“Being part of the Sustainability Committee is about more than just recycling bins and biodiesel鈥攊t’s about changing mindsets and inspiring action,” Beau explains. “We’re on a mission to show that sustainability isn’t just a concept鈥攊t’s a way of life.”

For Beau and the committee which includes Grayson Richmond, Ryley Fuller, Charlotte Goerdel, Sarah Mekelburg, Dennis Norman, Edee Moorman, Frankie Whelan, Herris Fentress, and Audrey Brown, the journey toward sustainability begins with the School’s facilities. Through innovative projects like recycling initiatives and repurposing cooking oil into biodiesel, they’re transforming 糖心原创 into a greener, more eco-friendly space. But their efforts extend beyond the physical environment鈥攖hey’re also sparking conversations and raising awareness among students and faculty.

Beau Class of 2025, and Lauren Dove, Class of 2024, spoke at Chapel last week. “Everyone has a role to play in sustainability,” Beau emphasizes. “Whether it’s planting gardens [which Lauren had done as part of her with the Girls Scouts] or reducing waste, every action counts. That’s why we’re here鈥攖o inspire and empower others to take meaningful steps towards a more sustainable future.”

Central to their mission is collaboration, both within the school and with external partners. By working with local companies like and , 糖心原创 is working towards more sustainable practices. And with initiatives like single-stream recycling making it easier for students to participate, the impact is tangible.

On the Lower Campus, the , (now with over 60 members strong) is also helping to inspire and empower others to take meaningful steps towards a more sustainable future. Working with Upper School maker teacher, Mr. Tiffin, and several Upper School Core Students during Interim, the Tree Club created reusable wooden corn hole games for the courtyard in the shape of trees. They unveiled the new games on Earth Day while kicking off a special Earth Day event for the Lower School.

糖心原创 alumni, Maddy Long, Class of 2019 and recent Clemson graduate now works at WestRock, a leader in sustainable fiber-based packaging solutions. Maddie and several WestRock colleagues spoke to Lower School students about how paper is made and why it is so important to recycle and replant the trees we use. Students learned that paper can be recycled 7 times and for every tree, WestRock and the paper industry plants seven trees to replace the one cut down tree. After the presentation, each Lower School class moved outside to the courtyard to receive a seedling. Each student scooped fresh soil into a recycled paper box so they could bring their seedlings home and plant them.

For Beau, the journey is just beginning. With Earth Day as a catalyst, the sustainability committee is gearing up for new projects and initiatives to further embed sustainability into the fabric of 糖心原创. From recycling awareness videos to collaborative art projects, they’re inviting the entire school community to join them on this journey.

“As we look ahead, there’s a sense of optimism and possibility,” Beau reflects. “Together, we can create a future where sustainability isn’t just a goal鈥攊t’s a way of life. And I invite every student, every teacher, and every member of the 糖心原创 community to be part of that journey.”

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Lower School Academic Resource Coordinator, Alix Jayne shared, the vision behind Polygon Palooza was to highlight the importance of geometry education while fostering a sense of excitement and joy for learning. 鈥淲ith every grade level either currently engaged in a geometry unit or having just completed one, it was the perfect opportunity to celebrate the students’ achievements and immerse them in a day of synchronous learning.鈥�

One of the primary goals of Polygon Palooza was to demonstrate how geometry skills are not just theoretical concepts but are also highly applicable in various professions. To achieve this, we invited parents who utilize geometry in their careers to share their expertise with the students. Every grade level got to hear from these parent experts and how they use geometry skills in their professions, bridging the gap between classroom learning and the real world.

In Kindergarten, parent expert Charles Rossignol, a Design and Construction Leader for Research and Education at SLAC National Accelerator Laboratory, demonstrated how geometry is integral to his work in the lab. He showed students how there are solid shapes all throughout the lab and their equipment and how those shapes work together to help them study lasers.

In Grade 2, parent expert Ali Brainerd, an Interior Decorator, showcased her past work and allowed students to explore tile designs, fabric samples, and room layouts. Students had the opportunity to unleash their creativity by designing their own room layouts, adding a practical dimension to their geometry learning.

In Grade 3, parent experts Chris Soltis, who practices woodworking as a hobby, and Ambika Burda, Vice President of Development at Cousins Properties, engaged students in hands-on activities. Using toothpicks and gummy bears, students built shapes while learning about angles and structural integrity鈥攁 fun way to reinforce geometry principles.

