By Lori Altenbaumer, 7th/8th Math & Science

Last week, our 7th grade scientists stepped into the shoes of astronomers as they investigated one of the biggest questions in space science: How does gravity affect the motion of the solar system?

Using a marble, softball, and a simple piece of fabric, students modeled the delicate balance of forces that keep Earth and the other planets moving in orbit around the sun.

In the experiment, the marble represented Earth and the larger softball represented the sun. Students first pushed the marble across a flat surface, watching how inertia caused it to travel in a straight line unless acted upon by another force. Then, by introducing a piece of fabric stretched with the “sun” in the center, they were able to see how the marble’s path bent toward the sun - an excellent hands-on model of gravity’s pull.

Through trial and error, students experimented with different pushes and starting points for their “Earth”. They observed how:

• Inertia alone would send the marble moving endlessly in a straight line.

• Gravity alone would cause Earth to be pulled directly into the sun.

• When gravity and inertia worked together, the marble curved around the sun, just like Earth does in its orbit.

Students were even able to achieve a stable “orbit”, discovering firsthand that it takes just the right balance of speed, direction, and force to mimic Earth’s year-long journey around the sun.

The lab made abstract concepts come alive, helping students visualize how the invisible forces of gravity and inertia interact to shape the predictable motions of our solar system. This hands-on investigation not only deepened their understanding of space science but also reminded us all of the incredible precision of the universe we live in.

By Lori Altenbaumer, 7th/8th Math & Science

Our 8th grade IPC students recently set sail—well, sort of! As part of our current unit, they tackled a hands-on lab investigation exploring chemical reactions, engineering design, and data collection through the Bottle Boat Lab.

The challenge was simple but thought-provoking: What is the relationship between the amount of fuel used and the distance a bottle boat can travel?

Students designed boats out of recycled water bottles and powered them using the classic reaction between baking soda (NaHCO₃) and vinegar (CH₃COOH). This fizzing chemical reaction produces carbon dioxide gas, which creates enough thrust to push the boats across the water.

Working first as a class, students brainstormed design ideas and agreed upon a standard testing procedure to make sure their data would be reliable. Then, in small groups, they experimented with different amounts of vinegar (amount of baking soda was kept constant), carefully measuring how far their boats traveled each time. While collecting data, students were able to see patterns emerge more clearly, compare results, and evaluate the effects of changing one variable at a time.

This lab wasn’t just about fun (though there was plenty of that splashing around!). It gave students the opportunity to:

• Apply scientific inquiry and the engineering design process.

• See chemistry in action as a chemical reaction created motion.

• Practice identifying independent variables, dependent variables, and constants.

• Work collaboratively to standardize procedures, collect data, analyze results, and draw conclusions.

The Bottle Boat Lab perfectly blended science, creativity, and critical thinking. Our 8th graders loved seeing their boats zoom (or sometimes sputter!) across the water, and they left with a deeper understanding of how chemical reactions can be harnessed as a source of power.

Just like their bottle boats, our students are propelled forward by curiosity and determination—and there is no telling where their learning journey will take them next!

By Lori Altenbaumer, 7th/8th Math & Science

At St. James Day School, traditions carry meaning far beyond the classroom, and one of the most important responsibilities entrusted to our 8th grade students each year is the care of the United States and Episcopal flags. Recently, our 8th graders raised the flags for the very first time this year, marking the beginning of a leadership duty that symbolizes honor, respect, and service.

Flag duty is more than a daily routine - it’s a lesson in responsibility, attention to detail, and reverence for our country and faith. Learning how to correctly unfold, raise, lower, and fold the flags is a process that requires precision and teamwork. These small but significant acts help students understand the weight of tradition and the importance of doing things with care and respect.

For many, this was their first experience handling the flags, and they took the task to heart. After raising the flags, our students paused to recite the Pledge of Allegiance, a reminder of the freedoms and values represented by the symbols waving above our school grounds.

This milestone moment is one our 8th graders will repeat daily throughout the school year, serving as role models for younger students who watch and learn from their example. We are proud of the way our student leaders have embraced this new responsibility and look forward to seeing their continued growth in stewardship and service.

How does the mass of a rocket affect its acceleration and force?

This was the driving question for our 8th grade IPC (Integrated Physics and Chemistry) students as they wrapped up their Motion & Force unit. To explore this concept, students conducted an investigation centered around Newton’s Three Laws of Motion - using balloon rockets as their test subjects.

Working together, students built a simple launch station and tested two balloons of different masses. For each balloon, they conducted three trials, carefully recording the time it took for the balloon to stop and the distance it traveled. With that data in hand, they applied familiar formulas to calculate speed, acceleration, and force.

After collecting and analyzing their results, students were able to evaluate whether their findings supported their hypotheses. They also reflected on why their results turned out the way they did-making connections to Newton’s Laws. From the action-reaction pairs in the balloon’s launch to the role of mass in acceleration, students saw the laws of motion come to life in a hands-on, memorable way.

