Inside SWS Blog
Shelters and Dwellings from Around the World
In many Waldorf grade 3 classrooms, students undertake their very first project experience, choosing and building a model of a shelter or dwelling. Grade 3 students at SWS first learned about shelters and dwellings constructed by Indigenous people in North America and around the world, and how these people ingeniously used what they had in their local surroundings to keep warm, safe and dry.
Housing we studied included cedar plank houses in the Pacific Northwest, adobe dwellings in the Southwest, igloos in the far north, and wigwams made by many Native American tribes. Guest speakers joined the class (through Zoom) on several occasions—one local teacher of Ojibwe descent who talked about wigwams and the connection of the past and present, and the importance of these traditional dwellings to Indigenous people today. A guest speaker with family in India spoke about modern-day houses in India.
The students then chose their own shelter/home to research and build a model of. Choices were wide-ranging, from a tipi to an igloo to a lean-to, and even an Iranian home built underground, a Maasai mud hut, a traditional adobe housing complex, and many more. With parents’ help, the children learned a bit about the shelter and then built the structure, mostly on their own. They also followed the writing process to create a short write-up which described their dwelling.
This project combines elements of cultural and geographical learning; allows for student freedom, inspiration and choice in their project; and also engages a host of higher-order thinking and executive functioning skills. In the end, students were asked to expand out of their comfort zones and speak briefly in front of the class about their projects.
–Ashley Ulmauf, Grade 3 Class Teacher
Wetlands Water Quality Project
Written by Melissa Hiner and Slava Trifonov
DRAGONFLY DRAWING BY ENZO WEILAND
The Seattle Waldorf High School senior class has been working on starting a new and exciting project for the high school. We were given the task of designing and creating a chemistry project for future ninth grade students, as part of our own Biochemistry morning lesson block. This ongoing project will be looking at the water quality in the wetlands of Magnuson Park. Using multiple experiments, we can test the water and surroundings to determine the condition of the water. Taking observations and recording numbers gives us data to put into one big database that will eventually be filled throughout the next few years. With all this data we will be able to monitor the health of the wetlands at Magnuson Park.
GRADE 12 STUDENTS TEST WATER QUALITY
Each Wednesday morning at the start of our in-person days we met at the wetlands to explore experiments and record data. We used the same eight experiments for four weeks, and each experiment was important to our research. We used water samples and test strips to test for heavy metals and pH levels, chemicals tests for nitrate and phosphate levels, thermometers to record water temperature, a long tube to check the turbidity, and lastly we took observations of wildlife and plant species. By using the same experiments each week we were able to observe changes in the environment.
WATER PH TESTING DIRECTIONS
These water parameters are vital to preserving the delicate balance of various conditions that determine the health of the environment. Taking ecological surveys of the plant and animal life within the wetlands allows us to see if there are any invasive species and gives us an understanding of how hospitable the current conditions are to the native flora and fauna. And while the presence or absence of certain species may give us a clue on the state of the wetlands, to figure out how and why the environment is changing we need precise scientific data on the composition of the wetlands. Chlorine, ammonia, and heavy metals can poison aquatic life, while drastically high or low pH levels create a deadly environment. High levels of nutrients such as phosphate and nitrates leads to excessive algae growth which can result in low levels of oxygen (anoxia), results of which are often deadly for fish and other animals in the water. Some factors that we tested for are more variable than others, especially water temperature and turbidity (cloudiness). Both of those factors change seasonally and life in the wetlands adjusts accordingly, however, unprecedented changes in these factors may impact life in negative ways. Each and every change, no matter how small, may impact the environment and is important to categorize and take note of.
WETLANDS DRAWING BY LUCY DOGGETT
This year’s twelfth grade class created a Field Manual for future students to use, so that they will know how to test these water factors and will understand how each affects a healthy ecosystem. Our hope for this project is that it will be continued for many years by the ninth grade students in their Organic Chemistry block. We hope it will help them to observe and measure, to learn about chemistry, to connect them to the place where they live, and to care about protecting vibrant urban ecosystems.
Early Childhood Educators Attend WECAN Conference
I was honored to be one of the organizers for the Waldorf Early Childhood Association of North America (WECAN) conference that took place February 5–7. The conference title was “Toward a Kinder, More Compassionate Society: Black Lives Matter in Waldorf Early Childhood Classrooms and Communities.” This was the first time our two regional conferences combined, the conference was held remotely, and that we had a keynote speaker who was not a Waldorf educator. Laleña Garcia, the keynote speaker, is Head Teacher at Manhattan Country Day School and author of the book, What We Believe: A Black Lives Matter Principals Activity Book.
