Our wonderful middle school students have done it again! The 5th, 6th, 7th, and 8th graders came together to pull off another successful pumpkin patch experience for our very own preschoolers. The event kicked off with the 7th and 8th grade students reading to them the stories they created, all the while dressed as one of the characters from their story. Then, they taught them all about the life cycle of pumpkins with a song and illustrations they had made. Next, our 5th and 6th graders hosted them for some fun carnival-style games in the open field next to the patch. Lastly, before hopping onto the trailer for a hayride, the preschoolers were able to pick their very own pumpkins from the patch to take with them. Our middle school students were involved with this project from start to finish. There was responsibility and teamwork that went into planting and caring for the pumpkins. Overall, their efforts made the event even more special for the preschoolers. Kudos to them all!

The eighth graders were put into groups and assigned a few contributors who played a part in our current understanding of atomic structure and/or the periodic table. They researched their scientists and gathered information on their specific discoveries, WHEN they occurred, and HOW they contributed to our current understanding of the atom. The students then summarized this information on one sheet of paper per scientist and were tasked with making it visually appealing and easy-to-read. As we discussed each contributor, they were hung in chronological order for the students to reference as we move through the remainder of our Atomic Structure unit!

Once a month we gather the entire middle school to celebrate birthdays and announce the Spartan of the month. For the month of September, it was Anna Scott Bruner! Read the poem below to understand why she is most deserving of this award! We, of course, also include a fun activity! This month, the students came together to collaborate on a shared goal: Friday Fashion Fun! This remarkable production fostered creativity, laughter, sportsmanship, and encouragement. Teams were formed, and in just one minute, they scrambled to gather materials such as paper towels, assorted cloth, bulletin board paper, and other miscellaneous items. With 20 minutes on the clock, they unleashed their imaginations, crafting wacky fashion ensembles. The models then took to the 'runway,' strutting, skipping, and dancing to the applause and cheers of their classmates. The afternoon concluded with high-fives all around and delicious cookies as a sweet reward for their efforts.

By Kandice Kimmel, Latin & History, 5-8th Grade

Project based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex questions, problems or challenges.

To wrap up our world geography unit, our seventh and eighth grade students hosted an International Fair. They were each assigned a country to research, and designed a display, brought an international dish to sample, and presented for all of the students and teachers at St. James Day School. I am so incredibly proud of each and every one of these students!

During their unit over the Scientific Method, the eighth grade class had the opportunity to put their dimensional analysis and scientific notation skills to work by making fudge! They first had to convert given amounts of each ingredient into more practical units to measure out. Once conversions were made, they were to measure and start cooking! Besides getting to practice on their measuring skills, they also were able to implement the safety precautions learned in previous lessons. They mixed their ingredients together and used a hot plate to heat it all up! After allowing the fudge to cool and harden, they were able enjoy their yummy results!

Our new eighth grade students here at St. James are carrying on the honorable duty of displaying both the American and Episcopalian flags every day on our campus. Every morning begins with the raising of the flags and then saying the Pledge of Allegiance as we stand with hand over heart. At the conclusion of the day, our eighth graders respectfully lower both flags and fold the American flag according to the traditional method. Our students are doing such a beautiful job with this long held tradition of SJDS. We are proud of them!

By Susie Rogers, ELA, 5th-8th

The Career Fair Project was a comprehensive project where students delved into potential career paths, exploring requirements, educational trajectories, and interviewing professionals in their desired fields. By examining job growth, salary prospects, and a typical day's activities, the students gained invaluable insights into their prospective careers. Dressed in their professional attire, they had a fun morning presenting to parents and other students. Engaging in such research not only helps students make informed decisions about their future but also cultivates essential skills in research, communication, and presentation. The exploration of careers led many to realize the cost of education, cost of living, and salary average didn’t always add up!!

St. James Day School now has its very own chickens! The Science Club students were charged with the task of designing modifications to turn a storage building already present on campus into a functional chicken coop. They also were in involved in the process of incubating and hatching the eggs that would soon become our beloved Spartan chickens. Currently, they are learning how to care properly for the chickens now that they are nearly full grown. The coop itself is still a work in progress. A chicken run is currently being built and should be finished before the chickens start laying eggs. It is projected that the outside of the coop will be completed sometime during the 2024-2025 school year. The students have plans to begin harvesting and selling the eggs as an ongoing fundraiser for the middle school. Stay tuned!

Atoms that are unstable and begin to break down can emit energy and particles that cause radiation.

The eighth graders worked independently to create a comic strip illustrating how an atom begins to emit radiation. They researched and chose an element from the periodic table that could break down and become radioactive. Then, they created fun characters and settings to show the process of radioactive decay. The comic strips were hung in the middle school hallway for all to read and enjoy!

