NEW SCHOOL PREPARATORY FEBRUARY 2011

PAGE 1

New School Students Win “Most Environmentally Friendly City” at the Future City Competition in St. Petersburg.

Dates to RememberFebruary 21 (Monday)

President’s DaySchool Closed

March 4 (Friday)Parent ConferencesNon-Student Day

from the Director

Dear parents,

We know how important good study habits are for success in school. We know that good attendance and an engaging curriculum are essential for achievement. We understand the role of good nutrition in fueling brain function. More recently, we have begun to understand the critical importance a good night’s sleep plays in learning. The following article from Psychology Today gives some insight into the role of sleep and child development.

How much sleep do children need?The observation that most teenagers (roughly 80%, according to the National Sleep Foundation's 2006 "Sleep in America" survey) get fewer than the recommended 9 hours of sleep a night is not new. Nor, for that matter, is the connection between insufficient sleep and mood disorders, which has been borne out in sleep deprivation experiments in adults as well as in population studies in adults and teens. Everyone needs to sleep, and despite not always wanting to tuck in and call it a day, teenagers are no different than anyone else in that respect, and suffer a whole host of negative consequences when they do not get enough sleep.

A new study published in the January 2010 issue of SLEEP* looking at the effect of bedtimes set by parents on mood in 15,659 7-12th graders found that the later a child's bedtime was set, the more likely the child was to have symptoms of depression and/or thoughts about suicide. Later bedtimes were also found to correlate with shorter sleep duration (not a big surprise) and a sense of not getting enough sleep, both as reported by the child. Those children with earlier bedtimes were also more likely to describe their parents as caring more about them than those with later bedtimes. Overall, children whose bedtime was set at midnight or later were 24% more likely to suffer from depression, and 20% more likely to have suicidal thoughts than children whose bedtimes were 10 PM or earlier.As with all studies of this type, questions of cause and effect arise: did the later bedtimes truly cause the increased depression, or did underlying depression lead to later bedtimes? Sleep disturbances are one of the defining characteristics of depression. It may be that in many instances, pre-existing depression influenced the hour at which bedtimes were set. Lax limit setting on the part of parents, manifesting as unfettered bedtimes, could also have contributed to a sense in some that their parents didn't care as much about them as they felt they should, which in turn may have led to symptoms of depression.

Still, the findings are intriguing, and worth paying attention to. Despite many and frequent protests to the contrary, teenagers really do need a certain amount of sleep (about 9 hours/night). It is very important to realize that sleep is not something to be done when there is nothing better, or more exciting, left to do. Sleep is necessary for both good short term function and long term physical and mental health. Setting age appropriate bedtimes, while not always easy to enforce, is, ultimately, not all that different from setting limits on other activities which can adversely affect health, such as cigarette smoking. As the findings of this study suggest, it is likely to be well worth the effort.

Morris Sorin

NEW SCHOOL PREPARATORY FEBRUARY 2011

PAGE 2

KINDERGARTEN

Kindergarten students are completing a dinosaur unit. Each child selected a dinosaur to study and write about. Each child researched the dinosaur and children recorded the dinosaur length. The next task was measuring the dinosaurs. The children made paper chains that were made each to be one foot long. Each day the children made two or three paper chains. At the end of the day, we used the abacas to determine how many more chains were needed to have enough to create the length of the largest dinosaur, the Brachiosaurs, which is 80’ long. When they finally reached the goal, they took the chains and their dimensions to the playground where they laid them end to end. As we got to the length of one of the dinosaurs we wrote its name in chalk. We are all rather amazed and the length of the Brachiosarus when seen in this way.

The students learned about the dinosaurs lives from eggs to adulthood. They each made and painted a paper mache dinosaur egg. When the eggs were dry, they made nests for them on the playground. When the children returned from their music class they noticed that the eggs had “hatched”. They looked in awe at the tiny dinosaurs that were peeking out of cracks in the eggs!

Kindergarten students will be making a fossil of a cave bear tooth, an ammonikte, a crinoid, a Deinonychus claw, a shark’s tooth or a trilobite. Since it is unknown for certain what color the dinosaurs were, when painted, they may be some startling colors.

The first two weeks of February will find the Kindergarten involved in the world of Sound. They will work with the concept that sound is caused by vibration which, in turn, travels through the air and is received by our ears.

The children will listen to various sounds and notice the difference in high and low sounds. They will construct their own instruments,

being sure they have some mechanism that will vibrate and create sound. They will create a “rock band” and will work with the Robin to make up an original song. They will come to school dressed as rock stars and perform their song for the students in the school.

