Exhibition 3-5-09 Program

8/14/2019 Exhibition 3-5-09 Program

1/10

Time and Space:

An Exhibition of Student Work

MARBLEHEAD COMMUNITY CHARTER PUBLIC SCHOOL

MARCH 5TH,2009

TheBrook

lynBridge

byDaisyD

uncan


2/10

Time and Space

ESSENTIAL QUESTIONS

AND UNDERSTANDING GOALS

How am I an inheritor of the past and a shaper ofthe future? Students will understand...

How does ones time and place influence ones perception?

How can one make responsible decisions today that respect our past and protect our future

What are the effects of technology on time and

space? Students will understand...

How has technology changed our lifestyles?

How has technology bridged some distances and created

others?

How do time and space vary among cultures? Students will understand... How do different cultures perceive time and space in

different ways?2


3/10

Program of Activities

THE MCCPS BANDunder the direction of Ms. Adria Smith

Medieval Legendcomposed by Michael StorySaxologyby Eric Osterling

OPENING REMARKSby Nina Cullen-Hamzeh, Interim Academic Director& Emil Ronchi, Chair of the MCCPS Board of Trustees

STREET LATIN DANCEunder the direction of Gregory Coles

A selection of Latin dance including: Salsa, Chachacha, Merengue, and Bachata

A TIME FOR USthe theme for Romeo and Juliet

performed by the Sixth Grade

STUDENT EXHIBITIONSin grade level classrooms from 7:00 pm to 8:30 pm

3


4/10

4th Grade

REGIONAL ROUNDUP Each student has assumed the role of a State Specialist and Regional

Expert responsible for researching, writing, and designing a state brochure.

Each brochure describes and illustrates information that includes state

history, landmarks, land forms and water forms, natural and manufactured

resources, population, climate, and other interesting facts. In Art, students created landscapes representing their states, using

mixed media, and in Science students created resource maps of their states.

In Community Service Learning, each class composed letters sent to a

charter school or elementary in their chosen state, using class-generated

questions about community and learning in their school.

NON-FICTION READING: BIOGRAPHIES Each student has acted as state biographer, focusing on a

famous person who was born or lived in his/her state. After reading a

biography of that person, students composed an hourglass bio-poem

and bio-dollto represent the famous individual.

MODERN LANGUAGES Students labeled cities, mountains, and rivers in French or

Spanish on blank maps of France or Spain. Each student wrote a

phrase in either French or Spanish describing five of the locations on

their maps.

NUMBER PROJECTFourth grade mathematicians have each explored a number of their

choice and designed a creative and original presentation for the number. The

presentation will include important information about the number such as

even or odd, factors, multiples, symbols in other number systems, as well as

other significant or interesting information about the number. In art

students created Jasper Jones inspired patterns to create a design visually4


5/10

representing their number as

well as making stamps using

different materials and media.

In Music class students

composed original keyboard

pieces and analyzed them

through numbers. Notes on the

scale, fingering, and beats will

be numbered on the

composition. Look for student

compositions that will hang on

the wall. They are analyzed in

numbers!

5th Grade

PATTERNS For your viewing pleasure the fifth grade proposes a display ofsamplers that they have cross-stitched to demonstrate their knowledge of

symmetry and plotting points on a coordinate plane. They will also be

showing movie trailers based on the book Savvy. Students have written

poetic lyrics and set them to music that they composed. Some students will

perform their songs tonight. On display will be a quilt with poems and

5


6/10

illustrations created by the students. Students labeled and described maps of

Spain or France in their language of study.

Students have determined, examined, described, and provided

examples of how patterns are present and necessary in nature. This was done

through the demonstration of the water cycle, solar system, and lunar

phases. Students have constructed dioramas or will perform experiments to

demonstrate the pattern in nature they have chosen. They also prepared

written and oral reports based on their topic.

Students have located and described how geometry and/or geometric

patterns are used continually throughout everyday life. They created displaysthat examine examples of architecture and described how geometry

influenced the design.

Mandala means Circle in Sanskrit. After looking at various types of

mandalas from different cultures, students have created their own mandala

by measuring angles to divide a circle in equal parts and trace lines between

intersecting points to create symmetrical shapes. From there, students usedimaginations to elaborate on their designs.

6th Grade

ROMEO AND JULIET Students have examined several different adaptations of Shakespeares

Romeo & Juliet and explored the ways different authors/performers have

changed, edited and adapted the story.

Tonight in Charter Hall, groups of students will perform scenes from the

original text. As a class, students will sing A Time For Us, the Romeo and

Juliet theme song and La Vie En Rose, a song about being in love, at thebeginning of the play.

