by admin | Mar 25, 2022 | Newsletter
Dvar Torah
Parshat Shmini
Candle Lightning: 6:55
Havdalah: 7:55
“The single biggest problem with communication is the illusion that it has taken place.” (George Bernard Shaw)
Communication is the foundation of community – both words come to English from the Latin word communis, meaning “shared by all or many.” This same idea is transmitted by our Sages in Pirkei Avot where we learn: “…two who sit and have words of Torah between them, the Divine Presence is between them…” (Avot 2:3). We see from here that Torah is not just comprised of our holy books but also consists of Jewish way of life and for Jewish values as a whole. We find this confirmed in other rabbinic opinions, notably in the statement derived from Mishna: “decency (derekh eretz) precedes Torah,” (i.e., Tanna D’bei Eliyahu Ch. 1). At the core of community is communication, and at the core of communication is decency.
So much of the breakdown in our public discourse and society has been chalked up to the “echo chamber” phenomenon encouraged by the ways in which we share information in this era of social media. We are literally having separate conversations! We give precedence to viewpoints to which we already adhere, and we find ways to dismiss those ideas that seem to contradict that which we already believe. And yet, the Jewish tradition encourages us to always communicate openly, to share ideas even when they contradict and, most importantly, to seek to learn from those perspectives which do not conform to our own.
In the Talmud (Eruvin 13b) we are taught that the House of Hillel merited to have the law affixed according to their perspective. Why? Because they were pleasant and patient, and they taught both their own perspective and that of the House of Shammai. Not only that, but they actually gave precedence to the perspective of the House of Shammai before their own perspective.
We have a similar lesson in this week’s Torah portion, Parashat Shmini.
Nadav and Avihu, the sons of Aharon HaCohen, brought a “strange fire” which — depending on how one translates and interprets — they were either not commanded to bring, or perhaps they were commanded not to bring. Ultimately they are consumed by fire inside the Mishkan. The Torah tells us, “The sons of Aharon, Nadav and Avihu, each man took his censer,” (10:1). Focusing on this last phrase, the Midrash provides us with this insight; that each man acted alone and they did not communicate to one another…to teach us that they entered without communication.
When seeking to establish a community grounded in values and decency, it becomes easy to view those who share a different perspective as an enemy or an adversary. Yet, the Jewish tradition comes and pushes us to see beyond this black-and-white dichotomy — to step into the gray and learn what discernible truths there may be even, or perhaps especially, in those viewpoints that contradict our own.
Peace/Shalom שלום can only be created through completion /Shlaymut שאלימוט by taking the חָלָק/partswithin an argument/machloket מחלוקת and seeing it from all sides.
Shabbat Shalom,
Dr. Chana Uzhansky
Head Of School
Special Announcement
A very special thank you to Ms. Klahr and Ms. Ortiz for their assistance with bringing the Torah to the school building for the reading of Parashat Zachor last Tuesday and to Noam Tisona for helping to prepare the Torah for the reading itself.
Sincerely,
The Judaics Department
Judaics
Second Grade
What an exciting week we experienced in 2nd grade. We loved playing Hot and Cold as Aaron K. searched the classroom with a spoon and feather looking for the 10 pieces of chometz.(Bread)which the rest of the class hid. We already learned about the Seder and are are working so hard to keep our Haggdahs neat and beautiful in honor of the upcoming holiday of Pesach. We know the holiday has four names. One of the names is “Passover” because the Jewish homes were passed over during the 10th plague when all firstborn sons were killed. Chag HaMatzos because we eat Matza as there was not enough time for the dough to rise when we left the Egyptian bondage,Ziman Chairusainu because ziman means time and Chairusainu means free. This is when the Jews finally became free. Chag ha Aviv. Aviv is spring and Passover is always in the season of spring. Shabbat Shalom
Third Grade
Hope you all enjoyed Purim with much joy and family time.
Now that we are back, third grade was so excited to start learning about Pesach. They each received their own Haggadah and we are working hard on learning the whole thing!
We also try to squeeze a little of each subject into the busy Pesach season.
We learned new words to add to our Lashon Kodesh Milim. We practiced prefixes such as “Cuf” means like, “Shin” means that, and Cuf and Shin together means when.
We also continued learning all the Parshiot in order and enjoyed singing the song.
The boys in third grade had their Tzitzit on every day this week!!
We are so proud of them!
Great job Noach Sharoni for having an extra special Davening throughout the whole week!
Keep up the great work Third grade!
Shabbat Shalom!
Morah Ferber
Fourth Grade
What a super week it was in fourth grade.
The Davening we start our day with, was beautiful. The children got many tickets, and it was great to hear the beautiful tunes from the children
In Chumash class we learnt about that Hashem told Avrum your children will get Eretz Yisroel. Hashem told Avram that your children will be so many as the dust of the earth. On our Friday Quiz the children did beautifully, and it was a pleasure to see their grades.
We are very excited to start the Haggadah next week.
Congratulations to Zohar Zadok on being this week’s winner of the week.
Shabbat Shalom,
Rabbi Berelowitz
5th and 6th Boys
This week we began studying Parashat Bo which discusses the last of the three Makot, in recognition of the upcoming holiday, Pesach-Passover.
We began with the Maka of Arab-locust/grasshoppers. We learned that Arbe ate whatever crops were not ruined/destroyed by Barad-hail mixed with fire, which was the 7th maka.
We “followed up” with beginning the study of Haggadah. We began with M’chirat Chametz-selling of the Chometz. We discussed that every Jew needs to be rid of ownership of any Chometz . We discussed that this is done, best by selling through a Rabbi.who knows exactly the correct Halachic way to go about this procedure of selling the Chometz to a non Jew.
In Parasha, we learned about Parashat Sh’mini which discusses many things. Amongst them was, the inauguration of the Mishkan and the laws of which animals are kosher and which are not. We got into a deep discussion with Oren Hecht asking “what happens if a scientist, using DNA creates a hybrid? Are all plants kosher? etc. We also discussed that until recently. many Sephardic Jews had a tradition as to which grasshoppers were kosher, and Rabbi Kuritsky shared that he knows people who actually ate them! All of them agreed that grasshoppers tasted best, fried and crunchy!
In Mishna we studied about one who paces “bundles” of kosher S’chach, but since he might have left them on the Suka to “dry out” and not for shade/the Mitzvah of Sukkah, it is Pasul!
Much more going on… Stay tuned
7th and 8th Girls
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We began the study of Haggadah. We began with M’chirat Chametz-selling of the Chometz. We discussed that every Jew needs to be rid of ownership of any Chometz . We discussed that this is done, best by selling through a Rabbi.who knows exactly the correct Halachic way to go about this procedure of selling the Chometz to a non Jew. The girls are very happy to individualize their Hagadas with their beautiful drawings.
In Parasha, we learned about Parashat Sh’mini which discusses many things. Amongst them was, the inauguration of the Mishkan and the laws of which animals are kosher and which are not. We also discussed that until recently. many Sephardic Jews, moroccan and Yemen, for example, had a tradition as to which grasshoppers were kosher, and Rabbi Kuritsky shared that he knows people who actually ate them! All of them agreed that grasshoppers tasted best, fried and crunchy! In Tfila we are adding more Brachot of Amida aka Sh’mone Esre. We have now fully integrated up to and including the Bracha of Barech Alainu. We explained that this Bracha is literally asking for a blessing for the crops in the Land of Israel, but also used as a request for livelihood. We also added the 5th Haleluka, which we say every day.
Recapping on pre Purim … while learning Mgilat Esther, we noted that Mordechai told Esther, when asking her to [risk her life by going to] go to king Achashveirosh “Me yodaia im ka’ais kazot hegea l’malchut” Who knows if it was for this very reason that you [with God-Hashem’ help] you became quenn!?
We discussed that this is a lesson for life: If we are ever in a high/powerful/influential position, we should use it to benefit other ie outr fellow Jews, because “who knows if it was only for that reason that we reached that hight !
Shabbat Shalom
7th and 8th Boys
This week was terrific in class. The students wrote beautiful essays “Why I enjoy going to Shul”, “The Joy of Shabbat”, and more.
In Gemara class we covered a great topic. When the Kohen Gadol dies, the murderer from Galus goes free. We leant that there are 3 Kohen Gadols and Rabbi Yeudah says a fourth. The mother of the Kohen Gadol would bring food and clothing to the murderer, in order that the murderer should not Daven that the Kohen Gadol should die. We see from here the power of Tefilla. that even if a murderer Davens, Hashem listens to him.
We learnt about Chodesh Nissan and why Shabbos before Pesach is called Shabbos Hagadol.
A big Mazal Tov to Asher Hecht on his Bar Mitzvah. We all enjoyed it very much.
May Hashem give him health happiness and a wonderful life.
Congratulations to Mark Mehilson on being this week’s winner of the week.
Have a great Shabbos,
Rabbi Berelowitz
Elementary School
Kindergarten
This week kindergarten learned all about how to write a How-To. They were given the very difficult job of teaching me how to make a sandwich. I did each step exactly as they told me to causing me to make many hilarious mistakes. They realized how many details they need to give when explaining to someone how to do something. Then, they wrote about how to eat an apple. They also worked on beginning their writing by starting with a topic sentence. They read a fiction story about a dinosaur who wanted to come to school and a nonfiction story about soccer. In math they learned all about the difference between 2D and 3D shapes. They learned about cones, spheres, rectangular prisms, cubes, and cylinders. They went on scavenger hunts for shapes, made them out of play-doh, and played games with the 3D shapes. They worked on their math fluency and practiced solving addition and subtraction problems within a specific time. They are also becoming really good at solving word problems! In science they learned how to determine if something is living or nonliving and what living things need in order to live. In social studies they learned which places are in their community by creating their own community. They also learned about community helpers and all about the community workers that help keep people healthy.
Second Grade
This week 2nd grade finished reading Charlotte’s Web! We also completed our explanatory writing piece, and have moved on to comparative writing. In grammar we are learning about irregular verbs. In social studies we are learning about income, work, and how to differentiate between wants and needs. In math, we are mastering the 4, 5 and 10 times tables, while solving word problems which involve multiplying or dividing by those numbers. In the picture, you can see Sophie Braun solving the Noetic Learning problem of the week!