This engaging lab not only helped the students’ understanding of motion and force, but also served as an exciting and meaningful conclusion to our unit!

By Susie Rogers, ELA, 5th=8th

Poetry isn’t just about rhyme and rhythm—it’s a creative way to tell stories, capture emotions, and even explore history. In a recent interactive assignment, students engaged with poetry on a deeper level by analyzing, creating, and presenting different forms of verse.

The lesson began with videos and examples showcasing five poetic styles: haikus, limericks, ballads, narratives, and alliteration. Each form had its own unique structure and purpose—haikus distilled moments into a few syllables, limericks added humor and wit, ballads wove historical tales, narratives told complete stories, and alliteration played with sound and repetition.

After reading and analyzing examples, students took on the challenge of writing their own. They didn’t just create one poem—they crafted all five! Each poem had to connect to a historical theme, a personal experience, or a meaningful subject of their choice. Some wrote haikus about nature’s beauty, limericks about school life, ballads of historical figures, and narratives about personal journeys. The alliteration pieces were especially fun, as students experimented with tongue-twisting phrases.

By the end of the assignment, students not only had a collection of original poetry but also a deeper appreciation for the versatility of poetic expression. This hands-on approach proved that poetry isn’t just something to analyze—it’s something to experience, create, and bring to life!

Our eighth graders recently wrapped up their Reactions unit with a series of interactive lab stations. I love using lab stations in science for several reasons: they get students moving with a clear purpose, provide an engaging way to review previously covered material, and foster inquiry-based learning-whether reinforcing concepts or introducing new ones.

In this unit, the first two stations gave students extra practice balancing and classifying chemical reactions. Station three was a hands-on mini-lab where they explored both endothermic and exothermic reactions, while station four built on those discoveries with a follow-up activity. One of the best parts of this approach is that students can work at their own pace, allowing me to provide more one-on-one support where needed. It’s also the perfect opportunity to address any misconceptions and deepen their understanding. In other words, it serves as a FUN way to learn!

Our eighth grade students had the opportunity recently to tour three different secondary schools on their journey in finding the right path beyond their time here at St. James Day School. They visited Texas High School, Pleasant Grove High School, and Genoa Junior High School (pictured) and were able to get a peak into the variety of classes and daily life at each. We hope that these tours will help our students make good and informed decisions about their academic futures. Best of luck to all of our SJDS eighth graders and their families as they navigate this exciting next chapter!

As a fun project during our Bonding unit, the 8th grade students were tasked with designing a superhero based on an element from the periodic table. This project involved three parts: research, superhero design, and a letter to another superhero. Each superhero design was based on characteristics of the element found from research. After the superheroes were designed, each student worked with a partner with whom their element would “bond” with to write letters to each other about how they would take over the world - or save it - together as an ionic compound. To conclude the project, the students briefly presented their superhero designs and letters to their classmates. These students truly shined during this project, but it is not over yet! There will be an extension of it during our Reactions unit coming up….STAY TUNED!

Superhero #1 - Bulbycalcium (Calcium)

Superhero #2 - Sulfrion (Sulfur)

Ionic Compound #1 - CaS (Calcium sulfide)

Superhero #3 - C-Man (Caesium)

Superhero #4 - Broman (Bromine)

Ionic Compound #2 - CsBr (Caesium bromide)

By Susie Rogers, 5th-8th ELA

This wonderful community service by our 7th and 8th grade classes has now become a fabulous, and highly anticipated tradition with Life House Church and their Kidz Club for Kindergarten through 5th grade children. We were able to provide a delicious dinner, make a reindeer cocoa mix, praise Jesus through song and dance, and give each child a Christmas present filled with gloves, blankets, socks, toys, and yummy treats! The interaction between our students and the children brought smiles and some tears to everyone who witnessed the complete joy and goodness that was shown. The experience truly emphasized the true meaning of Christmas!

This year, our 8th graders demonstrated what they learned about atomic structure by doing TWO projects in class. Similar to the IPC class last year, they brought materials to class and constructed a 3D Bohr model (named after Niels Bohr) of their assigned atom. They were required to include the correct number of each subatomic particle and represent the atom using at least three different types of materials. An information tag about their atom was also displayed hanging from the models. As a summation for the first project, they briefly presented their Bohr structures to their peers!

The second project for the unit tasked the students with creating a mini-periodic table of the first 20 elements to show their understanding of atomic structure and the periodic table. Instead of writing just the atomic symbol for each element, they illustrated each with a Bohr model drawing. Also included was a title and color coded key. There is nothing quite like learning by DOING!

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

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

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

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

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

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

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

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

By Susie Rogers, ELA, 5th-8th

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

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

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

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

By Susie Rogers, ELA 5th-8th

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