Chenery Middle School Sixth Graders "Dig" into the Past (2011)

Part of the middle school grounds at Chenery Middle were transformed into an archaeological dig site for approximately 320 sixth graders. Kimberley Connors-Hughes, a Harvard University-trained archaeologist and Mass Cultural Council Creative Teaching Partner, was in charge of the mock excavation. The site was "salted" with artifacts which are typical of those found at any dig site in New England--ranging from Native American to the Modern Era items. Students followed true archeological methods and scientific technique as they discovered and unearthed exciting artifacts.

Ms. Connors-Hughes challenged the students to be better archeologists than the Hollywood version Indiana Jones most were familiar with. Real archeologists utilize true scientific method involving math, science and social studies skills. Hence, after each group of students completed the dig, they took part in a lab to measure, draw and identify their artifacts. This process helped students utilize critical thinking skills in order to make inferences and interpret culture.

The existing sixth grade curriculum includes a social studies unit on Early Humans and Mespotamia and a math unit on measurement and scale. Therefore, this project literally brought learning outside the classroom while building on the learning already going on inside the Chenery walls.

The Eric Carle Museum Comes to Belmont (2011)

On a cold February day, Burbank Elementary School students drew with scissors and told stories with tissue paper during a special program with visiting educators from the Eric Carle Museum of Picture Book Art.

Funded through a grant from the Foundation for Belmont Education and the Burbank's Parent Teacher Association, the program was designed to help students learn what it means to be an artist and how art, words and ideas come together to form a book. All students at Burbank were treated to this program, which allowed the entire school to participate in the visiting museum program.

Using the work of Eric Carle, the renowned collage artist and children's book author, students learned how the artist complies his illustrations through collage as well as how his words correlate to the pictures. "Little kids, when they are learning to read, they look at the pictures to help tell them what the words are about," said Nicole Pond, the art teacher who wrote the grant and ran the program. "We want to bridge the gaps between literacy and the arts."

In over the course of two days, kindergarten, first- and second-grade classes participated in the "I Am an Artist" program in which the students stamped papers, cut them out and created collages to tell a story of their choosing. Third- and fourth-graders dove into the "Hands On the Whole Book Approach," a new museum program that provided them with book design materials and lingo and let them create their own books. The Eric Carle Museum is trying to have families and kids look at visual literacy as well as literacy. The connection between the two is strong and this type of programs allows all types of learners the chance to learn through literacy and pictures.

Grant Helps to Establish High School Engineering Class (2010-2011)

A grant from the Foundation was awarded to the high school science program which helps to enhance student learning in the newly established Computer Design and Electronics class. The grant was used to supply the class with "physical computing" computer boards and associated electronic components. The students worked with these boards to learn how to create programs that could read from sensors and perform various tasks. Physical Computing defines a genre of computing that allows computers to interact with the "analog world". An example that was created in the class was a rainbow lantern that could change its color in response to how bright the room was (or how close one's hand got to the sensor).

Working with the electronics platform, students are learning how to develop a problem statement, logically structure their approach to the problem, create a design (in this case computer code) to solve the problem, and then test and troubleshoot the design. Thanks to The Foundation, students were able to work with this technology to expand their problem solving abilities and their understanding of how computers interact with the physical world.

The class was so successful in its first year that participation has doubled this year (2011-2012).

DBR Makes Music with High School Students (Fall, 2010)

On Friday, October 15^th, vibrant violinist, Daniel Bernard Roumain (aka DBR), and members of the Belmont High School String Orchestra and Wind Ensemble entertained a standing room only crowd with a selection of four works chosen by the innovative composer, performer, violinist, and band leader. The concert was the culmination of a three day Artist-in-Residence Program funded by a Learning Excellence Grant from the Foundation for Belmont Education (FBE) and through additional support granted by the Parents of Music Students (POMS).

More than 200 music students in grades six through twelve at the Chenery Middle School and Belmont High School attended workshops and rehearsals led by DBR. Margot Reavey, Orchestra Director and author of the grant, remarked, "DBR was very engaging and demanding of the students. From the moment he stepped onto the podium or picked up his violin, he had their complete attention. Also, DBR improvised on the spot with several of the students during rehearsal and in the concert; no one expected it and the kids really put out their best effort."

DBR is the founder of The New Clef Coalition which was created out of his determination to help youth orchestras not merely survive but thrive. This residency and concert presented the Belmont String Orchestra with the unique opportunity to participate in the commissioning of the New Clef Coalition piece "Symphony for the Dance Floor." The performance also showcased three other works composed by DBR, including his famous "Voodoo Violin Concerto," which featured DBR on the violin, as well as "Child" and "La, La, La, La. " Susan Smith, a parent who attended the concert, commented, "the concert and, most likely, the workshops leading up to it, were a great and unique opportunity for these young musicians to explore different types of music, and to be stretched in ways that they wouldn't have been otherwise."

Click here to read more about DBR or go to his website: www.dbrmusic.com.

Foundation Grant Supports Burbank's Organic Garden (Fall, 2010)

The garden was planted as part of my goal to improve the health and nutrition of students in the Burbank community with the hope that families will see how easy it is and begin their own gardens at home. Gardening is great exercise, good for the environment, and improves nutrition by encouraging people to eat vegetables at their freshest --when they are most delicious.

The kindergarten teachers are excited about the garden. They do a farming unit and a fairy tales unit. The green beans planted were great for Jack and the Beanstalk. The pumpkins for Cinderella, and all the vegetables tied into their farm unit.

First grade students study seasons--so the fall harvest season comes to life as they observe that the plants are ready to be picked around the same time the leaves change color. Second grade students study the parts of seeds and soil varieties integrating composting into their curriculum.

The second graders last year planted the seeds that have now grown into healthy flowers and vegetables. A long term goal with the garden is to be present in the cafeteria with a composting bucket to show students which portions of their lunch waste can be composted and eventually reintroduced into the soil. This will tie into their composting unit. In addition to this use, one of Burbank's former second grade teachers has designed lesson plans to incorporate topics related to the organic garden to teach to 2nd grade students in the spring.

Third grade students study the pilgrims and the Wampanoags. The corn, beans, and squash were planted for the 3rd grade classes to dry and preserve for the winter months as was done during colonial times. The Wampanoags taught the pilgrims how to plant corn, beans and squash together as staples in their diets-they called it the three sisters. Third grade also has a water unit studying PH balance.

Fourth grade students study growing plants, seeds, bees, pollination, soil erosion, and weathering. The garden is useful for all of these units. The art teacher is excited about having the children do still-life drawings. She requested pumpkins and summer squash. So, these items were planted for her classes as well.

The Burbank after school program has been focusing on sustainability, and the town of Belmont as a whole celebrated its sesquicentennial year by celebrating its farming heritage. We also have lettuce, beets, orange carrots, multicolored carrots, nasturtiums, and marigolds.

The director of food services is excited about using some of these in school lunches and as possible pizza toppings for children who are interested. Beside all these wonderful benefits, the garden looks beautiful and is less grass for the maintenance workers to mow-also helping conserve energy that way! Thank you Belmont Foundation for Education for this wonderful addition to the Burbank School.

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