In science, students learned that three states of matter exist in the form of solid, liquid and gas; discussing physical properties of matter.
Third Grade
This week Grade 3 students continued to practice towards their S.A.T. ‘s in both E.L.A. and Math. During their math lessons, students concentrated on developing problem solving skills within multiple step money word problems. Students also began to work on organizing and analyzing data in charts and graphs. During their Grammar lessons, students reviewed different parts of speech such as verbs, nouns, and adjectives. They also worked on subject verb agreement and object/subject pronouns. During their Reading lessons, students worked in their Ready books to become more proficient in supporting their answers using relevant details from the text. They also continued to analyze the class novel and its numerous vocabulary.
Miss Sasha
In science, students learned and understood how weathering and erosion changed the earth’s surface. Amazing projects about landforms were displayed during science class from “edible landforms to building rocks, mountains, rivers, ocean, and glaciers.
Fourth Grade
In math this week we continued to work on four operations on decimals. Divided whole numbers into decimals and solved multi step word problems.
Our class continued to prepare for the state tests.
In Social Studies we read, discussed, and answered questions about the land and climate of the West.
In science, students learned and distinguish between renewable and nonrenewable resources; how can we protect our Natural Resources.
Fifth Grade
5A and 5B ELA
Greetings and salutations!
This week has been a very busy week for 5th grade. They finished their class novels with a bang and were working on writing thematic essays.
They also learned about verb tenses in grammar. Furthermore, both classes continued to hone their vocabulary skills with this week’s vocabulary words and root words.
Both classes are looking forward to their new novels and so am I! I am very happy to see how wonderfully excited the classes are about reading.
This week’s shoutout goes out to Ella Dery and Zach Garber for doing an amazing job in pacing themselves and managing their time well in regards to writing their essays.
5th Grade Social Studies
Students are beginning the journey through the American Revolution. Students will be investigating, summarizing and identifying various events and facts through this magnificent time in our history. Students are creating an interactive notebook and will be completing an American Revolution Timeline.
In science, students define natural resources; distinguish between renewable and nonrenewable resources ; compare three types of fossils; describe the formation of coal; explain where petroleum and natural gas are found; learn and explain why conserving natural resources is necessary.
Middle School
Middle School ELA and Social Studies
6th SS and ELA
Greetings and salutations!
This week in Social Studies was all about rounding off the rise of the Greek civilization and jumping into Ancient Greece proper. The 6th graders are currently dipping their toes into Sparta’s fierce society. I am looking forward to our class discussions in regards to ancient Sparta.
In ELA, we are wrapping up our novel study of Watsons go to Birmingham, 1963. We also learned verbals, and spent the week identifying gerunds, participles, and infinitives. Students also voted for their next novel and chose Chasing Lincoln’s Killer!
7th ELA and SS
This week was all about state test prep! We also finished the rather heavy but important novel, Night by Elie Wiesel. I am looking forward to the amazing writing the 7th graders will compose in regards to this powerful novel.
But first- the state test is upon us!
Lastly, a very big mazel tov to Asher for his bar mitzvah!
In Social Studies, students took a quiz on the Articles of Confederation and started learning about how our Constitution was created.
Middle School Science
6th grade
Students differentiate among weather, season, and climate; explain the need for forecasting weather in advance; explain with specific examples the various factors affecting the climate of a place or region; explain how some of these factors work together to determine regional climates
7th Grade Science
Students are investigating how our body systems work together to maintain homeostasis. They are currently taking a journey through the digestive system and discovering how nutrition and circulation play an important role in supplying our body with the nutrients it provides and how it actually gets through our bodies.
8th Grade Science
Students are preparing for the Living Environment Regent by taking practice exams and working through various aspects of this regent. In addition, students are investigating how energy flows through ecosystems, how biotic and abiotic factors affect those ecosystems and the importance of interdependence within each system.
by admin | Mar 11, 2022 | Newsletter
Dvar Torah
Parshas Vayikra/Parshas Zachor
Candlelighting: 5:41
This week, once again, a second Sefer Torah is removed from the Ark and an additional portion is read. This portion speaks about the obligation to eradicate the memory of Amalek from this earth.
What did Amalek do that was so terrible? Why are we obligated to erase every trace of their memory?
The Torah tells us clearly what the nation of Amalek did. The Torah tells us “Asher Korcha BaDerech.” The nation of Amalek happened upon the Jews after they left Egypt. Amalek was a nation that believed in happenstance.
When the Jews left Egypt, the entire world was terrified of them. No nation dared attack them. Everyone heard about the 10 plagues that Hashem sent upon the Egyptians and how Hashem punished them by drowning in the Red Sea. The entire world realized that this was the work of Hashem.
Amalek alone pushed all the logical evidence and miraculous proofs to the wayside. They chose to ignore that it was from Hashem. They chose to believe that all the miracles Hashem did for the Jewish people were simple happenstance, the work of nature and not coming from Hashem.
Therefore, they were the only nation that dared attack the Jewish people after they left Egypt.
A nation that can deny Hashgocho Pratis, that dares to think that Hashem does not control the world, such a nation cannot live on this earth.
Even their memory needs to be eradicated. Purim is the time of overcoming the attitude of Amalek, of happenstance and recognizing that Hashem controls everything that happens.
Purim reminds us that Hashem controls every aspect of our lives, even when we cannot see Him. Hashem’s presence is hidden in our exile, yet Hashem is still there, loving us, protecting us now and in the future.
Have a Gut Shabbos and a Happy Purim
Mrs. Rosskamm
Judaic Studies Coordinator
Special Announcement
Dear parents,
We are all getting ready for Purim and working hard making beautiful Migilot. Our trip day is drawing closer and we truly can’t wait. Looking forward to seeing everyone dressed up and enjoying themselves.
We have another exciting announcement!
4 Mishloach manot raffles!
If you’d like to buy raffle tickets, please bring in money for Monday or Tuesday morning. The winners will be announced on Wednesday.
Special announcement for our 4th grade!
They were the first to complete their class chain of including each other!
We are so proud of you!
Judaics
Kindergarten and First Grade
We baruch Hashem had another great week in kindergarten and first grade Judaics!
In kriah, the first grade finished learning the nekuda kubutz and began to learn the very last nekuda, shuruk! Soon they’ll know how to read any Hebrew word!
The kindergarteners learned the letter “pay” and were pleased to realize that the upcoming holiday of Purim begins with the letter pay!
The children are really gearing up for Purim! We were very busy learning and reviewing the Purim story. We are so excited to bring home our very own megillas to read on Purim and act out the story with our puppets! We know the story really well!
On Friday, we continued learning about the mitzvah of Challah for Shabbat and made a special card for our mothers with the blessing we make when we separate the challah dough. We also learned about the special Shabbat this week – Parshat Zachor- where we remember how the nation Amalek tried to kill us after we left Egypt.
Looking forward to another great week!
Second Grade
What an exciting week we had in 2nd grade. On Wednesday we had a ball acting out the Purim Story in class and learning Purim songs.. A special thank you to the entire cast of actors and actresses. Thursday we made hamentashen, hope the children enjoyed the fruits of their labor. Our Hebrew word bank keeps growing as we are learning so many new Hebrew words and are familiar with many prefixes as well. We know this Shabbat we begin reading the third book of the Five books of the Torah. Sefer V’yeikra. This weeks Torah reading is the first Parsha in Sefer V’yeikra Parshat V’yeikra which discusses various offerings which were brought during the time in history when the Jews used the Mishkan and the Beit Hamikdash-the Holy Temple. Today we do not bring offerings, we pray to Hashem (G-d) through our daily formal prayers as well as being able to talk to Hashem anytime of the day or night in any language. Shabbat Shalom!
Third Grade
Third grade is almost ready for purim!
our Megillot are coming out beautifully. We are learning phrases from the Megillah and answering questions.
The students are even writing a short summary for each chapter.
They can’t wait to show you!
This week Ella Hanuka was chosen to take home the third grade siddur. Keep on davening beautifully to Hashem!
This week Shabat we read an extra Parsha. Third grade learned that it will always fall out the Shabat before Purim.
We told the story about which nation Haman comes from and why we need to remember them.
We can’t wait for next week!
Happy Purim prep, and
Shabbat Shalom!
Morah Ferber
Fourth Grade
Dear Parents,
It is very accomplishing to reflect on what we did this week.
We continued our lessons of being careful how we speak. We asked the students for examples how to express your feelings well when you are not happy. The Torah teaches us how important it is to speak positive and look at the good.
In Chumash we started moving at a quicker pace. We learned that the shepherds of Avrum got into a fight with the Shepherds of Lot. Avram then told Lot we need to separate ways. It was a great lifelong lesson how careful we need to be about other people’s money.
We spoke about the Purim Story. It was tons of fun learning about the story. We are sooo excited and counting the days.
Shabbat Shalom,
Rabbi Berelowitz
5th and 6th Boys
This week was an academically loaded week.
We reviewed, solidified and were quizzed on the 4th Mishna in Masechet Sukkah, which discusses the rules of kosher s’chach, and gives a few interesting cases of kosher s’chach. Some of the examples of kosher s’chach were;grape vines,gourd vines and soft branches. The rules are pretty simple. The materials must have two criteria: 1 It must grow from the ground and 2 it must not be susceptible to impurity [Tumah].
In Parasha, we covered, in outline fashion, Parashat Vayikra, which discusses the korbanot-sacrifices that were brought in the Mishkan and in the Beit Hamikdosh.
We completed our study of Hilchos Purim, and we will be quizzed on them this coming week, in preparation for the holiday of Purim. We now know that the Mitzvah of Mishloach manot requires us to give two food types to one person, and that Matanot la’evyonim, requires us to give tzedakah to two poor people.
We have been reading the Megillah-Mgilat Esther, in English, so we can be familiar with the story and the text. We also have been privileged to watch some Purim videos, which are informative and entertaining.
In our daily T’filah, we have added more Brachot to Amidah-Shemoneh Esrei.
We look forward to another exciting week, next week!
Shabbat shalom.
7th and 8th Girls
This week was an academically loaded week.