Meanwhile, in Grade 5, students participated in a Water Relay Race that challenged them to apply their knowledge of volume. Teams had to transport water using different items and determine which item could carry the most liquid volume. It was a dynamic way for students to experiment with volume concepts while enjoying some friendly competition.

One of the highlights of Polygon Palooza was the All School Assembly, which featured a Grade level costume parade and interactive games like “Are You Smarter than Mrs. Lundstrom?”鈥攁 formal competition designed to test students’ geometry knowledge.

The culmination of the event was the Geometry Jeopardy challenges, where students from K-2 and grades 3-5 competed in a battle of geometric wits. The final jeopardy round added an extra layer of excitement and showcased the students’ mastery of geometry concepts.

Polygon Palooza was not only a day of celebration but also a testament to the importance of making math fun and engaging for students. By showcasing the real-world applications of geometry and incorporating hands-on activities, the event inspired a love for learning and empowered students to see the relevance of mathematics in their everyday lives. As we continue our journey of academic excellence and impact, events like Polygon Palooza remind us that learning is not just about mastering concepts but also about discovering their practical significance in the world around us.

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Checking in with Mr. Day, we got a sneak peek on the 2024 field game design progress so far, as well as a few possible new games (SPOILER ALERT below).

In interviews during the discovery phase of their design process, it’s evident that Grade 8 students have become deeply invested in making the 2024 field games not only engaging but also inclusive for participants of all ages. After speaking with both members of Grade 5, and Administrators in the Upper School, they recognized the importance of creating experiences that would resonate with older students while still catering to the younger ones. This insight led to a deliberate effort to revamp existing games and introduce new ones that would appeal to a wider range of participants.

One of the key takeaways from last year’s experience was the need for clearer communication and organization surrounding the games. Some of Mr. Welch’s students got a chance to interview Ms. Hudson, Director of Lower School, who shared insights from the lower school teacher perspective. Drawing upon this feedback IDL students identified areas for improvement, such as providing better guidance to both participants and facilitators. Observing a Grade 1 PE class helped IDL students gain valuable perspective on the amount of prescription and coordination younger students might need leading up to the field games on April 26.

Throughout the project, IDL students demonstrated a remarkable level of empathy and understanding, acknowledging the workload and responsibilities of teachers while striving to create an experience that would resonate with everyone involved. They understood the importance of setting teachers at ease and ensuring clear communication channels to facilitate smooth execution on the day of the event.

Gemma Hart, remarked 鈥淭eachers have a lot to think about.鈥�

Central to this year’s project is the concept of mixed-grade interaction and camaraderie. IDL students recognized the potential for fostering connections between different age groups through collaborative gameplay. Whether it was designing relay races or tug-of-war competitions, they sought to create opportunities for students to work together, laugh together, and build lasting memories.

Dr. Wass鈥檚 class is specifically thinking about how best to get people on the field, thinking through the right numbers of kids in each group and the specific age groupings within each group. Caroline Amerson is a part of that group thinking through those details.

SPOILER ALERT! A new addition could be a dizzy bat, water cup relay?!?! Stay tuned鈥�

As the project enters the design and deploy stages, and excitement building, it’s evident Grade 8 students have embraced the challenges and responsibilities that come with designing a beloved tradition like the field games at Mustang Rally. Their journey from capturing insights and “a-ha” moments in the discovery and define phases to ideating, sharing, and revising ideas in the design and deploy phases, is a testament to the power of student agency and the transformative potential of applying design thinking principles in an educational and real-word context.

In the end, Mustang Rally is about the memories we create, the connections we forge, and the lessons we learn along the way. This year, thanks to the innovative spirit of our Grade 8 IDL students, the field games promise to be more engaging, inclusive, and memorable than ever before. Get ready to experience the thrill of Mustang Rally like never before! We can鈥檛 wait for Friday, April 26!

