6th Grade News: 2/12/21

Humanities:

These past few weeks in 6th grade humanities have been busy with reading, researching, and writing. In ELA, we are in the midst of wrapping up our unit on Roll of Thunder, Hear My Cry. I’m so impressed with students’ insightful and mature reactions as the book nears its difficult and violent end. Throughout the unit, students have learned about the overt racism and discrimination that marked the Jim Crow era in the United States, and in the lessons following February break, we will continue learning about how that history impacts attitudes and systems today.

In Social Studies, we are continuing to explore ancient Rome through its geography, origin stories, and government systems. We had fun simulating the unequal power structure of the Roman Republic when I assigned some students authority over others while we completed a class art project. Unsurprisingly, this resulted in many strong feelings among the student “plebeians,” or common people: some went on strike and refused to work, others openly rebelled, while still others continued peacefully with their menial cutting-and-pasting labor. During our debrief of the simulation, we discussed how unequal power structures like those in the early Roman Republic can lead to resentment and inefficiency, and we learned how the plebeians fought for more power — just like some of the students did.

To complement our study of ancient Rome, we are embarking on a Rome research essay and project. Students chose topics that interest them, including Roman sports, fashion, engineering, architecture, and more. We are currently in the midst of researching and taking notes, using both online and book sources to find information. After, we will begin to outline and write our essays, and we will represent our discoveries through a creative and hands-on project as well.

I hope you have a wonderful long weekend or February break.

Shabbat shalom,

Naomi

Science:

During the past month, sixth grade students started to learn about and discover human body systems. We started our exploration with the digestive system. Students conducted a demonstration in how the mouth processes food using a small plastic bag and a cracker. Their fingers were used as teeth, and we added a small amount of water to simulate saliva. With this demonstration, students explored chemical and mechanical digestion in the mouth. Later, students used a simulation software to explore the other parts of the digestive system.

This past week, students explored the topic of vaccines, and more specifically the Pfizer, Moderna, and Johnson & Johnson Covid-19 vaccines. Students learned about how vaccines functioned and the scientific process of their development. The class discussed their efficacy, their application, and the production of these vaccines. This was accomplished through a mini lesson and slideshow on these topics, followed by a game that students played in class that demonstrated how vaccines and inoculations work in real time. 

Mike Noll

Judaics:

Chumash: We have been studying all about the many female heros that stood up in smart and courageous ways in the Exodus story. We have been able to learn feminine grammar for the first time as this section is uniquely filled with female action. We have learned about the midwives, Moshe’s mother and sister and the daughter of Pharaoh. We will be doing an art project on this topic after break. They have a vocabulary challenge every in-person Friday that they have been studying for on Quizlet. This has really helped to improve their translating skills. We are debating big topics like; “what makes a hero”, “how do you stand up for what is right” and “how is a nation formed”.

Rabbinics: We are studying from a variety of rabbinic texts that address the issue of women reading the megillah. We have been noting the shifts in opinions throughout the ages. I have been so impressed by the student’s ability to share their feelings on this topic with openness, understanding and passion. Students will be writing their own rabbinic response on who is obligated to reading and hearing the megillah at the end of our unit.

Tefillah: We just finished working on the Ashrei. Everyone submitted recordings of their progress in learning the prayer, took turns leading it in class, and created art to express what the prayer looks like and feels like to them. We are starting to hear student Dvar Torahs each week. You will receive an email the week before your child shares theirs. Please help them practice at home and feel free to join tefillah to hear them!

Shabbat Shalom,

Laura

Hebrew:

Last month the sixth graders learned about Israeli desert, the Negev and Jerusalem. We learned about the people who live in the Negev, about their life and special settlements in the Negev. We also read Bedouin folklore stories and discuss the value of hospitality as it emerges from the story. When learning about Jerusalem we described important sites , like museums, the market and Old City. In addition, students talked about what we want to do in different situations, using infinitives. We summarized how to use adjectives in Hebrew and used them in different patterns to describe streets and sites.

In addition, Snow and winter are a part of the current season and of the Hebrew curriculum. We learned the song  “Sheleg” (snow), children took pictures outside with the snow and described them in Hebrew. Students loved to share their pictures and asked each other questions. 

Yuliya

Math