In Parasha, we covered, in outline fashion, Parashat Vayikra, which discusses the korbanot-sacrifices that were brought in the Mishkan and in the Beit Hamikdosh. We discussed the concept of a Karban-sacrifice and tried to understand it. We also discussed the three types of Caret.
In Navi Yehoshu, we discussed and filled in our workbook about the different kings and provinces captured by Yehoshua on his odessy conqering eretz Yisroel.
We completed our study of Hilchos Purim, and we will be quizzed on them this coming week, in preparation for the holiday of Purim. We now know that the Mitzvah of Mishloach manot requires us to give two food types to one person, and that Matanot la’evyonim, requires us to give tzedakah to two poor people.
We have been reading the Megillah-Mgilat Esther, in English, so we can be familiar with the story and the text. We also have been privileged to watch some Purim videos, which are informative and entertaining.
The girls have been preparing a skit about the Purim story…Let’s see how it works out. Stay tuned.
In our daily T’filah, we have added more Brachot to Amidah-Shemoneh Esrei; Slach Lanu =forgive us, R’eina b’anyenu-see in our affliction and Refaeinu=heal us.
We also incorporated a “haleluka”
7th and 8th Boys
This week was amazing in class.
We started lessons talking about the Beginning of Davening. The Students wrote terrific writings We spoke about Modeh Ani and Ma Tovu.
In Gemara class we spoke about the concept the Gemara says that the way a person wants the go, that is the way he is led. The Gemara brings proofs from the Torah, Nevi’im, and Kesuvim. It was an important lesson how we need to try to do our best.
Many boys said over the Gemara and explained it vey well.
We spoke about Purim and the Brachos of the Megilla. We are super excited about the upcoming Purim.
Keep it up,
Shabbat Shalom
Rabbi Berelowitz
Elementary School
Kindergarten
This week kindergarten wrote friendly letters to their parents, teachers, and friends. They learned how to write a persuasive letter by listening to a story about a boy writing letters to his mom to ask for a pet and a story about farm animals writing letters asking for blankets. Then, they did a fabulous job writing their own persuasive letters to their parents asking for a pet and why their parents should get them that pet. They also learned how to read and spell words that
follow the FLSZ rule. In math they reviewed for their math test on adding, subtracting, and solving word problems. They also learned how to write their own addition and subtraction word problem. They did an excellent job creating their own word problems and their friends were
even able to solve their word problems! In science they reviewed facts about magnets and they learned what makes something living or nonliving. In social studies they learned about what the president does, they learned how to vote, and they had a mock election to vote for the best type of cookie. They also learned about the different types of communities and which community they live in.
First Grade
Students have also learned about two-digit addition and place value in Math. We have concluded the Unit about matter in Science. The first graders were surprised to learn about matter in the states of solid, liquid, and gas. In Reading, we explored the concept of folktales by reading “Abuelo and the Three Bears”, a variation of Goldilocks and the Three Bears. We discovered that this folktale has been told in different t versions around the world. The first graders are learning how to summarize stories by focusing on the main idea.
Second Grade
This week in math, 2nd grade is diving back into multiplication! After completing our unit test on mental math, which the class did very well on, we are now mastering our 4,5, and 10 multiplication tables. In ELA, we are editing and completing a piece of explanatory writing, and learning about helping verbs in grammar. In social studies, we completed a quiz on the three branches of government in the United States, which was our topic for the social studies fair.
In science, What a fun week for 2nd graders. Learning about the Solar System was a blast!
From Phases of the Moon created with “Oreo cookies” to “long banner of the Planets”. Students were able to identify the planets in the Earth’s solar system; determine the position of the planets from the sun.
Mr. A. Ferrera B.S.Ed
Generalist Teacher, 2nd grade
SIHA
Third Grade
This week Grade 3 students completed their board/report presentations on American patriots. They shared the accomplishments and great deeds these men and women achieved that made this country independent and stronger standing apart from the British rule. During their Grammar lessons, students worked on identifying and writing possessive nouns in both singular and plural forms. They also continued to practice concepts towards the English and Math portions of the S.A.T. During their Math lessons, students practiced converting, adding, and subtracting units of measure for length. They used inches, feet, meters, and kilometers to solve word problems and identify the perimeter of shapes. They had also practiced solving word problems that involved money.
In science, 3rd graders started a new chapter” Forces shape the land”
Students identified and compared Earth’s surface land and water features.
Miss Sasha
Fourth Grade
In science, students explored the science of weathering and erosion to understand how Earth’s surface changes; understood that most mountains form as a result of the movement of sections of Earth’s crust.
This week in math we were adding, subtracting, multiplying and solving words problems with with decimals.
Prepared for noetic and state tests.
In Social Studies we started a new chapter called Living in the Midwest. Read and discussed about the Great Lakes State.
Fifth Grade
Fifth graders had a busy week! In ELA, students learned all about the direct object and the indirect object. They also learned new word roots. Students continued their novel studies and wrote some beautiful paragraphs!
In science, students defined an earthquake, as well as its epicenter and focus. Explain the relationship between earthquakes and faults. Explain the occurrence of earthquakes according to elastic rebound theory. Describe where (in a Plate Tectonic sense) different types of earthquakes are generated. Students were able to explain the theory of continental drift; describe how features of Earth’s changed over millions of years.
In math, 5th grade continued learning about decimals and started learning unit conversions.
Middle School
Middle School ELA and Social Studies
6th grade
Sixth graders had a busy week!
In ELA, students continued their novel study of Watsons go to Birmingham. They also learned all about linking verbs and verb phrases in grammar. In social studies, students started their unit on Ancient Greece.
7th grade
Seventh graders had a good week!
They continued preparing for the state test and writing long responses. In grammar, students started their unit on verbs and verb phrases. They also continued their novel study of Night by Elie Weisel.
In social studies, students started their unit on the constitution.
8th grade
Eight graders had a great week!
Students continued their novel study of Fahrenheit 451. In Grammar, this week was all about preparing for our vocabulary unit test. Students worked very hard!
In social studies, students started learning about the end of the Vietnam War and wrapping up our unit on the Cold War.
Middle School Math
6th grade finished percentage and began learning algebra.
7th grade finished their module on nonproportional relationships.
8th grade finished learning how to factor.
Middle School Science
6th Grade
Students understood the important role that water plays in wind systems, weather patterns, and weather events; during an activity students were able to classify shapes and types of clouds according to elevation and their associated weather conditions and patterns. A unit Test was assigned.
7th Grade
As students learn about the nervous system and the brain, they are conducting research. Each student was assigned an organ of the nervous system and/or a part of the brain that they had to investigate. Students researched the importance of their organ and identified the role of their organ, where it is located, what it’s special function is and how it interacts with other parts of the body. Once this was established, students had to investigate using two of the five questions, or create their own question. These were some sample questions provided: How does trauma affect the cerebellum? How does poor diet choices affect the cerebellum? How do toxins affect the cerebellum? What body systems or organs are affected if the cerebellum is damaged? Students plugged their part into the question and investigated various sources to complete a summary. Students then had to state their claim and provide evidence that supports their claim. As they continue to work hard, next week I will publish some of their results. Excellent Job, 7th Grade.
8th Grade Science
8th graders just completed their Diffusion Through Membrane state lab. Students investigated which molecules were able to diffuse through the membrane. Students created a model cell and filled it with glucose and starch solutions. They placed this cell into a beaker with water and iodine and waited 20 minutes to investigate exactly what took place. Students were able to make the conclusions that the iodine diffused into the cell and created a chemical reaction with the starch solution. This was evidenced by the color inside the cell, as it turned a blue/black color. Then students had to investigate even further to determine what happened to the glucose solution, if anything. Students had to undergo a few tests to determine if the glucose did in fact diffuse out of the cell. They had to place water from the beaker into a test tube with Benedict’s solution and Iodine to determine if it did in fact diffuse, but they discovered that this was not the way to test for glucose. So, upon further investigation, they placed water from the beaker that the cell was placed in a test tube and added Benedict’s solution, then they placed their test tube into a bubbling beaker and waited five minutes to determine if glucose did in fact diffuse out of the cell. Upon completion of their investigation they determined that glucose did in fact diffuse out of the cell, as this was evidenced by the color change. Once the test tube liquid was heated in a water bath the color changed to green, then to orange which is indicative of the presence of glucose. This was the conclusion of their lab.
Jewish History
7th grade began learning about the Egyptian exile and how Hashem clearly demonstrated that He created the world, controls the world, and cares about the world.
8th grade continued learning about how the Sages prepared us for the long and bitter exile after the Second Bais HaMikdash was destroyed and the steps they took to make sure the Torah would not be forgotten.
by admin | Mar 4, 2022 | Newsletter
Dvar Torah
Shabbat candle lighting time- 5:32 PM
Havdalah – 6:33 PM
Parshat Pekudei
This dvar Torah is dedicated to all the innocent people suffering in Ukraine and around the world and inspired by my awesome and diverse teaching staff.
As we approach the holiday of Purim, we can sense in the air a feeling of camaraderie and friendship that this holiday teaches us. The acts of giving Shaloch Manot (giving gifts to people) and taking care of the poor are designed to create a feeling of Achdut (unity) among us. Yet, we find a puzzling Halacha (law) related to the observance of this holiday.
The Talmud (oral law) in tractate Megillah states that one reads the Megillah on different dates depending on one’s location. Most of us celebrate Purim on the 14th of Adar. However, individuals who live in a walled city celebrate Purim on the 15th and in some cases, the Talmud tells us at different times in history there were people who even read the Megillah on the 11th, 12th, or 13th of Adar. It makes one wonder why a holiday that represents Achdut does not have everyone celebrating the holiday at the same time.
Rabbi Zev Leff, (the Rav of Moshav Mattityahu and Rosh Yeshiva of the Yeshiva Gedolah Mattityahu) a renowned lecturer and educator, explains the true understanding of being a unified people. Achdut does not mean that everyone does the same thing at the same time. Rather, Achdut means that I am happy for you with what you are doing, and you, in turn, are happy for me with what I am doing. Achdut is respecting each other’s differences and appreciating people for whom they truly are.