G3 PUZZLES: GEOGRAPHY, GEOLOGY, GEOMETRY Students became geographers, geologists, geometers and

cartographers and researched, designed and built a multifaceted puzzle on an

European or Asian country. Tonight, students will share their knowledge of6


7/10

European and Asian geography and geology through their puzzles, essays

and Google Earth presentations. They will also communicate their

understanding of the geometry involved in their puzzle. Guests will be

challenged to complete the puzzles. As geographers, students studied

different regions of France and created a book that features artistic

emulations of the designs and techniques used by French Impressionists. The

book chronicles a story about the different regions of France. In art, as

geometers, students made tessellations by reflecting half designs on the sides

on an equilateral triangle, to create other geometric shapes, ranging from a

rhombus to a six-pointed star to a hexagon.

7th Grade

NILE CRUISE Come cruise the Nile River and visit exotic locations of ancient Egypt.

Experience the culture, secrets of the pyramids, and captivating traditions of

people who cultivated Egypt, Nubia and Israel. Learn about each city

through student created journals, pharaoh essays, and informational

displays. See for yourself a scaled version of the Great Pyramid of Cheops on

the Giza Plateau and learn some fascinating mathematical mysteries. Behold

the unique 21st century pyramid designs that are symbolic representations of

the students, reflecting ancient traditions.

Explore the connections of Egyptian life through art, music and the

sciences. Hear the stories of French Egyptologists who collected artwork for

the Louvre during the mid-Nineteenth century, also the era of the French

Impressionists. Appreciate parodies of ancient Egyptian tomb fresco

paintings. These are contemporary scenes in the Egyptian style of painting.

Experience the process of mummification and compare the organs of humans

and frogs.

7


8/10

As you pass through make sure to read up on the planets through

student created BIG BOOKS. Listen to a performance or two of an original

keyboard or guitar musical composition of a planet.

View a public service announcement developed to educate the

community on physical addictions that affect the organs and organ systems

of the human body.

TABLE AUCTION Bring your wallets!! Make bids on student made coffee tables in a

silent auction. Students have been assigned roles and been given their own

business job titles. They all have collaborated to design and build their tablesin wood shop with Mr. Haddock. Ask students what their role is in their

MCCPS business and information regarding their tables. All proceeds go

towards the wood shop and the 7th grade classroom.

8th Grade

INNOVATION TECHNOLOGY: INVENTIONS OF THE 1800S During the first half of the 19th century, America developed rapidly

and industrially, going through what many historians call an industrialrevolution. This revolution refers to a change from people making the things

they needed primarily at home to goods being made by more complicated

machines and in factories. Communication changed. Transportation changed.

The production of various materials and goods changed. As a result, society

also changed in many ways.

The eighth graders have been immersed in this time period and tonightwill present information about the innovative technologies of the 1800s.

Each student has chosen a piece of technology and has written a research

paper on its history and its connection to the Industrial Revolution. In

researching the piece of technology, they also studied its engineering design.

Students have drawn plans and have calculated their own scales. They have

also built a model of their drawn plans. Watch the students present their8


9/10

group projects on the Worlds Fairs in Paris during the Industrial Revolution.

They will perform a short French skit to accompany their posters and

displays. In addition, students have broken down their topic into the

Universal System Model of Technology, in which they identify the input,

process, output, feedback, and resources. This model was created at MIT and

is used worldwide. Lastly, the students were asked to be creative and present

material learned in a creative graphic presentation. Some students have even

created slide shows or sketches in a computer graphic program.

In addition, the students have done work in their music and art classes

which connect to the topics and themes covered in other classes. For music,

the students will present original musical compositions made using scales

and techniques used in American 19th century music. For art, the students

have explored the American Romantic art movement.1830-1870 was a

period of rapid growth in the US. Influenced by the Romantic movement and

their awe of nature, some American artists started painting vast and majestic

scenes of the American landscape. While these artists started paintingaround the Hudson River Valley, they quickly moved on to other areas of the

US, especially the West, the Bahamas and even the Arctic. Tonight, the 8th

grade students will present their drawings and paintings of American

landscapes inspired by the Hudson River Valley school, who gave birth to the

first American landscape style.

9


10/10

MCCPS Foundation

The MCCPS Educational Foundation is a registered 501c(3) non-profitorganization dedicated to supporting the school. The mission of the

Foundation is to develop community partnerships that enhance the resource

capacity of MCCPS to deliver according to its fullest potential as an

innovative public charter school.

This year the Foundation has funded thousands of dollars for new

technology including the Rosetta Stone web-based language program forevery student. The Foundation has also administered an earmarked donation

that covered a substantial portion of the schools debt service for the current

fiscal year.

The trustees of the Foundation meet monthly to discuss potential

donors, awards to the school and how to disseminate news about the good

work being done at MCCPS. If you are interested in becoming a trustee,

helping us achieve our goals or have suggestions of potential supporters

please speak to Jeffrey Barry at the school or send him an email.

If youd like to make a tax-deductible donation to the Foundation you

can click on the fundraising tab on the schools website or send a check to PO

Box 1405, Marblehead, MA 01945. thank you for your support!

10

Documents

Exhibition 3-5-09 Program