The last weeks of the month will find the children beginning a unit about Mammals, Reptiles and Birds. They will learn what characteristics living things have that divide them into these categories. Each child will do an in depth report on an animal of their choice. They will write a play incorporating their animals and learn poems about them. The children will turn the classroom into an animal preserve, with clay animals in dioramas and bulletin boards exhibiting the animals in their habitats. Parents will be invited to a program to learn amazing facts about each child’s animal. The unit will culminate with a visit to the Seminole County Zoo. We will observe, classify and record the animals we see.

In Language Arts we left our dragon family behind to enter a new world of adventure. In “The Story of Dr. Doolittle” by Hugh Lofting we are getting to know this kindly and enthusiastic doctor/naturalist and all of his animal friends. His special gift has us all laughing and anticipating what comes next. A mysterious call from Africa sends us sailing off to help the monkeys where we will meet the most extraordinary animal we have ever seen! In Social Studies, the renaissance or “rebirth” of ideas in the fields of science, art, music, literature, architecture brought us a very interesting figure: Leonardo Da Vinci. We will learn about his gifts as scientist and inventor and learn his thoughts about nature, art and architecture. Our Social Studies program includes experiences that provide for the study of relationships among science, technology and society. With this in mind, we will learn

how Da Vinci's ideas and designs regarding flight, human anatomy, warships and weapons eventually result in technologies that influence beliefs and alter the course of history. The concept of place value in math develops and broadens with many experiences over a long period of time. In the beginning students are more focused on what to do and those who are weak in their facts become frustrated with the amount of time it takes to complete a two digit addition and subtraction (with and without regrouping) problem. The math drills are essential in order to move along in this process! The focus now is applying what we know to everyday situations in “word problems.” In Science, we made pinwheels, gliders, helicopters, and parachutes to understand the principles of air and the basic forces involved in flight. This month we will explore and test Da Vinci's “flying machines.” Were his ideas correct? Did he take into account the air resistance and the basic forces involved in flight such as: weight, lift, thrust and drag? We will find out by constructing some of his designs and assessing the importance of his significant achievements in history!

FIRST and SECOND GRADE

NEW SCHOOL PREPARATORY FEBRUARY 2011

PAGE 3

Language Arts

Students are applying their knowledge of the Italian Renaissance to write scripts for our spring school-wide Cabinets of Curiosities. Third and Fourth Graders enjoyed Shakespeare's Twelfth Night very much and are looking forward to the next Shakespearean comedy, A Midsummer Night's Dream. They have also been enjoying Natalie Babbit's Tuck Everlasting.

Social Studies Students are enthralled with the story of Martin Luther, one of history's most important reformers. Third and Fourth Graders relate especially to Luther as a hero who demonstrated the "power of one" and did not back down from what he believed in - even when faced with increasingly incredible odds. This understanding of the Protestant Reformation serves as a bridge to Elizabethan Times and the further study of Shakespeare in Language Arts.

MathWeather reports, sports statistics, money, digital scales, and car odometers all use decimals to name a part of a whole or a part of a collection. This month we will learn how decimals are used in daily life. Work continues on mastering the basic facts of addition, subtraction, multiplication, and division. Students understand that mastery of these facts help them solve puzzling word problems which are at the center of our classroom activities. Here are two of our latest puzzlers. Once students understand the concept of THINK ONE, solving these become easy. See if you can solve these:

1) It takes 5 workers 12 hours to unload one truck. How long would it take 6 workers to unload the truck?

2) If it takes 3 people 4 hours to clean a warehouse, how long will it take 4people to clean the warehouse?

3) If it takes 7 people 3 hours to dig a 50 cubic foot hole, how long will it taketwo people to dig the hole?

THIRD and FOURTH GRADE

NEW SCHOOL PREPARATORY FEBRUARY 2011

PAGE 4

Language ArtsWe’re beginning our study of Utopian fiction with Lois Lowry’s The Giver. This other-worldly tale of a 12-year-old boy who must decide whether to sacrifice himself for his community raises some probing questions. Students will learn to use essay format to pose answers to these questions. We’re also studying how to use simile, metaphor and juxtaposition to enhance the quality of the imagery in our creative writing.

Social Studies

Students are studying Ancient Greece and are using Alexander the Great as a case study this month. They have been able to apply their knowledge of central Asian geography as they learn about his travels through Europe and Asia. Alexander the Great was the king of Macedonia who conquered Greece and the Persian empire and is considered one of the greatest military geniuses of all times.

Math

Students are studying probability and statistics. As part of this unit, they’ll be surveying the students in the school about things like favorite foods, number of siblings, and favorite ice-cream flavors. They’ll gather and organize their data, apply statistical principles to analyze the results, then use a spreadsheet to find the best ways to graph their findings. They’ll even be sharing what

they discover with the 7/8 hot lunch business and suggesting changes in the monthly menu based on the preferences they’ve discovered.