We are all created in the image of G-d and have something to contribute to society. Baruch Hashem that we are fortunate to live in a wonderful unified SIHA community. Let us all strengthen our respect and admiration for our fellow friends, colleagues, and neighbors. Today more than ever humanity must transmit this message to our children.
I would also like to publicly thank a colleague of mine, from our general studies department, who is not of the Jewish faith, for sharing a great article/dvar Torah with me this morning. Very inspiring and definitely worth a read.
https://www.jpost.com/opinion/seeing-hidden-miracles-and-joy-during-the-month-of-adar-619037
This very gestures just underscores one of the reasons that I am grateful for SIHA!
May our unity, love, and respect grant us the merit to witness the ultimate redemption and the rebuilding of the final Beit Hamikdash speedily in our days.
Shabbat Shalom,
—
Chana Uzhansky Ed.D.
Head Of School
Special Announcement
Dear parents.
Happy Rosh Chodesh Adar!
We had a really fun time at our Rosh Chodesh Adar assembly! The 3rd graders put on a fantastic Purim story presentation.
All the students really enjoyed the happy purim clown oodles.
We’re very proud of all the students who are including others and adding paper clips to their class’s chain.
Keep it up!
We can’t wait to see which class will win the ice cream party!
Shabbat shalom!
Best Regards,
Miss Dershowitz
Mrs Ferber
Every day in Siha, middle school, the children expend positive enthusiasm towards Birkat Hamazon. Usually we, Mrs Belli, Miss Ety, and rabbi Kuritsky give out raffle tickets 🎟 to help motivate the children to bentch out loud nicely.
Today, Thursday the first day of Rosh Chodesh Adar #2, the children really gave it their all.
The 7th grade, the oldest class that joins our lunch program, really deserves to be commended!
Every 7th grade student, was saying the words louder clear. They were a true role model for the younger students in middle school
Judaics
Kindergarten and First Grade
We baruch Hashem had a wonderful week in kindergarten and first grade Judaics!
In kriah, the first graders are learning the nekuda kubbutz and are really mastering it! The kindergarteners learned the letter ayin and had a great time playing “I spy with my little ayin” and learning about the midda (character trait) of anavah (humility).
In kesiva, the first graders learned the letter daled and tzaddik and completed their third kesiva booklets!
We continued learning about the upcoming holiday of Purim. Our megillas are looking gorgeous and we are doing a great job filling in the blanks (in Hebrew!) inside.
On Friday, we continued learning about the mitzvah of challah and made beautiful challah covers to use on Shabbat.
Looking forward to another great week!
Second Grade
Time is flying by quickly in 2nd grade. We are mastering our Kriya and vocabulary skills. We know so many Hebrew words. We reviewed the entire Sefer Shimot(Book of Exodus). This Shabbat we are privileged to listen to the last Parsha in Sefer Shimot. For those of us who are privileged to be at the synagogue Shabbat morning we will join with everyone in saying together Chazak,Chazak V’neschazaik which is customarily said after concluding an entire Book of the Torah. We read and discussed highlights of each Parsha in the Book of Exodus. Shimot-Exodus is the second of the 5 Books of the Torah. We are in the Purim spirit and can’t believe Purim is just two weeks away, we celebrated Rosh Chodesh- the new month of Adar with Ms. Yelena and enjoyed singing popular Purim tunes yesterday. Since there are two days of Rosh Chodesh this month we celebrated with other classes at a Rosh Chodesh assembly today as well. Shabbat Shalom!
Third Grade
Welcome back! We had a great week of learning.
We started to learn about the Purim story! They are all so excited.
We also continued to learn the Parshiot. We now know the first 2 books of the Torah.
The students are really knowing their brachot. We say them beautifully each day.
We ended off by a wonderful Parsha lesson which they all participated in beautifully.
This week Lielle Garber was chosen to take home our Siddur. Great job!
Can’t wait for a fun filled week as we prepare for Purim!
Shabbat Shalom!
Morah Ferber
Fourth Grade
Dear Parents,
4th Grade
What an accomplishing week it was.
We started a brand new topic. It was about communication with others. We discussed how powerful words can be. We have to be very careful what we say and when we say it. Words can really make someone feel good or do the opposite.
In Chumash class we learnt that Avrum went back to where his tent was in the beginning. It was tons of fun answering the questions and finding the Shoresh.
Yes. Purim is around the corner. We are learning the story and getting ready and are very excited. We had a special Rosh Chodesh Assembly in Honor of Rosh Chodesh.
Alivia and Matthew are the Students of the week.
Shabbat Shalom,
Rabbi Berelowitz
5th and 6th Boys
This week we delved into Hichot Purim. We studied about the fast of Esther, and about although generally the fast of Esther is commemorated on the 13th of Adar [or in cases like this year when there are 2 months of Adar, 13th of the second Adar], there are times when we commemorate the fast on the 11th of Adar!
We learned that we are to hear the threading of the Megillah twice on Purim. Once at night [this year Wednesday evening the 16th of March] and once in the daytime of Purim. We learned about the Mitzvot of Purim;Mishloach Manot, Matanot La’evyonim, reading/hearing the Megillah and the s’uda [the festive meal].
We went through some basics of this week’s Parasha, Parashat Pekudei. We discussed Moshe having the privilege of putting up the walls/beams of the Mishkan. This was a miracle! The beams were extremely heavy. Others tried but were not able. HAshem gave Moshe this privilege in lieu of not having any part in designing the Mishkan or its artifacts. We explained why B’tzal’ail, [who was only 13 years old] received the privilege of being the main designer. When Moshe went up to heaven to receive the Torah, he did not come down as soon as expected. The people influenced by the erev rav [not very sincere converts] convinced the jews that Moshe had died and got the people to create the golden calf a form of idol worship. Chur, Miriam’s son, tried to stop them but was killed in the process. In reward for Chur’s self sacrifice HAshem promised him that his grandson B’tzalel would have this privilege of designer of the Mishkan.
In Mishna, we began a new topic; learning about what is the criteria in kosher s’chach. We also learned that even a material that is kosher has to be put on properly, or else it has to be removed/raised and then replaced.
Thank you again, students and parents for the beautiful and thoughtful gifts that you sent me as a “get well soon” gesture. Much appreciated.
Shabbat Shalom!
7th and 8th Girls
This week we delved into Hichot Purim. We studied about the fast of Esther, and about although generally the fast of Esther is commemorated on the 13th of Adar [or in cases like this year when there are 2 months of Adar, 13th of the second Adar], there are times when we commemorate the fast on the 11th of Adar!
We learned that we are to hear the threading of the Megillah twice on Purim. Once at night [this year Wednesday evening the 16th of March] and once in the daytime of Purim. We learned about the Mitzvot of Purim;Mishloach Manot, Matanot La’evyonim, reading/hearing the Megillah and the s’uda [the festive meal].
We went through some basics of this week’s Parasha, Parashat Pekudei. We discussed Moshe having the privilege of putting up the walls/beams of the Mishkan. This was a miracle! The beams were extremely heavy. Others tried but were not able. HAshem gave Moshe this privilege in lieu of not having any part in designing the Mishkan or its artifacts. We explained why B’tzal’ail, [who was only 13 years old] received the privilege of being the main designer. When Moshe went up to heaven to receive the Torah, he did not come down as soon as expected. The people influenced by the erev rav [not very sincere converts] convinced the jews that Moshe had died and got the people to create the golden calf a form of idol worship. Chur, Miriam’s son, tried to stop them but was killed in the process. In reward for Chur’s self sacrifice HAshem promised him that his grandson B’tzalel would have this privilege of designer of the Mishkan.
In t’filah, the girls are not only davening up, until and including the Bracha of Hashevainu, but quite a few are even “going ahead” on their own, daily!
In Navi Yehoshua, we are delving into the 10th Perek/chapter. The girls were challenged to read the P’sukim aon their own and find out which king was the ruler of which province, that Yehoshua was heading to conquer next. These kings and countries were very scared of the Jews, who obviously had Hashem, G-d of the world, on their side.
While I was out, I was happy to learn that the girls accomplished alot with their substitute. I also understand that not only did they daven nicely, but many davened specifically for my recovery and even wrote nice notes and drew sweet and charming pictures to cheer me up!
Thank you!
Great to be back!
Shabbat Shalom!
7th and 8th Grade
A very accomplishing week it was in our class.
In Biur Tefilla we discussed the beautiful Beracha of Baruch She’amar. We said that Hashem says and does.
In Gemara class we learnt a fascinating Gemarah that says how 2 Sages started their class a certain way. We had a great class discussion why it is important to start a certain day
In Halahcha we started learning the Halachot of Purim. We learnt about the half Shekel and who must bring it. We followed that by learning the laws of Taanis Ester.
Story on Parsha:
From פּרשׁת פּקודי, we heard how the מִשְׁכָּן was to hard to put up. First the Yidden tried to put it up themselves but they weren’t able to, the קְרָשִׁים were too heavy. Hashem then told מֹשֶה that he should put up the קרשים. משה asked Hashem, “How is it possible for a person to lift up the קרשים?” Hashem answered,” You need to try and then I will help.” Even though it was too heavy for משה, when you try your best, Hashem gives you extra strength to finish. We heard a story about Rabbi Moshe Shapiro who once sent a bachur in his yeshiva to go try to raise money for the ישיבה. The bachur tried very hard, but nothing worked out. He didn’t raise any money at all. About a week later, a very rich man came to visit the yeshiva and unexpectedly gave a lot of money to the yeshiva. R’ Moshe went over to the bachur and thanked him. The bachur asked, “Why are you thanking me? I didn’t even ask that man for money.” R’ Moshe answered,
“We need to try our best and you did; after that Hashem helps.”
Keep it up,
Shabbat Shalom
Rabbi Berelowitz
Elementary School
Kindergarten
Kindergarten had a very fun week! They celebrated the 100th day of school, Dr. Seuss Day, and they had the Social Studies Fair. For the 100th day of school they made necklaces with 100 beads, painted a gumball machine with 100 gumballs, went on a scavenger hunt to find 100 marbles in the classroom, decorated a monster by gluing on 100 pom poms for hair and 100 eyes onto the monster, they made the number 100 using 2 Oreos and a pretzel, and they counted how many different activities they could do in 100 seconds. For Dr. Suess Day they listened to many read alouds, made rhyming Cat in the Hat hats to wear, they made a Horton Hears a Who art project, decorated cupcakes to look like the Cat in the Hat, and they wrote and illustrated a rhyming book similar to the book There’s a Wocket in my Pocket. The entire class did a fantastic job for the Social Studies Fair! I am so proud of how well they did. This week kindergarten also learned how to write a friendly letter and wrote letters to their family members. They practiced spelling ALL words and they continued to work on solving subtraction word problems.