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Interim is a unique experience that propels our students into a world of learning beyond the traditional classroom walls. The Impact Ready Plan calls us to nurture globally proficient citizen leaders, and Interim is one of many tools that help us accomplish this feat. Interim includes travel, both domestic and international, Internships, and CORE. No matter which path you choose, all aspects of Interim are rooted in a deep understanding of cultural competence, guided by what we refer to as the “4 E’s”: Exposure, Education, Experience, and Empathy

Exposure

At the heart of the 糖心原创 Interim program lies the commitment to expose our students to the vast and diverse world beyond the confines of classrooms and textbooks. Through domestic & international travel, exploration of our very own Atlanta, and involvement in internships, our students embark on a journey of discovery. This exposure is not just about seeing new places; by stepping into communities beyond the classroom, whether it be through a trip to another continent, an internship at the CDC, or a visit to a local cultural festival, our students begin to see the world with new eyes. Exposure challenges preconceptions, sparks curiosity, and opens the mind to endless possibilities.

Education

Education, in the context of our Interim program, goes beyond the conventional. It involves teaching our students the skills and knowledge they need to navigate, appreciate, and contribute to the world’s diverse cultures. This educational journey ensures that our students are not just visitors but informed and respectful participants in the global community. You can read Anne Frank鈥檚 Diary, but have you walked through the streets of Amsterdam, into her house, seeing the wallpaper on her walls? In South Africa, students stood in a cell and listened to a former political prisoner tell his story. In Australia, students learned about the threats to the coral reef, then snorkeled the Great Barrier Reef and held bleached reef to fully understand the impact of climate differences. Students stood underneath The Creation of Adam in the Sistine Chapel, sledded down the Coral Sand Dunes, rode vespas through downtown Hanoi, Vietnam, and ventured through the deserts of Morocco on camelback. Learning happens everywhere.

Experience

Experience is where knowledge and exposure are transformed into wisdom. Our students are given the invaluable opportunity to live and breathe what they have learned about. This might mean partnering with a local school to play soccer/futbol, participating in a community service project like cleaning shrines, or working alongside local artisans to create pottery. This might look like an internship, bridging the gap between academic learning and real-world application. By tailoring internships to the interests and aspirations of each student, Interim provides invaluable hands-on experience in a variety of professional fields. Partnerships with leading organizations and MVXperts ensure that students not only apply the knowledge and skills acquired in the classroom in a practical setting but also foster meaningful connections with mentors in their chosen fields. Students are building their network now, not later.

Empathy

Empathy鈥攖he ability to understand and share the feelings of another鈥攊s the natural culmination of exposure, education, and experience. As students interact with individuals from many backgrounds, they learn to see the world from multiple perspectives. Students who participate in CORE experience learning through deep, meaningful connections in our surrounding communities. The CORE program fosters an environment where students are encouraged to engage in collaborative projects, community service, and leadership roles, thereby learning from diverse perspectives and real-world challenges. This deep sense of empathy allows them to connect with others on a human level, transcending cultural, linguistic, and geographical barriers. It is this empathetic understanding that will empower them to make meaningful contributions to our global society.

Watch the students trip recap videos here:












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Interim 2024 offered 4 unique opportunities for Middle Schoolers to learn, connect, and grow.

Building Character and Community: Sixth Grade Adventure in NC

For sixth graders, the journey begins with a focus on character-building and community development. The interim experience revolved around challenge-by-choice, where students had the opportunity to cultivate resilience through adventure-based activities. From scaling rock walls to navigating through wooded landscapes using compasses, every moment was a chance for students to stretch their imaginations and see their capabilities in action.

The emphasis on decision-making skills, collaboration, and relationship-building created an immersive environment for growth. As students faced challenges head-on and overcame obstacles together, they not only developed confidence in their abilities but also forged bonds that laid the foundation for a supportive community.

When asked about their experience in North Carolina, here is what several sixth graders had to say:

• “It was a fun experience and we got to do family meals and new activities. The counselors were so nice, and I loved sharing a room with friends.” – Payton Durant
• “I really enjoyed the ropes course because it was challenging so it wasn’t too easy but it was doable.” – Lily
• “The trip helped grow community by letting us share experiences outside of school.” – Fletcher Cheek

Boston Bound: Seventh Grade Exploration

In the seventh grade, students embark on a captivating journey to Boston, Massachusetts. This trip wove together history, culture, and education, offering students a rich tapestry of experiences that left a lasting impact. From tracing the footsteps of revolutionaries along the Freedom Trail to immersing themselves in the academic legacies of Harvard University and MIT, every moment was an opportunity for discovery and inspiration.