FIFTH and SIXTH GRADE

NEW SCHOOL PREPARATORY FEBRUARY 2011

PAGE 5

We The People Competition Award

Seventh and Eighth Graders competed alongside high school students at the state finals level of the We the People Congressional Hearing competition. This is a simulated congressional hearing in which students "testify" before a panel of judges. Students demonstrate their knowledge and understanding of constitutional principles and have opportunities to evaluate, take, and defend positions on relevant historical and contemporary issues. New School students were the first group middle school students to ever take part in this high school competition, and received a trophy from the Florida Law Related Education Association honoring their level of knowledge and professionalism.

Language Arts

Students have started a unit on classic short stories, including works by Edgar Allen Poe, Stephen Crane, Shirley Jackson and Mark Twain. They’ll be learning the basics of literary criticism as they analyze these stories and craft essays defending their interpretations.

Social Studies

After a fantastic showing at the state Congressional Hearing Competition, students returned to school to begin a study of Reconstruction of the American South. Students will examine this period through social history and will focus on the changes that effected Southerners in their everyday lives. To compliment their studies, students are watching Roots and Gone with the Wind. These films offer two very different perspectives of Reconstruction as it was perceived by Southerners both black and white.

MathAlgebra students are getting deep into the real business of Algebra, graphing linear equations and inequalities. Our guest speaker last week, Scott Hartog, an engineer at Advanced Micro Devices showed them a practical application of those lessons as he discussed his work helping to design the 3D graphics card for the Xbox 360. More importantly, Mr. Hartog informed students of the importance of choosing challenging math classes in high school. Students are becoming more and more aware of our theme for the year, “Math is Everywhere” and are starting to understand how their math efforts can lead to rewarding careers.

SEVENTH and EIGHTH GRADE

NEW SCHOOL PREPARATORY FEBRUARY 2011

PAGE 6

SCIENCECongratulations to the Future City team for winning the “Most Environmentally Friendly City” award a the Future City competition in St. Petersburg, on Saturday, Jan. 29th. The National Engineers Week Future City Competition is an example of problem based learning with computer simulation. It is an integrated, multidisciplinary, holistic approach to relevant issues and is a strong example of STEM (Science, Technology, Engineering, & Mathematics) education that addresses national and state academic content standards. The program asks 6th, 7th and 8th Grade students from around the nation to team with engineer-volunteer mentors to create – first on computer and then in large, three-dimensional models – their visions of the city of tomorrow. Several students from Grades 5-8 worked on the various aspects of the competition and then René Borr, Hayes Hartog, Justine Brousset, and Lizzie Zimmerman went to St. Pete to present their completed city, Oceanopolis. The students did a fine job and should be very proud of themselves. Next, the 7-8 Graders will begin a unit on anatomy.5-6 Grade teams are completing their Ecybermission competition. One group is working on a website explaining Microgeneration, and the other group is attempting to resurrect the Florida Bottle Bill. They are also beginning a unit on the skeleton.

3-4 Grade are hard at work putting the bones of the skull to a beat.

NOTICIAS EN ESPAÑOL (SPANISH NEWSLETTER)

Kindergarten will start working on vocabulary related to family members, such as abuela, abuelo, tio etc. Kids will make paper dolls for each one of the family members. In addition, they will learn some expressions that involve family members such as, “Mi familia es muy especial”, “Mi mamá se llama…”

1st and 2nd Grades will learn more “action words” such as trabajar, comer, estudiar, escribir, etc. and will write a short story about what they like to eat and drink. They will work in new vocabulary related to food and learn expression like yo quiero (I want...), yo necesito (I need). We will continue working with the mini-books associated with this food topic.

3rd and 4th Grades will work on rain forest eco-systems. We will read the Great Kapok tree and learn how this eco-system affects all of us. Students will learn what animals live there and pretend taking a special tip to Costa Rica. We will try to answer eco-system-related question: ¿Que podemos hacer para salvar le selva tropical?

5th and 6th Grades will begin working with plural form of nouns and adjectives, as well as the present tense of verbs ending with -er, such as comprender, ver, leer, recoger etc. They will also learn the double pronoun, for example Juan y yo (Juan and I) that can be replaced by nosotros (We). The new vocabulary describes what you like and don't like to eat and drink. Students will compare and contrast eating customs in Spanish-speaking countries and the United States.

7th Grade will work on describing their home, talking about household chores, and telling where they live. The students will be working on the present form of the verb poner (to put, to place, to set) and hacer (to make, to do) following the pattern of other -er verbs. They will also compare and contrast the use of home outdoor space in Spain and the United States.

8th Grade will work on new vocabulary commonly used in Mexican restaurants. They will also learn the third type of stem-changing verbs in which e in the stem changes to i as in pedir (pido) and sevir (sirvo). Students will continue working on preterit and all the indirect object pronouns. They will also compare family dinners in the Spanish-speaking world and the United States.