire film.
The curricular theme this year is "Possibilities" so all the films are being lensed on the green screen to allow for endless location possibilities. If you'd like to know more about the films or the Performance & Production curriculum, check out our link to the right labeled Middle School or stop by the class and observe.
Check out some of the "behind-the-scenes" footage at the link below.
Related Links:
www.thegms.org/campus/news/images/GMS_MSPP0107.mov
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11/16/2006
Middle School
Volleyball Seasons Starts with Big Win at B'nai!
The GMS Panthers started off the volleyball season by trouncing rival B'Nai Shalom on their own turf three games to zero.
The next game will be held Thursday, November 30 here at GMS against New Garden Friends School. Come out and support the Panthers!
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11/15/2006
Middle School
Marshmallows Away!
Middle School Students Launch Comestibles
Middle School students participated in test launches of their science project catpults in the gym. The students competed for distance and accuracy. The record distance of 50 feet was launched from the catapult of Kaitlyn Webster and Brendt Gray while accuracy awards went to Max Bitar & Camille Nesi and Julie Canziani & Olivia Meyer-Jennette.
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10/24/2006
Middle School
Real Learning on the Land
A Parent's Land Experience
As the photographer on the Land Lab Experience, I was afforded the role of observer. My overall impression was one of amazement. The teacher’s level of planning and preparation, as well as their determination to carry on with lessons in the midst of one day of steady rain was impressive, to say the least. The student’s cooperation and resilience in the face a full day of being wet, muddy and generally uncomfortable was commendable. The vast number of things the group accomplished was the end result of the teacher’s dedication and the students’ working together with them. Although I was not able to photograph every event, my goal was to let the pictures tell the story. When we returned to school and I saw the loads of equipment stacked up outside the well organized, cozy classrooms, I had a revelation. These teachers have a dream they are willing to go to great lengths to realize. They could stay here in these wonderful classrooms and talk about conservation, nature, science experiments, and many other interesting noble topics. However, they are willing to take their classrooms beyond these well decorated walls to the world outside and give their students opportunities to live their lessons. School cannot get much more real than that.
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10/16/2006
Middle School
Are You Land Experienced?
Middle School Land Laboratory Premier
“It smells different out here.” “Yes, it’s called fresh air.”
- conversation between Max (8th level student)
and Morgan Kratovil (Teacher/Land Experience Guide)
Monday morning, October 16, middle school students arrived on campus with backpacks and camping gear in tow, ready for their first Land Experience. A project that had been in development for over nine years and is core to the Montessori adolescent experience was about to be realized.
The GMS Land Experience program is based on Maria Montessori’s Erdenkinder concept. Erdenkinder is German for “children of the land.” Dr. Montessori recommended that students spend time connecting with nature and studying civilization through its origins in agriculture.
And connecting with nature is just what students and guides did. Perhaps just a little too much connecting if you ask some due to below average temperatures and over a half inch of rain.
“I overcame the challenge of not having a rain coat. I used a trash bag with holes in it as a poncho.”
-Soren (8th level student)
“I touched a chicken!”
-Matthew (6th level student)
“[I overcame the challenge of] hiking through the woods. I wasn’t very comfortable doing it before, but now I’m okay with it.”
-Camille (7th level student)
“My time on this Land Experience was okay because it was really fun. Although my sleeping bag got wet and it rained, it was really fun. I really liked the entertainment because it was funny. Over all it was really fun. A challenge was getting out of my comfort zone.”
-Erika (6th level student)
“The land was great. I had a ton of fun exploring in the woods.”
-Spencer (6th level student)
In order for students to fully appreciate information learned in the classroom, it must be experienced through real life application. The Land Experience provides this opportunity.
“During the Land Experience, we did a lot of fun activities. Even though it was rainy, I enjoyed it and I feel I learned more than I would in the classroom.”
-Griffin (7th level student)
Students continued their classroom work with simple machines and catapults by building miniature catapult models while on the land. We had hoped to launch marshmallows, but the weather and time didn’t permit. Students brought their catapults back to campus and will continue with the project over the next week.