Through student reflections like those of Noah Grafton, who said he 鈥渓oved seeing all the history inside the city of Boston鈥� and Megan Hubbard, who shared that she 鈥渉ad lots of fun and enjoyed all the places we were exposed to or visited,鈥� we catch glimpses of the profound impact these experiences have on young minds. From broadening their worldview to sparking a love for history and exploration, the Boston interim trip became a catalyst for personal and intellectual growth.

Washington, D.C.: Eighth Grade Leadership

For eighth graders, the journey culminates in the nation’s capital, where they explore the corridors of power and the echoes of history. The trip to Washington, D.C., is a testament to the school’s commitment to nurturing globally competitive and engaged citizen leaders.

The trip included visits to iconic monuments such as the Martin Luther King Jr. Memorial, the Lincoln Memorial, and the Washington Monument. Students also explored the nation’s history at several Smithsonian museums and engaged in serious reflection at the National Holocaust Memorial and the Smithsonian Museum of African American History.

In addition to educational visits, the students enjoyed team-building and recreational activities, including an evening at Dave and Buster’s in Silver Spring, Maryland, bowling and bocce at Pinstripes in Georgetown, as well as an evening river cruise on the Potomac complete with dinner and dancing. Students also had the opportunity to visit and explore the grounds of George Washington’s 糖心原创 estate. While there, students connected with a real “糖心原创 moment,” bringing history to life.

Mamie Bowen spoke fondly of a highlight from her trip: “When we visited the Lincoln Memorial, the trip, for me, went from being a class trip to a trip with friends. We were taking pictures together and were in the moment. I realized we would have those pictures to look back on and remember this trip for the rest of our lives.”

This trip was an invaluable opportunity for our students to connect their classroom learning with real-world experiences which is essential for developing well-rounded, college-ready individuals who are prepared to lead with compassion and empathy.

The Washington, D.C. trip is just one example of how MV is dedicated to fostering a learning environment that encourages curiosity, critical thinking, and a commitment to learning by doing. By exposing students to the broader world, the school continues to uphold its mission of shaping engaged citizen leaders who are ready to make a positive impact globally.

Phoenix Fest: A Celebration of Learning

For students who did not participate in the grade-level overnight trips, Phoenix Fest offered an action-packed alternative. Led by Saira Panjwani and Jeanine Englert, this week-long celebration was all about exploration and creativity. This action-packed week was all about exploring the city and leaning into the MV Mantra 鈥淗ave Fun.鈥� Students had an exclusive behind-the-scenes tour of the Braves Stadium, the heart of Atlanta’s baseball scene. They toured the Coca-Cola Factory, dove into the history of this iconic drink and got a taste of Atlanta’s cultural scene. They unlocked their creativity at the High Museum of Art with a guided tour and had a fun STEAM Workshop. Lastly, they had a hands-on experience at the Splatter Studio in Sandy Springs where they created a one-of-a-kind art piece.

Through the eyes of students like Leighten Duckett, who said the experience was 鈥渟uper fun and very active鈥� and Jocelyn Towns, who shared 鈥淭he Splatter Studio was fun as I could get messy with paint but come out clean,鈥� we glimpse the joy and excitement that permeated these experiences.

Middle School Interim experiences transcend traditional notions of education, offering students a journey of discovery, growth, and transformation. Rooted in the school’s mission to prepare future leaders, these experiences not only foster academic excellence but also cultivate essential skills and attributes such as resilience, empathy, and curiosity. As students navigate through challenges, forge connections, and explore the world around them, they emerge not just as scholars but as empowered individuals ready to make a meaningful impact on the world.

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The nine-week course commenced with explorations of foundational stories from various religious traditions, inviting students to ponder the mysteries of existence and creation. Guided by Mr. Amerson’s unwavering commitment to fostering empathy, students delved into the core beliefs and practices of different faiths, grappling with questions of morality, ethics, and spirituality along the way.

Through thoughtful discussions and introspective exercises, students were encouraged to confront their own biases and preconceptions, paving the way for deeper connections and mutual understanding. As the weeks unfolded, students were tasked with envisioning a more inclusive future for their school community鈥攁n endeavor that echoed 糖心原创’s mission of preparing students to be engaged citizen leaders in a global society. From designing interfaith worship spaces to reimagining sacred rituals, their creativity and compassion knew no bounds. Through their projects and discussions, students not only broadened their own horizons but also became catalysts for positive change within their community.

Throughout the course, there were expeditions to the BAPS Hindu Mandir in Lilburn and a visit from Holocaust survivor, Hershel Greenblat.