First Grade
The first graders had a busy week preparing for the Social Studies Fair. Everyone was excited to share their knowledge about explorers such as Leif Erikson, Ferdinand Magellan, and Sacagawea. They also mastered the seven continents and five oceans. I’m sure they will give a great performance.
Students have also learned about two-digit addition and place value in Math. We have concluded the Unit about matter in Science. The first graders were surprised to learn about matter in the states of solid, liquid, and gas. In Reading, we explored the concept of folktales by reading “Abuelo and the Three Bears”, a variation of Goldilocks and thw Three Bears. We discovered that this folktale has been told in different t versions around the world. The first graders are learning how to summarize stories by focusing on the main idea.
Second Grade
2nd grade had a very exciting week! This week was the social studies fair! We spent a lot of class time this week preparing for the fair. Our topic was the three branches of government in the United States. Each student memorized their individual presentation of a specific part of one of the three branches of government. We also performed a skit, and created a board together as a class. We presented to Mrs. Adams and the first grade. The children did an excellent job remembering their lines, and preparing the board!
Third Grade
This week Grade 3 students were able to see the fruit of their month long labor. They completed their patriot reports, boards, presentations, and the play. They all had done a wonderful job! During our E.L.A. lessons, we continued to study towards the S.A.T. s as well as analyzing our class novel, James and the Giant Peach. During our Math lessons, we work on converting, adding, and subtracting the measuring units for length ( centimeters, meters, kilometers).
Miss Sasha
Fourth Grade
This week in ELA we are continuing to prepare for the state exam. We are reading passages, answering multiple choice questions, writing short and long responses.
In math we started a new unit The Four Operations on Decimals . Students are adding and subtracting decimals. Also preparing for that state exam.
Fifth Grade
Fifth graders had a very busy week!
In ELA, the students have been preparing for their vocabulary unit test. Everyone worked very hard and took the test on friday! Students also worked on new word roots: hydr, aqu, and mer/mar. They continued their novel studies, and in Social Studies, students prepared for their social studies fair play.
In math, 5th grade finished their unit on decimals.
Middle School
Middle School ELA and Social Studies
6th Grade
Sixth graders had a busy week!
In ELA, they continued their novel study of Watsons go to Birmingham.
In Social Studies, the students practiced for their presentations. Students worked very hard and presented their social studies fair projects on Thursday. Please look forward to the videos to come!
Middle School Math
6th grade is learning how to calculate percent change.
7th grade is learning how to calculate slope and y-intercepts from graphs and word problems.
8th grade finished their unit on polynomials.
Middle School Science
6th grade
The students were able to name each layer of the Earth’s atmosphere; described each layer of the Earth’s atmosphere. The students will be able to define the “Greenhouse Effect”. The students learned about the Ozone Layer and were able to explain the importance of the Ozone Layer.
Students considered heat transfers that occur in everyday situations and investigated three specific ways that heat moves: conduction, convection, and radiation; described and gave examples of the three methods of heat transfer.
7th Grade
As students learn about the nervous system and the brain, they are conducting research. Each student was assigned an organ of the nervous system and/or a part of the brain that they had to investigate. Students researched the importance of their organ and identified the role of their organ, where it is located, what it’s special function is and how it interacts with other parts of the body. Once this was established, students had to investigate using two of the five questions, or create their own question. These were some sample questions provided: How does trauma affect the cerebellum? How does poor diet choices affect the cerebellum? How do toxins affect the cerebellum? What body systems or organs are affected if the cerebellum is damaged? Students plugged their part into the question and investigated various sources to complete a summary. Students then had to state their claim and provide evidence that supports their claim. As they continue to work hard, next week I will publish some of their results. Excellent Job, 7th Grade.
8th Grade Science
8th graders just completed their Diffusion Through Membrane state lab. Students investigated which molecules were able to diffuse through the membrane. Students created a model cell and filled it with glucose and starch solutions. They placed this cell into a beaker with water and iodine and waited 20 minutes to investigate exactly what took place. Students were able to make the conclusions that the iodine diffused into the cell and created a chemical reaction with the starch solution. This was evidenced by the color inside the cell, as it turned a blue/black color. Then students had to investigate even further to determine what happened to the glucose solution, if anything. Students had to undergo a few tests to determine if the glucose did in fact diffuse out of the cell. They had to place water from the beaker into a test tube with Benedict’s solution and Iodine to determine if it did in fact diffuse, but they discovered that this was not the way to test for glucose. So, upon further investigation, they placed water from the beaker that the cell was placed in a test tube and added Benedict’s solution, then they placed their test tube into a bubbling beaker and waited five minutes to determine if glucose did in fact diffuse out of the cell. Upon completion of their investigation they determined that glucose did in fact diffuse out of the cell, as this was evidenced by the color change. Once the test tube liquid was heated in a water bath the color changed to green, then to orange which is indicative of the presence of glucose. This was the conclusion of their lab.
Jewish History
7th grade had a very exciting review of Unit 2, Our Nation’s Founders. The students had beautiful recall of what we learned and had a lot of fun sharing that information as we prepare for a test next week.
8th grade finished learning about the times of the second Bais HaMikdash and began watching a beautiful video about it.
by admin | Feb 25, 2022 | Newsletter
Dvar Torah
Parshat VaYakhel/Shekalim
Candle Lighting 5:25
This week after the Torah is read in Shul, a second Torah is removed and an additional portion is read.
We read about how each Jew contributed a 1/2 shekel coin each year toward the Korbonot brought in the Mishkan/Bais HaMikdash. Every Jew was obligated to bring the same amount. We are told that a rich man cannot give more and a poor man cannot give less.
We are all equals in the eyes of Hashem. Hashem wants each of us to have part and to do our part in the service in the Mishkan/Bais HaMikdash. No matter what role we may play in life, no matter our financial circumstances or abilities, no matter where we may live or what we do to support ourselves, every person counts. Every person must contribute. Every person is a part of that whole. Not even one person’s contribution can be left out. Each person’s role is essential and is a necessary part of the master plan.
One person may have a more glamorous job. Another person might have a more obvious role. One person may have more respect. Another person may have more schooling. At the end of the day, we all need to do our best in the role we have been assigned. We all need to make sure our contribution to the big picture is complete to the best of our abilities.
Mrs. Rosskamm
Judaics Studies Coordinator
Special Announcements
Dear SIHA Family,
Please be reminded that Mishloach Manot orders are due by March 3rd!
School pictures will be taken on 03/07 and 03/08.
- 03/07 K-5th grade with sibling pictures
- 03/08 6-8th grade and staff
Ordering information can be found on form found here: https://form.jotform.com/13134053030
Any questions can be addressed to our PTA President, Naama Zadok at SIHAPTA@sihebrewacademy.com
The deadline for placing orders is Friday, March 4th,
Judaics
Kindergarten and First Grade
We baruch Hashem had another great week in Kindergarten and first grade Judaics!
In kriah, the first graders are knee-deep in their new green aleph champs! They are learning the nekuda chirik. The kindergarteners celebrated finishing their white aleph champs and began learning the letter samach! They learned about praying from a “siddur” and made their very own ones!
In kesiva, The first graders learned how to write the letters pay and daled. They do a great job!
We began learning about the upcoming holiday of Purim this week! It is so exciting to hear the Purim story about King Achashveirosh’s party and what happened to his wife Queen Vashti. We are taking great care to write the Purim story in our beautiful megillas that we are each making!
On Friday we each got to make our very own challahs! It was super exciting and we can’t wait to eat them on Shabbat!
Have a great week!
Looking forward to another great week!
Second Grade
2nd grade accomplished so much this week. They love playing Beat the Clock in Kriya and can see for themselves how their reading skills improved. We spent a lot of time reviewing Hebrew prefixes and many familiar vocabulary words. We are learning all about Purim and spoke a little about the more recent Purim miracle of the Gulf War which took place in 1990-91. During that time there were 39 missiles sent into heavily populated areas of Israel, yet by the grace of Hashem there were hardly any casualties. This was also right after the downfall of communist regime in Russia and many Russian Jews returned to the land of their forefathers after years of religious oppression in Russia. Sadly, one of the first things they received upon arriving was a gas mask. On February 29,1991 ( which coincided with Purim that year) President George Bush announced a ceasefire and the war was over. Just as G-d saved the Jewish nation 2000 years earlier during the time of Queen Esther, the cycle of history repeats itself with Hashem’s miracles saving the Jews again. While other nations and empires have come and gone over the past 2000 years. Through miracles the Jewish nation continues to survive.
Third Grade
Welcome back! We had a great week of learning.
We started to learn about the Purim story! They are all so excited.
We also continued to learn the Parshiot. We now know the first 2 books of the Torah.
The students are really knowing their brachot. We say them beautifully each day.
We ended off by a wonderful Parsha lesson which they all participated in beautifully.
This week Lielle Garber was chosen to take home our Siddur. Great job!
Can’t wait for a fun filled week as we prepare for Purim!
Shabbat Shalom!
Morah Ferber
Fourth Grade
Dear Parents,
This week was a week to remember for life.
The Chumash celebration was a true joy to be part of. Each child shone as they performed amazingly. The feeling of excitement in the air was truly remarkable. The boys practiced for many long weeks, and it was sure well worth it.
Thank you to all the Parents who took time from their busy schedules to join us.
In Tefilla we spoke about the first Haliluka. It speaks about praising Hashem with all our being. We discussed that our life mission is to Praise Hashem.
In our Chumash class we spoke about how Avrohom warned his shepherds not to let their animals graze in other peoples’ fields. We emphasized how important it is to be careful with other peoples’ belongings.
In Halacha class we were excited to start learning about the upcoming Holiday of Purim.