By Susie Rogers, ELA 5th-8th

The first annual ugly sweater contest in 8th grade was an exciting event that combined creativity, research, and persuasive techniques. Students eagerly delved into the world of themes and symbols, carefully selecting the ones that resonated with them. Armed with their newfound knowledge, they embarked on the design process, blending colors, shapes, and patterns to create visually stunning and hilarious sweaters. But the contest didn't end there. Students showcased their salesmanship skills by delivering persuasive pitches, utilizing techniques such as bandwagon, buzz words, celebrity spokespersons, and emotional appeal. The final product and sales pitch were equally important as students cast their votes for their favorite sweaters. This festive activity not only added a delightful touch to the Christmas season but also effectively incorporated ELA strategies, enhancing students' communication and persuasive abilities. The winner got to take home edible Christmas sweaters they could design and enjoy!

Our seventh and eighth graders hosted primary and pre-k students recently for our school’s annual Pumpkin Patch. Along with some of our traditional activities, such as storytime and teaching about the pumpkin life cycle, our seventh and eighth graders also put on a short skit for them. Another new activity included pre-k students test-tasting three different pumpkin desserts and then voting on their favorites! A fun time was had by all and we look forward to hosting the SJDS Pumpkin Patch for years to come!

Eighth grade students showed off their creative skills recently in their Integrated Physics and Chemistry class! Each student was designated an element on the periodic table of which they had to make a 3D Bohr model (atom model) for. They were required to use common household and/or craft materials to create the subatomic particles (protons, neutrons, and electrons) as well as the energy levels. Once constructed, they briefly presented their models to the class. These masterpieces will make an exciting addition to our classroom decor!

By Susie Rogers, ELA, 5th-8th

Our students are wearing pink to support October Pink Out Day for cancer today! This is a fun and creative way for them to demonstrate their solidarity and compassion for those battling cancer. By actively participating in events like these, students not only raise awareness about the challenges faced by cancer patients and their families but also contribute to fostering a sense of community and empathy within their school environment. Students were encouraged to wear pink as a powerful symbol of support, reminding those affected by cancer that they are not alone in their fight. Additionally, this collective effort helps instill values of kindness and social responsibility in young minds, fostering a culture of support and care that extends beyond the school walls. Enjoy these pictures of our sweet students dressed in pink!

Bernoulli’s Principle states that an increase in the speed of a fluid occurs simultaneously with a decrease in pressure. When applying this principle to the curved shape of an airplane wing, the velocity of air is greater above the wing than below the wing. Therefore, pressure is greater underneath the wing than above it, causing the wing to lift upward.

After learning about Bernoulli’s Principle in class, the eighth graders were posed with the challenge of creating a helicopter-style rotor (Twirly Bird) that could stay in the air for a long period of time. The materials they could use were limited to one pencil, one thumbtack, and one piece of cardstock paper. They were also provided with two templates they could use, but were not limited to, as they were also able to create their own templates. Once they created a design, each group performed three trials in which they launched their Twirly Birds from the same height and recorded how long they stayed in the air. From there, they could modify their designs as needed and test again. With their final creations ready to go, they were prepared for launch day. Each group performed three trials, with their longest times noted. Once complete, the winners were announced. We concluded this activity by studying each design and relating it back to Bernoulli’s Principle. Come to find out, our first place winners had created a design that was the most similar to the shape of an airplane wing. Go figure!

Our eighth graders completed their first round of science stations! Science stations, typically done at the end of a unit, are seven designated locations in the classroom where activities challenge students to apply what they have learned and build on their understanding of the concept being taught. They provide an engaging way for students to extend their knowledge and skills by working independently of the teacher in small groups or pairs. Students benefit from science stations because they incorporate multiple learning styles with reading, writing, communicating, listening, and manipulation.

For our first unit, Experimental Design, our eighth graders worked together in small groups to create a new unit of measurement. They gave their new unit of measurement a unique name and an abbreviation. While using their new unit to measure various lengths around the classroom, the students completed a data table and then had to describe exactly how to measure using their new standard of measurement on an index card. Each group then swapped index cards with another group in order to test each other’s unit of measurement to see if they were able to come up with similar data. They all did such a fantastic job with this first round of stations!

We are off to a running start here in eighth grade! Our first week consisted of becoming familiar with how we will manage our math and science classroom time. The students also re-acquainted themselves with the flag protocols and are absolutely doing a fantastic job with this undertaking. I’m so thankful they were “passed the torch” last year and we will be certain to do the same with our current seventh graders at the year’s end.

During our second week, our eighth graders conducted their first lab where they practiced the safe use of lab materials. Scientists avoid cross contaminations when mixing chemicals so it is important that the students learn this right off the bat! They also developed their measuring skills, practiced their observation skills, and checked their ability to follow directions in a science lab which are all important to instill before we move forward through our chemistry units. This lab was also a great way to introduce them to chemical reactions which is a full unit we will be getting around to during this first semester. We used red cabbage juice as our acid/base indicator. The students observed a particular color change to the juice depending on whether it was mixed with sodium bicarbonate (baking soda + water = base) or acetic acid (vinegar + water = acid). Then, they mixed the acid and base together and observed yet another (and more exciting!) chemical reaction taking place. Let’s just say they might think about this lab the next time they open the lid to a soda pop!