鈥淥ne of the last projects they were invited to work on was to think about the difference between sacred and secular and design an interfaith worship space to have on campus. Some adapted the gym by putting up different symbols from different faiths and making it a little more inclusive. Others created totally innovative designs including exploring spaces outdoors. Like the Buddha who meditated under a tree. They started to put all these pieces together, recognizing you can still be authentically connected to your own faith while creating space for others to be able to be connected to theirs, and then find those points where we can connect and grow from each other. A couple of them built physical adaptations. They were just so thoughtful, empathetic and compassionate,鈥� Mr. Amerson explained.

Looking ahead, the future of the World Religions class shines bright. Plans are underway to offer the course next year to upperclassmen. The course exemplifies our belief that relationships are foundational and by fostering understanding empathy can take root and pave the way for a brighter, more interconnected future.

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The Myth of the Blue Light and the 20-20-20 Rule

One of the guiding questions of iProject I is 鈥淲hat do you want to know more about?鈥� 糖心原创鈥檚 mission is for student learning to be driven by curiosity and passion in the areas of Inquiry, Innovation, and Impact. In iProject, students have an opportunity to drive their own learning and manage their own projects. Patrick Allegra, Dante鈥檚 iProject teacher shared many times iProjects can take twists and turns and that is all part of the learning journey. 鈥淒ante actually had an epiphany one evening and came to speak to me about it. His eyes felt dry from extended periods of staring at his phone screen. Inspired by this discomfort, Dante conceived an idea for an app aimed at prompting users to take breaks from their screens. Unfortunately, he discovered through subsequent research that such features were already embedded in smartphones.鈥�

One of the requirements of iProjects is to engage with subject matter experts. Dante reached out to the Chat bot for additional insights. To his surprise, they responded, prompting him to delve deeper by sending questions directly to the doctors at TEG. Through the collaboration with TEG he unearthed several misconceptions surrounding blue light exposure. He discovered blue light from the use of smartphones, tablets, computers and other screens does not have direct negative impacts on our eyes, but it does have adverse neurological effects on sleep cycles.

With the advent of artificial light and electronics, people are being exposed to increased amounts of light before bedtime. While all types of visible light can affect circadian rhythms, blue light has the largest impact. Blue light stimulates parts of the brain that make us feel alert, elevating our body temperature and heart rate. Blue light suppresses the body鈥檚 release of melatonin, a hormone that makes us feel drowsy. While this promotes wakefulness during the day, it becomes unhelpful at night when we are trying to sleep.

It was also during the interactions with the doctors at TEG that Dante learned about the 20-20-20 rule, a recommendation from the doctor that advocates taking regular breaks to alleviate eye strain. Every 20 minutes of screen time, take a 20-second break and look at something 20 feet away.

Putting Ideas into Action

Dante shifted his focus towards the Myth of the Blue Light and the 20-20-20 Rule. Dante explained that gaining the insights wasn鈥檛 enough, he wanted to take it further. 鈥淚 wanted to share this information with people because I knew there were a lot of misconceptions about this subject, when I was in touch with the ophthalmologist, he said doctors are not as worried about eye strain with adults, they are more worried about younger people who are growing up with devices in front of them. I knew I had a potential outreach accessible to me with Lower Campus students.鈥� Dante explained.

His next step involved crafting a curriculum to educate younger children about the importance of eye care and the 20-20-20 rule.

Through a collaboration with Lower Campus Science teacher, Eileen Fennelly, Dante was able to share his research with several lower school classes as a guest teacher. Dante prepared age-appropriate presentations for Grade 1, and Grade 4 he knew he wanted them to retain the 20-20-20. To make the experience interactive and fun, the younger students prepared superhero mask templates for them to cut out and color. He then asked them to share what superpowers they would want to have with their vision. At the end of the presentations he asked each class what they learned and they all responded with the 20-20-20 rule.

Ms. Fennelly shared the impact Dante had on Lower School students, 鈥淭he kids loved that he did his own research with the Thomas Eye Group.They loved that he designed and executed his own project as a class, and I was impressed with his initiative to teach and reach as many students as possible.He took the initiative to come over and teach his lesson to our first grade students and it went so well he taught the fourth grade. His project is a great example of iProject research, initiative and success.鈥�

Dante’s work doesn’t stop here. He wants to do more to help parents and younger students understand the importance of eye health. He hopes to keep working within the school and maybe even expand his project to reach more people.