Wishing you a Shabbat Shalom,
Stay healthy and well.
Rabbi Berelowitz
5th and 6th Boys
This week we reviewed Mishna 1-3 of the first perek in Mesechet Sukkah.The boys completed a worksheet on Mishna 2-3 and Boruch Hashem they knew the material very well. We also learned Parshah Points on this week’s parshah Parshat Vayakhel and we read in class the first 5 pesukim of Megilat Esther.The boys also davened very well. We missed Rabbi Kuritzky this week and we are looking forward to him coming back next week. Have a good Shabbat.
7th and 8th Boys
Dear Parents,
We had a busy week and covered many new and exciting topics.
We delved into the topic of Berachos. We discussed the various Berachos which we are required to recite before eating foods. We also discussed which Berachos are meant to be said after we are done eating. We explained how these Berachos are a way of saying thanks to Hashem for the delicious food.
In Biur Tefilla class we spoke about the Beracha of Ahava Rabbah. The Beracha discusses the intense love that Hashem has towards us. We also ask Hashem to unite us and bring us together so we can properly serve Him.
In Gemara we spoke about how it is better to learn the study of Torah than the Korbonot of Shlomo Hamelech.
In Halacha we started learning about the exciting upcoming Holiday of Purim.
Topics from the Parsha:
שַׁבָּת הַחוֹדֶשׁ: this is the last of the 4 special פַּרְשִׁיוֹת . We take out 2 סִפְרֵי תּוֹרָה, the first one we ‘layn’ is פרשת ויקהל and פּקודי and the second one we ‘layn’ is from פרשת בֹּא which tells us about the Mitzva of רֹאשׁ חֹדֶשׁ.
מֹשֶה רַבֵּינוּ gathered together all the Jews to tell them about the building of the משכן.
The Jews were very excited to hear that Hashem had forgiven them for the חֵטְא הָעֵגֶל and that His שְׁכִינָה would be close to them. They very quickly and generously gave up their gold, silver etc. to help build the משכן.
The next day a message was sent: “We have enough materials, please don’t bring any more.” The 12 נְשִׂאִים were disappointed because they hadn’t given anything yet. They were only able to give the 2 stones for the אֵפוֹד and the 12 stones for the חוֹשֶׁן. Since they didn’t give right away, a letter was taken from their name ((נְשִׂאִם, and it is written in the תורה without a י.
Have a Good Shabbos!
Rabbi Berelowitz
Elementary School
Kindergarten
This week kindergarten began reading their second first grade reader and they all did amazing! They learned how to compare and contrast the first 2 stories in the reader. They learned how to read er, ir, and ur words and how to spell words that have blends at the end of the word. The class had a lot of fun celebrating Twosday. They had a Twoday dance party, did things in twos, made a Twosday hat, and they wrote about what they will do when they turn 22 years old. In math they learned how to solve subtraction word problems by writing number sentences, using number lines, ten frames, number bonds, drawing pictures, counting on, and making bar models. In science they learned all about magnets. They had a lot of fun experimenting with magnets to discover which objects are magnetic and which objects are not magnetic. In social studies they continued to work on their social studies fair projects. The children know all about their topics and they are so excited for the social studies fair!
First Grade
This week our first graders read a story about a girl named Rosina who attends a school for the deaf. While examining the main idea and details, we learned that Rosina’s family and school are not that different from SIHA. Students also finished the first half of the Singapore Math curriculum. They are excited to see their progress.
Second Grade
2nd grade had a very fun week! This past Tuesday was “Two’s Day”! On February 2nd, one of my students pointed out that the date was all 2’s. 2/2/22. Another student then said, that will happen again on 2/22/22. We looked at our calendar, and to our amazement, 2/22/22 was on Tuesday, or should I say “Two’s Day.” The students suggested we have a “Two’s Day” party, and I loved the idea! Parents sent in goodies, and we celebrated this palindromic date! In our academics, we had some unit tests this week! We had a unit test in math, on multiplication and division using 2 and 3. In grammar, we had a test on verbs. I was very pleased with the grades on these tests! We are also finishing up Charlotte’s Web, while continuing to practice our parts for the social studies fair.
In science, students learned the cause of the seasons; were able to understand and discuss basic facts about the moon; Identify which phase of the moon occurs in various locations in its orbit around Earth.
Third Grade
In science, students learned and discussed the importance of water and what is groundwater; learned the processes that water goes through across the planet. Developed an understanding of why it is important to take care of our water resources.
Fourth Grade
This week in ELA we continued to prepare for the State test. Completed reading comprehension, short and long response writing.
In math we worked on adding , subtracting, solving word problems, and converting decimals. We continue to practice for the state test and noetic contest.
In Social Studies we read, discussed and answered questions about The American Indians and the early settlers of the Midwest.
In science, students became familiar with the processes involved in volcanic eruptions; understood the way eruption types form from volcanic cones; identified the differences in magma viscosity and how it relates to volcanic eruption explosiveness.
Fifth Grade
Greetings and salutations!
This week has been short but busy for 5th grade. We continued learn new vocabulary words. We also continued our novel study in class. We discussed what we read, wrote journals, and answered questions over the reading. We also practiced comparing and contrasting the setting in a story.
Lastly, the 5th graders began a small procedural writing project over how to make their favorite breakfast!
In science, students learned and described how water, wind and ice change landforms; explored the science of weathering and erosion to understand how Earth’s surface changes. Students discovered what happens during weathering, and the different ways this material is moved through erosion.
Middle School
Middle School ELA and Social Studies
6th Grade ELA and Social Studies
Sixth graders had a good week! We continued our novel study of Watsons go to Birmingham. We also completed our vocabulary unit, and will be practicing for our unit test next week!
In Social Studies, our whole week was about getting ready for our Social Studies Fair. We wrapped up our research papers and are preparing our presentations!
7th Grade ELA and Social Studies
Seventh graders had a great week! We continued our novel study of Night by Elie Weisel. Students read passages and discussed them in class. We also continued our test prep, specifically in long responses.
In social studies, our whole week was about preparing for the Social Studies Fair. We practiced our debates, and every team got to go at least once!
8th Grade ELA and Social Studies
Eighth graders had a great week! We continued our novel study of Fahrenheit 451. We read passages and discussed them in class. We also wrapped up our vocabulary unit and are preparing for a test next week.
In Social Studies, we are wrapping up our speech writing, and practiced giving speeches in class. I can’t wait to see what the 8th graders prepare for next week!
Middle School Math
5th grade is finishing up their unit on decimals.
6th grade is learning about percentage.
7th grade finished the module on slope and did a mini project. They had to write their name and color code which lines were positive, negative, zero, and undefined.
8th grade is learning how to perform operations with polynomials.
Middle School Science
6th grade
The students were able to name each layer of the Earth’s atmosphere; described each layer of the Earth’s atmosphere. The students will be able to define the “Greenhouse Effect”. The students learned about the Ozone Layer and were able to explain the importance of the Ozone Layer.
Students considered heat transfers that occur in everyday situations and investigated three specific ways that heat moves: conduction, convection, and radiation; described and gave examples of the three methods of heat transfer.
7th Grade
As students learn about the nervous system and the brain, they are conducting research. Each student was assigned an organ of the nervous system and/or a part of the brain that they had to investigate. Students researched the importance of their organ and identified the role of their organ, where it is located, what it’s special function is and how it interacts with other parts of the body. Once this was established, students had to investigate using two of the five questions, or create their own question. These were some sample questions provided: How does trauma affect the cerebellum? How does poor diet choices affect the cerebellum? How do toxins affect the cerebellum? What body systems or organs are affected if the cerebellum is damaged? Students plugged their part into the question and investigated various sources to complete a summary. Students then had to state their claim and provide evidence that supports their claim. As they continue to work hard, next week I will publish some of their results. Excellent Job, 7th Grade.
8th Grade Science
8th graders just completed their Diffusion Through Membrane state lab. Students investigated which molecules were able to diffuse through the membrane. Students created a model cell and filled it with glucose and starch solutions. They placed this cell into a beaker with water and iodine and waited 20 minutes to investigate exactly what took place. Students were able to make the conclusions that the iodine diffused into the cell and created a chemical reaction with the starch solution. This was evidenced by the color inside the cell, as it turned a blue/black color. Then students had to investigate even further to determine what happened to the glucose solution, if anything. Students had to undergo a few tests to determine if the glucose did in fact diffuse out of the cell. They had to place water from the beaker into a test tube with Benedict’s solution and Iodine to determine if it did in fact diffuse, but they discovered that this was not the way to test for glucose. So, upon further investigation, they placed water from the beaker that the cell was placed in a test tube and added Benedict’s solution, then they placed their test tube into a bubbling beaker and waited five minutes to determine if glucose did in fact diffuse out of the cell. Upon completion of their investigation they determined that glucose did in fact diffuse out of the cell, as this was evidenced by the color change. Once the test tube liquid was heated in a water bath the color changed to green, then to orange which is indicative of the presence of glucose. This was the conclusion of their lab.
Jewish History
7th grade had a very exciting review of Unit 2, Our Nation’s Founders. The students had beautiful recall of what we learned and had a lot of fun sharing that information as we prepare for a test next week.
8th grade finished learning about the times of the second Bais HaMikdash and began watching a beautiful video about it.
by admin | Feb 18, 2022 | Newsletter
Dvar Torah
Parsha Ki Tisa
Candle lighting- 5:16
Havdala-6:17
In the aftermath of the sin of the Golden Calf, Moshe’s mortality is transformed to immortality as he gets G-d to change his mind.
Hashem, who had threatened to destroy Klal Yisrael after the sin of the Golden Calf, finally assures Moshe that His presence will accompany them on their sojourn. Yet, Moshe, it seems, is still not satisfied. In what appears as a daring move, he asks Hashem for more. Not only does he want assurance of the accompaniment of the Divine presence, Moshe now asks Hashem to “show me Your face” (Exodus 33:18). It is not enough that Hashem forgives the Jews for the most audacious sin of their young history. It is not enough that he assures them that he will guide them in the desert. Moshe wants more! He asks for a mortal existence despite an immortal act. He wants to connect to the corporeal with the Omnipotent in a way never done before. He wants to feast his soul on the most spiritual meal ingested through human vision. He wants to see G-d.