We had nearly 900 participants from all over the country and even some international teachers. Adrienne Doucette, our Chickadee Preschool teacher, participated in a powerful WECAN Board statement of accountability. Martha Swain, Side by Side teacher, facilitated a workshop entitled: Writing a Martin Luther King, Jr. Story for Preschool. The response from participants was overwhelmingly positive with excitement that WECAN is addressing this important topic so directly. I was inspired to continue my personal growth including making conversations on race with my own children a common experience and supporting those conversations in our early childhood classrooms.
All of our early childhood lead teachers and most of our assistant teachers attended the conference. I am sharing a few remarks from some of the teachers.
“As a Latinx Waldorf teacher I was thrilled to attend this year’s online WECAN conference with keynote speaker, Laleña Garcia. There were many wonderful workshops offered such as inner development for world development, anti-bias practices in Waldorf early childhood, and inclusive stories for the Waldorf EC program; to name just a few. I left feeling inspired with a renewed commitment to creating welcoming safe spaces for all BIPOC children.”
–Gina Burger
“Quotes from the keynote speaker, Laleña Garcia, that resonated with me are:
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- ‘If we are taught that it is racist to notice racism, then it’s awfully hard to end racism.’
- ‘Oppression hurts everyone.’”
–Adrienne Doucette
“It was a privilege to participate with 900 other Waldorf Early Childhood teachers in a weekend event that raised our consciousness on diversity, inclusion and equity in our classrooms. New voices were heard and inspiring perspectives on the future of education were shared. The speakers spoke with compassion and courage. I was proud to have participated in this historic event.”
–Melissa Borden
“I was moved by the panel of BIPOC Waldorf early childhood teachers who bravely shared the hurt they have endured at our schools and training centers. I felt encouraged to hear our Waldorf leadership make a formal acknowledgement of that pain, a formal apology and commitment to change.”
–Martha Swain
“I was honored to be part of this groundbreaking conference. The new visions for Waldorf education in the light of race and racism, the conversations, and the honest sharing of teachers were very inspiring and encouraging us to be the change.”
–Myriam Weimerskirch
Finally, I want to end with an inspiring quote shared by the WECAN Conference keynote speaker, Laleña Garcia:
“Another world is not only possible, she is on her way. On a quiet day, I can hear her breathing.”
–Arundhati Roy
Vanessa Kohlhaas
SWS Early Childhood Pedagogical Chair
Citizen Science Project Engages SWS Students
GRADE 4 STUDENT RETRIEVES A WATER SAMPLE FOR TESTING.
Seattle Waldorf School fourth grade gardening students have been participating in a citizen science project with the Thornton Creek Alliance for the past three years. Students monitor local waters for Escherida coli, counting and recording the number of E. coli found at two sites. Some strains of E. coli, which is bacteria that lives in our intestines, can be harmful to humans by causing intestinal distress, pneumonia, and kidney failure. Using safe sampling techniques, students take replicate water samples from the south fork of Thornton Creek after it passes under Lake City Way and from Willow Creek before it enters the south fork of Thornton Creek. Both sites are a short walk from the Meadowbrook campus and our younger preschool and kindergarten students know this area as the Hidden or Friendly Forest. The information we gather is used by Seattle Public Utilities scientists to pinpoint pollution sources and improve water quality for the entire Thornton Creek watershed. This year, sixth grade students are planning to analyze the three years of data they and subsequent fourth grade students have collected to see if they can detect any patterns in changing levels of E.coli. This long-term project, coupled with our stewardship of the Meadowbrook school grounds and the Secret Forest ( Lavilla Natural Area), engages students in the natural world while developing scientific knowledge and literacy.
THORNTON CREEK E. COLI COUNTS.
Citizen science offers the general public, students, families, and individuals an opportunity to collaborate with professional scientists. Scientists need the collective help and brainpower of people from all over the world to gather and analyze their data. There are many different types of citizen science projects in need of volunteers. You may have heard of Foldit, a online game developed at the University of Washington, that allows people to help solve complex protein structures that are important to advance medical science. Citizen science projects are as diverse and varied as the questions scientists ask. Thousands of projects are available. NASA has an application called Globe Observer, where you can help confirm satellite cloud observations, map mosquito habitat, identify land use, or track the growth of trees. Projects can be local like the project we are participating in along Thornton Creek, or can be more global and done from the comfort of your home. Several databases have been established for anyone to search to find a project that matches their interests. These include SciStarter, Zooniverse, and the federal government citizen science website.