Dante’s story epitomizes Impact Readiness鈥攚here initiatives are both consequential to self and meaningful to others. By translating his iProject exploration into actionable change within the Lower Campus, Dante took his research and put it into action for the benefit of others.

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Partnership Genesis

The partnership began over the summer with a call from a representative of Temple Emanu-El, a synagogue in Atlanta, inviting 糖心原创 to participate in the Daffodil Project. The Daffodil Project aspires to build a worldwide Living Holocaust Memorial by planting 1.5 million Daffodils in memory of the children who perished in the Holocaust and in support for children suffering in humanitarian crises in the world today. Daffodils represent poignant hope for the future. They are resilient and return with a burst of color each spring, signifying hope, renewal and beauty. 糖心原创 eagerly accepted the invitation, with the Grade 8 class being a natural fit for the ongoing project.

Knowledge Meeting Impact

The collaboration seamlessly integrates into the Grade 8 curriculum, which involves studying the Holocaust and will include a class trip to the Holocaust Memorial Museum in Washington, DC the first week in March. The partnership also incorporates core literacies including scientific inquiry, with the attributes of empathy and grace. Additionally, the collaboration establishes an important connection between historical lessons and meaningful real-world, real-time engagement.

Survivor鈥檚 Insights

On Thursday, November 16, a Holocaust survivor, Herschel Greenblat came to speak to the entire class sharing his story. Born in the caves of Ukraine, Herschel Greenblat survived the Holocaust because of the resourcefulness and determination of his parents in evading the Nazis. As he states, 鈥淚t is because of my parents鈥� unwavering will that we were able to survive the horrors of the Holocaust.鈥� When the family settled in Atlanta, Herschel learned how to become an American as well as an active member of his southern community. Mr. Greenblat emphasized three essential values: love and respect for parents, teachers, and each other. Following the impactful session, students gathered to plant daffodil bulbs on the Upper Campus.

Community Engagement

Substantial preparation went into cultivating the soil, with each Grade 8 student actively engaging in planting a total of 500 bulbs on the Upper Campus, surrounding the trees near the Middle School. To date, the Daffodil Project Memorial Gardens include 861,000 Daffodils in 469 Locations. You can view the map of all locations .

Student Reflections

The students’ reflections capture the depth of the experience. Sarah Neff from Grade 8 expressed the significance of planting bulbs, stating, 鈥淏eing able to put the bulbs in soil. You鈥檙e helping people remember.鈥�

Charlie Rosenthal from Grade 6 found the experience meaningful as it affirmed his beliefs, while Smith Andres from Grade 8 highlighted the impact of hearing about historical moments from someone who experienced them firsthand. Katherine Gober from Grade 8 emphasized the powerful impact of listening to a survivor’s account, transcending the lessons learned in class.

New Flowers Starting to Bloom

Mr. Greenblat will return to campus next week (February 29) to visit with Grade 8 students and to commemorate the blooms that have recently sprouted. He plans to encourage students to take advantage of their upcoming trip to DC to learn more while visiting the U.S. Holocaust Memorial Museum.

糖心原创 Middle School’s partnership with the Daffodil Project stands as a testament to the power of contextualized learning and community engagement. Through this initiative, students deepened their understanding of history embracing attributes of empathy, integrity and grace. The blooming daffodils on Upper Campus serve as a living tribute, reminding future generations to stand up against injustice and cultivate a world rooted in love, peace and kindness.

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In May, the students will return to the GA Supreme Court to participate in mock oral arguments of a Fourth Amendment case; Schewe planned this first trip to the Supreme Court to provide students with an authentic model to help guide their future work.

The cases under review during the visit were TATUM v. THE STATE (S23G0955) and POWELL v. THE STATE (S24A0239) / SCOTT v. THE STATE (S24A0240), each presenting intricate legal issues and challenging questions for the court to consider.

In TATUM v. THE STATE, Mark Joseph Tatum appealed his convictions of peeping Tom and invasion of privacy, contesting the admissibility of cellphone evidence obtained through a search warrant. The central question posed to the Supreme Court of Georgia revolved around applying the “independent source” doctrine and its implications for the legality of the evidence in question.