Hashem explains that it is impossible to see Him and live. Thus, the answer is, “No. You may however, see my back” (cf. Exodus 33:20-23). Of course the world of G-d’s face as opposed to his back has many great commentators and kabbalists explain the difference. However, the interest here is Moshe’s persistence. Why was he dissatisfied with G-d’s first offer? What propelled him, after almost losing Klal yisrael to ask for the greatest show of G-d’s bond to His creation’s?
Lou Maidenbaum, former President of Met Foods was sick in a hospital bed.
A week before he passed away, he was in his hospital room and was experiencing some discomfort. He pressed the button for a nurse, but no one came. Five minutes later he rang again. Still no response.
He therefore picked up the telephone and dialed 9-1-1. “Emergency services, came the woman’s voice, “what is the problem?” “I’m having difficulty breathing” gasped Lou. “Where are you calling from?” “Mount Sinai Hospital, Room 321,” came the response. “Mount Sinai Hospital?” Repeated the incredulous dispatcher, “what are you calling us for? You are in the Hospital already!” Lady,” he shouted to the operator. “This is my life we are talking about. And If this is the way I’ll get the best response, then I’m calling 911!
Moshe Rabeinu knew that he was — on Sinai — with G-d — receiving the Torah. However, that was not enough. He was not complacent about his accomplishment. He was not content with being the transmitter of eternity. He wanted more! He wanted to attain the highest possible level of mortal achievement. He wanted to see G-d. He wanted to spiritually feast on the face of the Omnipotent. Moshe was only concerned, to attain the greatest degree of spirituality that he possibly could reach. There was nothing else on his mind or in his soul. Hashem responded that if that level is attained, the soul will flee from its mortal constraints and refuse to re-enter a corporal being. “No man shall see Me and live” (Exodus 22:20). So Moshe had to concede with the highest level the physical body could endure. Moshe’s quest to go higher than Sinai taught us a great lesson. No matter what level you think you are on, you must reach for the stars.
Good Shabbos
Chana Uzhansky, Ed.D.
Head of School
Chana Jane Uzhansky Ed.D
Head of School
SIHA
(718)987-9700 (ext 3)
sihebrewacademy.org
Special Announcement
Dear parents.
Thank G-d, we had a wonderful week at SIHA!
We began the Adar contest, spreading the Adar joy around by including others.
Lots of times, it can be rough to include others, when we just want to do something/hang out with our best friend etc.
Every time a student includes another friend/neighbor/classmate/cousin/sibling etc. (even when it’s rough..) either at home or at school, they can add a paper clip to their class’s chain.
At the end of the month of Adar (Adar 2), the winning class with the longest chain will have an epic ice cream party
Look out for the exciting details of Siha Purim celebrations ’22!
Shabbat Shalom U’mevorach!
Have a wonderful and relaxed extended weekend!
Best regards,
Miss Dershowitz
Mrs Ferber
Judaics
Second Grade
We had another amazing week in 2nd grade. On Tuesday we celebrated Purim Koton. Purim Koton only comes around when there is a leap year in the Jewish calendar. We played a game of Purim Bingo. Congratulations to our winners Seth, Ari and Chava. The children are learning the Purim Story and enjoy drawing and coloring pictures of the Purim Story. We reviewed how to say the names of family members in Hebrew. In Parsha this week we learned about the Chet Hoaigail, the sin of the golden calf. Hashem and Moshe were upset because of this and when Moshe came down after 40 days he broke the tablets of the 10 commandments, Moshe went back and begged Hashem to forgive the Jewish people for committing this sin, the Jews did Teshuva, Hashem forgave the Jews. The day Moshe came back down from the mountain the second time became known as Yom Kippur from that time on. Since the Jews were forgiven at that time, every year we repent, do Teshuva and hope that Hashem forgives us for our sins before Rosh Hashana and Yom Kippur. Shabbat Shalom!
Third Grade
Another week flew by in Third grade. We are trying to pack it in as we get closer to the Holidays.
We learned new Milim- words and are reviewing them. In Dikduk we are continuing to practice pronouns.
We sing and chant the Chamisha Chumshei Torah,the Five books of Torah. That means that the third grade will know all the Parshiot and in the correct order!
The Kriah level is really advancing! Please continue to practice Kriah. Any page in Tehillim is fine. It is so Important for the skill.
This week Meir Yakobzon will be taking home the Third grade Siddur. We’ve added so much already to the Davening! We even added something to say on Friday evenings! Lecha Dodi- to welcome the Shabbat queen.
Have a peaceful Shabbat and enjoy Monday.
Morah Ferber
Fourth Grade
Dear Parents,
It was a very accomplishing week in class.
In Tefilla class we learnt the Beracha of Ashrei. We spoke about how in every generation we thank Hashem for everything. We also discussed that in this beautiful Tefilla every line starts with another one of the Aleph Bet. The children were amazed to know that.
We had the great joy learning Chumash. The children were very involved in the Chumash. We learned that when Avram came to Egypt, they gave him a lot of cattle. Lia and Jacob said the Pesukim really well.
Of course we had much Kriah practice. The children switched off saying the second part of Shema that they are not very used to.
Alivia Clift and Zohar Zadok are the “Students of the week.”
Our Play practice was tons of fun to practice. We hope you are as excited as we are.
Can’t wait to see everyone.
Have a Shabbat Shalom,
Stay healthy and well.
Rabbi B.
5th and 6th Girls
Dear parents.
Thank G-d, we had a wonderful week.
The girls presented their Ani Maamin #3 projects. They did a great job!
We learned the first Perek (chapter) of Megillat Esther. The Megillah (scroll) of Esther is the story of Purim.
After every lesson, the girls answered the questions on it, as well as colored the pictures of that day’s story in their Megillah booklets.
We learned the after-blessing of Borei Nefashot, which we say after all foods which are not from the 5 grains (wheat, spelt, rye, oat, barley), not from the Shivat Haminim (7 special fruit of the land of Israel) and not wine or grape juice.
So, drinks, meat, chicken, candy, yogurt, eggs, etc. all have the after-blessing of Borei Nefashot.
We had an awesome celebration because the girls finished their Davening keys. The lesson of the keys is that Hashem has so much blessing set aside for every one of us. When we daven, it’s the key that is opening up our personal storehouses of blessing so it can shower our lives.
Mazel tov to our wonderful girls for using this magical key of talking to G-d and completing the contest!
Shabbat Shalom U’mevorach!
Enjoy your extended weekend!
Best regards,
Miss Dershowitz
5th and 6th Boys
As I write this blurb, I am sitting at home recuperating from today’s surgery.
My students and their accomplishments are close to my heart.
This week Mr Kaufman reviewed the Parasha after we went over Parashat Kisisa and covered many of the fascinating details of the Parasha. One of them is about the half a shekel . Each jew [man over 20 years of age] was responsible to donate a half shekel coin 3 times. This time, the half shekel, was for the korbanot-sacrifices that will be brought throughout the year. I once heard the reason for only a half is to show that each of us Jews are not complete on our own, we are all one nation. The sin of the egel hazahav the golden calf, which our forefathers did. Hashem teaches Moshe How to pray. The tremendous light that would shine from Moshe after learning Torah directly from G-d.
In Mishna, we moved on to learn about the interesting cases of one who would drape a sheet over the s’chach of a suka, or under it. We also learned about having a canopy over different types of beds and their Halachot.
We began M’gilat Esther with the back story . How and why did Achasveirosh make this grand party?
We ate delicious baked ziti which Rebbie brought for all boys to enjoy, while learning and practicing the Brachot of M’zonot and Al Ha’michya.
The week ends without Rebbie Kuritsky physically in the classroom, but his heart and soul are with his boys.
Shabbat Shalom
7th and 8th Girls
As I write this blurb, I am sitting at home recuperating from today’s surgery.
My students and their accomplishments are close to my heart.
I am extremely fortunate to have such wonderful students who were praying forme/doing a mitzva on my behalf; Mia Portman, Saying Sh’ma in my merit others davening, Noah and Doron putiing on their T;filin in my merit. Leora M. wishing me well,and Noga sending me a nice “get well and come back soon” email.
These are just some examples. All of my wonderful students are rooting for me. Thank you!
The girls covered many of the fascinating details of the Parasha. One of them is about the half a shekel. Each jew [man over 20 years of age] was responsible to donate a half shekel coin 3 times. This time, the half shekel, was for the korbanot-sacrifices that will be brought throughout the year. I once heard the reason for only a half is to show that each of us Jews are not complete on our own, we are all one nation. The sin of the egel hazahav the golden calf, which our forefathers did. Hashem teaches Moshe How to pray. The tremendous light that would shine from Moshe after learning Torah directly from G-d.
We began M’gilat Esther with the back story . How and why did Achasveirosh make this grand party? We studied how in earlier times even non Jews were well aware of the fact that our G-d, the one and only G-d, the G-d of us Jews is real! The wicked king Belshatzer knew of the prophecy that after 70 years of the Jews in exile , the Jews would be redeemed. He made his calculations, but they were wrong! He died. Now, a few years later Achashveirosh is sure that his calculations are correct. He brazenly takes out the holy vessels taht were used on the first Beit Hamikdosh-Temple and uses them for his party.
The girls reviewed and were quizzed on Halacha in our speciial Halacha for Girls book. We learned that it is important not to have anything in our mouths while saying a Bracha, to be dressed respectfully, and noy even to motion to someone while saying a Bracha. We also learned that it is important to know which Bracha we are about to say prior to beginning the Bracha, as we need to know, before saying Hahem’s name wht we are about to praise Him for.
The week ends without Rebbie Kuritsky physically in the classroom, but his heart and soul are with his boys.
Shabbat Shalom
7th and 8th Boys
Dear Parents,
It was another great week in class.
In our opening lesson we spoke about the 12 Shevatim. It was very interesting to see the names especially being that our Asher is one of the names. We also discussed the fruits and grain that Eretz Yisroel is blessed with. The students were really amazed at all the fruits.