As we are spending more time at home during the pandemic, participating in one of these projects, perhaps even a project that is studying the impact of coronavirus, may help you and members of your family feel more connected to your local and global community, while helping advance our understanding of our world.
–Dr. Charlotte Rasmussen, Seattle Waldorf School Garden Educator
Outdoor Education Spotlight: The Bald Eagle
Seattle Waldorf School Garden Educator, Dr. Charlotte Rasmussen, shares her experience viewing bald eagles along the Nooksack River in northern Washington.
Majestic and deadly, birds of prey like the bald eagle are exciting to spot and watch along the waterways of the Pacific Northwest. Seeing bald eagles has become more common as the population recovers from the devastating effects of the pesticide DDT, illegal shooting, and habitat degradation that occurred during the middle of the last century. Several times during the past two years, sixth grade students have been able to spot one while on their gardening field trips to the north shore of Magnuson park where they work with Green Seattle forest stewards to care for and restore native meadows and forests.
A symbol of strength and power in ancient times, Roman legions used to carry banners with depictions of eagles into battle. In 1782, this symbolism resonated with the newly formed U.S. Congress when they approved the eagle as the design for the national seal. Soon after, an olive branch and arrows, representing peace and war were added to the eagle’s talons. Before the bald eagle became the emblem of the United States, the eagle was featured in many creation stories of the Native American tribes. In these stories the eagle’s strength, boldness, and courage to withstand any obstacles are revered.
Starting in late October, eagles from Alaska, British Columbia, the Yukon, and Northwest Territories spend the winter months along the Skagit and Nooksack rivers where the returning chum salmon provide a food source in the cold winter months. In December and early January, we are able to view hundreds of eagles from different spots located along either river. On December 23, my partner and I went to the Welcome Bridge River Access Park along the north fork of the Nooksack River in Whatcom county and had the good fortune to see over 100 bald eagles. Because it was later in the morning, many of the eagles had finished feeding for the day and were nestled in the trees surrounding the river. However, several eagles were still fighting over the remains of a chum salmon carcass that had washed up on the banks of the river. We stayed to watch juveniles fly overhead and issue high-pitched calls to each other. We captured some of the action in pictures. Eagles move around looking for chum salmon washed up on the banks, so several days later when we revisited the same spot, we saw fewer eagles, counting about 30 flying or roosting in trees. Whether you see our national bird flying overhead, roosting in a tree, or feeding on salmon, it is truly a wonderful and amazing site.
If you want to see the eagles in large numbers on the Skagit or Nooksack River, it is best to go soon. The bald eagles will start dispersing to their breeding territories by the end of January. It is best to go eagle viewing early in the day as eagles tend to be more active from dawn until mid-morning and be sure to take your mask, binoculars, and hot cocoa.
–Dr. Charlotte Rasmussen
Photo credit: Jim Holloway
A Special Story: Gratitude, Connection, Care
In this season of giving, we offer a little story from our Briar Rose Kindergarten teacher, Miss Barbara:
A very long time ago, when Miss Barbara was a little girl, perhaps as tall as (insert name of your child), she lived in a land far away by the name of Switzerland. She lived in an apartment building on the first floor to the right, with her Papa, named Grand-Papa Philip, her Mama, Marie-Theres, and her two sisters: Christa and Regula. They had no pets, but as you already know, there were plenty of animals in Miss Barbara’s life because Grand-Papa Philip worked at the farm next door. He was an animal doctor. (Here you may interrupt me and let me know that the profession is actually called veterinarian. A word I tend to avoid as I confuse the French pronunciation with the English one!). There were no cows, no horses and no pigs at the farm. There were only bulls. One hundred and three bulls to be exact.
One day before Christmas, just around the time when the night is the longest of the year, Grand-Papa Philip came to Miss Barbara. He said, “Miss Barbara, get your boots, your warm coat, your mittens, and your hat and come right along. I need your help at Monsieur Martin’s farm. His cow has a sore hoof and I would like you to lend me a hand while I do a little surgery. We don’t want her to hurt a minute longer.” Miss Barbara loved to help her Papa and so she did not dilly dally. Off they went together, in their little red car that had no seatbelts, as was the fashion in the olden days.