On the other hand, POWELL v. THE STATE / SCOTT v. THE STATE involved former law enforcement officials challenging the denial of their motions to dismiss their criminal cases. John Powell and Brian Scott argued that the indictments against them were vague and failed to properly charge them with violating their oaths of office. The State countered, asserting that the trial court’s decisions were justified and that the indictments adequately outlined the charges against the defendants.

For the students, witnessing the legal arguments unfold in real-time provided invaluable insight into the legal process. They observed skilled attorneys presenting their cases, justices posing probing questions, and the deliberative nature of the court’s proceedings.

Jake Green, Class of 2025: 鈥淥ne thing that surprised me was how many questions the justices asked, and how they could just interrupt the lawyer at any time. My biggest takeaway was that the justices kept on asking if the question at hand was a constitutional problem or if it was a concept problem, meaning that what happened was unconstitutional or if the situation needed to be further understood before ruling if it was constitutional or not. One thing that I learned that I didn’t know about was how messy oral arguments can be. The lawyers are under a lot of pressure and constantly being asked questions, so it looked like it was hard for them to articulate their ideas.鈥�

Reflecting on the experience, students gained a deeper appreciation for the complexities of the law and the vital role of the judicial system in upholding justice. The visit to the Georgia Supreme Court served as a catalyst for engaging in discussions and further exploration of legal principles in Dr. Schewe’s AP Government class.

Edee Moorman, Class of 2024: “I thought it was cool that the justices sit in their chairs according to seniority on the bench, and that they move to different chairs as justices retire or lose an election.”

Maddy Clark, Class of 2024: “The justices kept interrupting the lawyers to ask them questions that could clarify their argument. Even though the justices were grilling both sides, it was almost like the justices were helping each lawyer come up with a better argument. The lawyers were trying to find something to get the justices to see their perspectives.”

As the students returned to their classroom, they carried a newfound understanding of the law’s intricacies and a renewed curiosity about the principles of justice that shape our society. Dr. Schewe’s class’s visit to the Georgia Supreme Court not only will help them prepare for their return visit in May to participate in mock oral arguments, but it was also a transformative experience that will leave a lasting impression on their understanding of the law and its impact on our lives.

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The Wild Weather Project

Dubbed “The Wild Weather Project,” a 23-week immersive experience was designed by the PK4 team of Betsi Mallouk and Bryanna Polidor in partnership with Lower School Arts teacher Cheryl Bruno and Lower Campus Maker teacher Constanza Pizano to tap into student wonders about weather. The Wild Weather Project extended over 5 months and just concluded with a culminating event last week. Fueled by the students’ genuine interests, anticipation for project time became palpable in our daily routines as they engaged in a multitude of activities and experiences, while they learned about various weather phenomena.

Preschool students had the opportunity to collaborate with their sixth-grade counterparts. Together, they conducted experiments, created observational drawings, and engaged in lively discussions.

Under the guidance of Ms. Pizano, students created a collaborative rainbow art piece. Through this project, they not only examined mathematical concepts including size and quantity but they also explored the science behind rainbows, sparking inquiries into light refraction and the color spectrum.

Documenting their learning became an integral part of the journey, with students eagerly capturing their discoveries through drawings, writings, and photographs. From journal entries detailing their favorite extreme weather events to snapshots of their imaginative play depicting simulated storms, each documentation served as a testament to their growing knowledge and understanding.

Perhaps the most exciting phase of their exploration came when they put their newfound knowledge to the test. Armed with recycled materials, students constructed structures capable of withstanding the fury of mother nature. Their challenge? To safeguard a delicate raw egg nestled within their creations from the simulated onslaught of various storms.

They transformed ordinary materials into resilient fortresses. From the roar of fans mimicking tornadoes to the tremors of a shaking bed sheet simulating earthquakes, the students navigated through a whirlwind of challenges, guided by their curiosity and collaborative spirit.

As the culminating event approached, excitement reached a fever pitch. Parents were invited to witness their children’s ingenuity firsthand, as the students proudly showcased their creations. For these preschool students, this journey was more than just a scientific exploration鈥攊t was a testament to the power of curiosity, collaboration, and creativity. As they reflected on their accomplishments, they emerged not only as budding scientists but also as resilient problem solvers, ready to tackle whatever challenges the future may hold.

In the end, their journey reminded us all of the remarkable potential that lies within each and every one of us鈥攖o learn, to grow, and to weather any storm that comes our way.

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