In Biur Tefilla class we spoke about the Beracha of “Ahavah Rabah” that we say right before Shema. We discussed how Hashem loves us. We also spoke about how we ask Hashem to learn, teach, and to keep the Holy Torah.
In our Gemara class we learnt a fascinating concept. Rabba says that you learn a lot from your Rabbis, more than that from your friends, and the most from your Students. I really have to thank my wonderful Students for giving me the opportunity. A different Gemara we spent much time on, is that the Gemara says, who gives the army to fight in war, it is the people that are learning Torah. I explained to the class how much our Torah is accomplishing in the world.
In Halacha class we started learning about the laws of Purim We learnt about the fast of Esther. We are very excited for the upcoming Chag.
Asher Hecht and Leam Bilik are the “Students of the week”
A big Happy birthday to Oren Dery. We wish you a long happy life. Also thank you the delicious Dunkin Doughnuts.
Topics from the Parsha:
Hashem told מֹשה to collect a מחצית השקל from every man over the age of 20.
The תּוֹרָה now tells us what happened right after מַתַּן תּוֹרָה. The following day, ז’ סִיוָן, משה רַבֵּינוּ told the Yidden that he would be going back up onto הַר סִינַי for 40 days and nights to learn the whole תורה.
The Yidden started to count right away, waiting for משה to return and teach them the Torah.
They counted 40 days until טז’ תַּמוּז and when משה didn’t return they became nervous. The שָׁטָן started to trick them to believe that משה wasn’t going to come back.
The עֵרֶב רַב started (and the rest of the Yidden followed) asking אהרן for a new leader, an עַבוֹדָה זָרָה.
אהרן realized that he had no other choice, so he agreed to help them. He secretly was thinking of a way to push it off, hoping that משה would return before any עַבֵירוֹת were done.
He first told them to go collect all their jewelry and bring it to him. He thought that they wouldn’t give it away so fast. He was wrong – they came back very quickly with piles of gold.
שֵׁבֶט לֵוִי was the only שׁבט that did not join in.
When they threw the gold into a fire, it melted, and the ערב רב used magic to turn it into an עֵגֶל הַזָהָב – a real עבודה זרה.
אהרן tried another plan: “I will build a מִזְבֵּחַ to bring קָרְבָּנוֹת, tomorrow”, hoping that משה would return before then. Again he was wrong, the שטן got the Yidden to wake up early, and they started dancing and singing with the עבודה זרה.
Hashem told משה what the Yidden were doing, and how angry He is. The Yidden deserved to be destroyed.
משה started to Daven, asking Hashem to be מוֹחֵל the Yidden and not to destroy everyone.
משה רבּינו went down from הר סיני and when he saw the עגל הזהב he threw down and broke the לוּחוֹת: the Yidden don’t deserve the Torah right now.
משה רבינו went back up הר סיני for the third time on א’ אֶלוּל to learn the תורה again and receive a new set of לוחות. He stayed for 40 days and nights again, and returned on י’ תִּשְׁרֵי- יוֹם כִּיפּוּר.
Shabbat Shalom.
Rabbi Berelowitz
Elementary School
Kindergarten
This week kindergarten learned how to read and spell ALL words. They learned a song to help them identify the literary elements in a story. They can now identify the characters, setting, problem, and solution in a story. They also read a nonfiction story about animals in a park. In math they learned how to solve addition word problems by drawing pictures, using ten frames, and filling in bar models. They also learned how to count by 2s and use mental math to add plus two to a number from 0 to 30. In science they reviewed force and motion and listened to a story from The Magic School Bus all about force and motion. In social studies they continued working on their social studies project and they practiced their parts for the Social Studies Fair.
Second Grade
This week 2nd grade completed the 2A Singapore Math books! On to 2B! We are now learning how to find missing numbers in addition and subtraction equations, and working on our mental math skills. We are continuing our unit on poetry, and continuing to read Charlotte’s Web. In grammar, we are fully prepared for our test on verbs. In social studies, we are continuing to work on our parts for the upcoming social studies fair. —
In science, students learned what happens when Earth rotates around its axis; the cause of the seasons. Students were able to understand and discuss basic facts about the moon.
Mrs. Belli wants to mention Brianna Sanders for her excellent participation during the science class discussions.
Mr. A. Ferrera B.S.Ed
Generalist Teacher, 2nd grade
SIHA
Third Grade
This week Grade 3 finished their class novel, The Tales of a Fourth Grade Nothing. They are very excited to work on their Cereal Box Book Report for Tuesday. During Math lessons they continued to develop their problem solving skills using all four operations. Students also solved for perimeter. During their Grammar lessons students practice modifying nouns into their singular and plural possessive form. During the Social Studies students continued to work on their Fair presentations and reports.
In science, students learned and understood how life on Earth changed over time.
Describe three types of fossils; the importance of why scientists study fossils.
Miss Sasha
Fourth Grade
This week in ELA we continue to prepare for the State test. Completing reading comprehension, short response questions and writing essays.
In math we are continuing to work on decimals. Adding, subtracting, converting fractions to decimals and decimals to fractions. Also prepare for math state test and practicing for noetic math contest.
In science, students sorted rock specimens according to their properties; described the rock cycle; identified that many processes of the rock cycle are consequences of plate dynamics.
Fifth Grade
Greetings and salutations!
This week the 5th graders continued their vocabulary study.
They also continued reading their class novels. We focused on learning about perspectives as people and applying them to our characters.
We also kept our writing skills sharp by working in our ready workbooks. The 5th graders had a lot of fun reading the plays in the workbooks- some children really did a great job with acting out the plays!
5th Grade Social Studies
5th Graders are working very hard on their play and we are rocking and rolling. One group will be completing their tri-fold board on The Declaration of Independence and the remaining 3 skits will be performed via classroom. I want to give a special shout out to all the students in 5B these students are working so hard and it is evidenced by their participation in their play. Excellent job Brandon, he has had all of his lines remembered since Monday, way to go Brandon. Benjamin is doing a great job at projecting his voice and memorizing his lines. Abby and Ethan, excellent job, all lines remembered by Wednesday. WOOHOOO, keep up the great job and excellent team work.
5A is working very hard on their plays as well. The Declaration of Independence students are working hard on putting together their tri-fold board presentation. Fantastic job to Elior, all lines remembered by Monday, WOOHOO! Great job to Oren, Izzy for remembering their lines as of Wednesday.
Both classes are working very hard at participating and remembering their lines. They are learning how to work together in a different capacity as they must be mindful of each other and themselves, especially as they are waiting for their turn to speak. Very good 5th grade.
In math, 5th grade has been performing basic operations with decimals and incorporating mental math strategies.
In science, students identified types of water ecosystems and adaptations that allow them to survive in saltwater ; learned and identified characteristics in freshwater ecosystems.
Middle School
Middle School ELA and Social Studies
6th Grade
Sixth graders had a good week! They continued their novel study of Watsons go to Birmingham, and worked on their next vocabulary unit.
6th Grade Social Studies
Greetings and salutations!
This week has been all about the Social Studies Fair. The 6th graders have all been busily researching and writing their essays. I am looking forward to their presentations!
7th Grade
Seventh graders are busily preparing for their Fair! Students worked on finalizing their essays and started practicing for their debates. Naomi and Noam did an excellent job!
In ELA, students continued their novel study of Night. They also worked hard on state test prep and their next vocabulary lesson.
8th Grade
Eight grade is busily preparing for their Fair! Students have spent the week doing research and composing their informative speeches on American history and culture. I look forward to seeing what they can do next week!
In ELA, we continued our novel study of Fahrenheit 451. Students wrote and discussed one of the central themes of the novel: individuality and conformism.
Middle School Math
6th grade finished learning integer operations and applying it to the order of operations.
7th grade has learned how to compare unit rates and slopes of equations, tables, and graphs.
8th grade started learning about polynomials and how to combine like terms.
Middle School Science
6th grade
Students were able to explain how the Earth’s atmosphere protects and sustains life on Earth; understood that Earth’s atmospheres are divided into the layers which are classified according to temperature changes with altitude.
7th Grade
As students learn about the nervous system and the brain, they are conducting research. Each student was assigned an organ of the nervous system and/or a part of the brain that they had to investigate. Students researched the importance of their organ and identified the role of their organ, where it is located, what it’s special function is and how it interacts with other parts of the body. Once this was established, students had to investigate using two of the five questions, or create their own question. These were some sample questions provided: How does trauma affect the cerebellum? How does poor diet choices affect the cerebellum? How do toxins affect the cerebellum? What body systems or organs are affected if the cerebellum is damaged? Students plugged their part into the question and investigated various sources to complete a summary. Students then had to state their claim and provide evidence that supports their claim. As they continue to work hard, next week I will publish some of their results. Excellent Job, 7th Grade.
8th Grade Science
8th graders just completed their Diffusion Through Membrane state lab. Students investigated which molecules were able to diffuse through the membrane. Students created a model cell and filled it with glucose and starch solutions. They placed this cell into a beaker with water and iodine and waited 20 minutes to investigate exactly what took place. Students were able to make the conclusions that the iodine diffused into the cell and created a chemical reaction with the starch solution. This was evidenced by the color inside the cell, as it turned a blue/black color. Then students had to investigate even further to determine what happened to the glucose solution, if anything. Students had to undergo a few tests to determine if the glucose did in fact diffuse out of the cell. They had to place water from the beaker into a test tube with Benedict’s solution and Iodine to determine if it did in fact diffuse, but they discovered that this was not the way to test for glucose. So, upon further investigation, they placed water from the beaker that the cell was placed in a test tube and added Benedict’s solution, then they placed their test tube into a bubbling beaker and waited five minutes to determine if glucose did in fact diffuse out of the cell. Upon completion of their investigation they determined that glucose did in fact diffuse out of the cell, as this was evidenced by the color change. Once the test tube liquid was heated in a water bath the color changed to green, then to orange which is indicative of the presence of glucose. This was the conclusion of their lab.
Jewish History
7th grade is learning about the life and times of Yosef HaTzadik and how everything that happened to the Jewish people depended on their actions!
8th grade learned about the sad times of the destruction of the Second Bais HaMikdash, how the destruction was caused by infighting, and how the Sages took measures to preserve the Torah throughout the hard times to come.