They drove for a long time, over the Chaumont mountain which was already covered in two feet of snow, to the Jura where the farm was.
The surgery went well. After it was done, it was Miss Barbara’s job to unroll the white bandage while Grand-Papa Philip wrapped it around the cow’s hoof. It looked very much like a giant roll of duct tape. The cow was relieved and bumped Grand-Papa gently with her muzzle (presumably to say thank you), while Monsieur Martin stood there beaming. He was relieved because sometimes in the olden days it was not so easy to get help quickly on a farm in the middle of nowhere.
Now it was time to go and Monsieur Martin wanted to know about the bill, but Grand-Papa Philip just said not to worry about it, it cost nothing that day. Monsieur Martin then insisted that we stay on for a snack of cheese and white wine (for the grown-ups). They proceeded to chat about the price of cattle, the health of the family, the rumors of the valley, and much more. While they talked, Miss Barbara got to look around the kitchen where there was a calendar with kittens on the wall and an old fashioned stove where you had to make a fire to cook. There were pots and ladles, and quite a few flies buzzing around. It smelled very strongly of cows and also of soap. Then finally, Grand-Papa shook the farmer’s hand again, thanked him, and told Miss Barbara to get ready to go.
That is when Monsieur Martin put up his hand and said, “Venez avec moi, Monsieur Bachmann, j’ai un petit cadeau pour votre famille.” Which means, come with me, I have a little present for your family. “Mais non, mais non, ce n’est vraiment pas nécessaire” (oh, no, really, this is not necessary) said Grand-Papa Philip. But Monsieur Martin insisted and so he showed them around the barn where he had stored… the most gorgeous, tallest, most enormous, gigantic, dark green Christmas tree you have ever seen. Miss Barbara’s eyes went as wide as two lollipops and so did Grand-Papa Philip’s. The tree was magnificent. Monsieur Martin, whose arms were very strong, lifted it up to show it to us in all it’s height and splendor. And tall it was: it reached way above Grand-Papa Phillip’s head, way above Monsieur Martin’s head, almost to the gutters of the barn. It’s lower branches were wide and oh so perfect for all the candles Marie-Theres was busy making at home.
And, Briar Rose, you will not believe this, but in no time the tree was attached with ropes to the tiny red car, which almost disappeared under the tree. Miss Barbara and her Papa crawled inside and luckily they could just peek out the windshield. The back window was covered in green branches as were the sides. Off they went over the snowy mountain, under their beautiful Christmas tree, so proud and happy to bring it home to Marie-Theres, Christa, and Regula. What a wonderful surprise!
We all remembered Monsieur Martin for a very long time. Even up to this day, in fact.
The End
BRIAR ROSE KINDERGARTENERS ON THEIR WALK
Gratitude, love, and duty, the values that my father lived by and that I was witness to, are the foundation of how we teach at Seattle Waldorf School. They guide my work with children every day. My father showed me how to cultivate an attitude of gratitude every day for all things.
Gratitude is the basis for love. To sow love, we shall work on the relationships we have the greatest struggles with. My father never turned away anyone who came across his path. He invited strangers into our house, fed them, or drove across mountains to help them. He never questioned that this is what he had to do; this was just “normal.” And he still does! Perhaps the best way to flex our “duty” muscles is by reaching out into the community and practicing kindness.
At Briar Rose we are busy forming relationships every day and it is really hard work. We draw books to show our gratitude to the “people who clean our classrooms at night,” we check in with our neighbors, we pay attention to all creatures big and small and save them occasionally, we appreciate the trees and the protection they bestow on us during our walks. The opportunities for being connected, caring, and grateful are endless!
Playing Is Learning
CHICKADEE PRESCHOOLERS ENJOY UNSTRUCTURED PLAY IN FALL LEAVES
From leaves to mud, autumn’s curricular journey of play has carried our preschool and kindergarten students toward preparation for the winter holidays. Here’s a glimpse into what’s happening with our youngest students as they delight in structured and imaginative activities with their teachers and friends.