“I (with my partner) was able to overcome the challenge of our catapult. With Angie’s help, we were able to make a great catapult that actually worked! I really liked the activities we did, and I hope we can do this again.”
-Olivia (6th level student)
Students also went on guided hikes through the woodland areas, had an introduction to orienteering, practiced Tai Chi, and wrote journal reflections.
One of the highlights of the trip was building an almost life-size catapult that launched pumpkins. It was great fun! We launched many pumpkins. The record setting pumpkin weighed 7 lbs and was launched a distance of 287 ft!
“My time on the land was great. I enjoyed it a lot even when it was muddy! We got to scout out land for our tribe and do a land rush. That was fun. My favorite activity was building the giant catapult. We also got to take hikes, learn Tai Chi, and do orienteering with Morgan.”
-Candice (7th level student)
The Land Experience is a microcosm that broadens social understanding. Adolescence is a sensitive period for social interest. Dr. Montessori felt that by fully identifying with a community by having a direct, concentrated, hands-on experience, the adolescent would develop the foresight and determination to not only adapt to society, but to be active in its positive transformation as well.
“On the land, I learned a lot about people that I did not know much about, and I made more friends.”
-Julie (6th level student)
“I tried cheering people up when they were wet.”
-Brendt (6th level student)
“The teachers taught me to cook. I’m most proud of cooking! It was fun. I helped the community as a whole by volunteering to cook a lot.”
-Austin (6th level student)
“I did not complain the whole time. Morgan Kratovil said so.”
-Juliane (7th level student)
“My time on the land was good because I was surrounded by my friends. It was also good because, even though at some points we were miserable, we would laugh it off. It wasn’t so good because sometimes spending a lot of time with people who aren’t exactly your best friends is rough and you have to pull your own weight.”
-Niki (6th level student)
Some parting thoughts about our first Land Experience…
“My time on the Land Experience was totally different from what I thought it would be. It was sort of fun (especially the first night, since it rained the other days), and it was way different because I thought it was going to be boring.”
-Adriana (7th level student)
“I had fun on this trip and can’t wait to see how my [tribe’s] campsite turns out.”
-Ellie (8th level student)
“I really liked the first day. It was really fun. I liked setting up camp, collecting firewood, and helping to make the fire pit. Both nights, I liked the entertainment. The second day was fun, but the rain made it really wet and muddy. Even though it was wet and muddy, the outdoor activities were fun. The big catapult was really cool and fun to build and see [launch pumpkins].”
-Kaitlyn (7th level student)
“If there was any challenge to overcome, it would probably be the fear of tents and sleeping in them. I overcame that because I really liked my tent mates.”
-Haley (6th level student)
“[The Land Experience] was awesome. My old school did not do anything like this. Next time will be even more fun because we will be [camping] out in the woods.”
-Sarah (6th level student)
Future Land Experience outings will take place in December, February, and March. Look for updates!
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10/4/2006
Middle School
Character Development in Films
Middle School students work on characters for 4 upcoming films
Students in Performance & Production class started creating the details of their characters for the films they'll start shooting soon. The class began with viewing the German Expressionist film The Cabinet of Dr. Caligari. This early silent film is an example of the importance of how to develope a character without any dialogue. Ask your child about it!
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9/19/2006
Middle School
Middle School Slings Some Hash.
Middle school kids from Greensboro Montessori harvested, prepared and served food from their school garden last Saturday, September 16 at the Greeensboro Curb Market. Chef Brian Dahlstrom, head chef at the Greensboro coliseum, along with Mary Ellen Smith, their kitchen and catering manager, volunteered their time and equipment to conduct a tasting of autumn food. Angie Cook and Jon McLean of the Montessori school came along for support and picture taking.
Everyone got there early at 7am, heated the grill, sliced and diced, and eventually offered a delicious vegetable hash of potatoes, butternut squash, onion, peppers and basil served on a toasted tortilla to hundreds of marketers.
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Related Links:
www.slowfoodpiedmont.org/schools.html
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