Chickadee preschoolers watched as Brother Wind blew the leaves off the trees. There were many helpers to rake and bag those many leaves! And with four rakes to share, there were opportunities to learn how to take turns. They also engaged in “painting” the fence—using little paint brushes and watering cans. The painting task was so much fun that it expanded to include the playhouse, the tree, the stumps and the rocks…
BRIAR ROSE KINDERGARTENERS REST ON THEIR “LEAF SOFA”
Briar Rose kindergarteners have been equally busy with important digging, fishing, remodeling of the tire swing, making lanterns and dipping candles, and assembling a wagon. The most creative concoctions have emerged from their mud kitchen. And when it’s time to rest, there’s nothing more comfortable than a leaf sofa!
HUCKLEBERRY KINDERGARTENERS CREATED WINTER GARDENS TO BRING HOME
In Huckleberry kindergarten, students are honoring the four kingdoms of nature with a seasonal activity related to the stones, the plants, the animals, and human beings—creating a winter garden to bring home. They began by fashioning a vessel from earth clay, grinding salt rock crystals into fine powder, searching for treasure rocks, and rasping soapstone. They will then gather moss, make wreaths and clove oranges, and string cranberries. Finally, they will make candles from beeswax to place in their winter gardens, spreading the warmth of human love and light as the days grow increasingly darker.
Young children love to move and our fully outdoor program gives them plenty of opportunity. Whether pumping water or helping a friend to find a lost mitten, the children work through tasks that are just the right size, forge new friendships, and make something beautiful and new from nature’s gifts.
We are currently accepting applications for the 2021–2022 school year. We’d love to meet you—please schedule a visit!
30 Days of Kindness
Seattle Waldorf High School launches our 30 Days of Kindness challenge today! Our Friday assembly highlighted the personal, interpersonal, community, and societal benefits of kindness. Our challenge includes self-compassion, healing, empathy, and social responsibility. Students are encouraged intentionally practice one kind act every day until Winter Break.
We invite you to join us in this challenge. Acts of kindness can be big or small. You may decide to create a list of acts you’d like to accomplish or just be guided by your own kind impulses in the moment.
Here are some resources to inform and inspire you:
- The Science of Kindness (video)
- The Power of Kindness (video)
- The Science of Happiness, 24 Hours of Kindness (podcast)
- How to Be Kind in the World Right Now (website)
How will you bring kindness today?
Liquid Science
GRADE 12 DRAWING OF AN OCTOPUS
Set in scenic Magnuson Park, Seattle Waldorf High School is perched on the coast of Lake Washington, the state’s second-largest freshwater lake. The lake offers a host of opportunities for students as they incorporate its beauty into their artwork, sail its waters, practice environmental stewardship through local service projects, and enliven science classes through the direct study of its ecosystems. Simply put, the water of Lake Washington contributes to outdoor experiential education at its best.
To live in Seattle is to coexist with water. We are showered by rain most months and surrounded by rivers, lakes, and sound. Water is a playground for some, a home for others, and for many, a livelihood.
PRESCHOOL STUDENTS BUILD A WATERWAY
Seattle Waldorf School students don their uniform of rain gear and rubber boots starting in preschool. Outdoors most of their school day, children have ample opportunity for early hydrology lessons as they splash through puddles, play with water pumps, and make bridges and dams in their sandbox.
Water accompanies grade school students on most field and camping trips. It feeds the gardens grown by students and they learn early what keeps it healthy and brings harm to it.
GRADE 4 STUDENTS TEST WATER QUALITY
In grade 4, the students begin to make connections between human actions and the water by conducting water testing of Thornton Creek and Willow Creek. Located directly down the road from the grade school campus, this important work is part of the Thornton Creek Alliance Citizen Science Project.
GRADE 9 STUDENTS APPLY STENCILED LABELS TO STORM DRAINS
As part of their Chemistry class this fall, grade 9 students chose a steam, lake, or pond near their home. They visited the site twice a week to measure various chemical qualities of the water and examine the biological species living within. The class learned about and measured levels of pollutants from paints, detergents, and fertilizers that go down the storm drains, into Puget Sound, and affect aquatic life and the health of our waterways. As a final project, the class stenciled reminders on storm drains to raise awareness that gutter drains are directly linked to the Puget Sound.
GRADE 12 MAIN LESSON BOOK PAGE FOR ECOLOGY OF THE PUGET SOUND BLOCK
Students synthesize their reading, research, and discussion of these topics into detailed main lesson books. Each page summarizes a topic and is hand illustrated with supporting images.
