Course Descriptions

  • Class Descriptions for 2019-2020 school year

    Circle Time K-5 with Martha Wells

    Circle Time for grades Kindergarten through Fifth Grade is an opportunity for the younger students to listen to good literature through picture books and chapter books and discuss the meaning and/or lesson of the story. 

    Circle Time is also a time for students to engage in discussions on various topics ranging from current events to classroom procedures.

    Science with Martha Wells


    In this science class, for Kindergarten and First Grade, we will be exploring the science concepts of Patterns in the Sky and Plants and Animal, as it is important for students to study the natural world through observation and experimentation.

    Over the course of studying Patterns in the Sky, the littles will be maintaining a science journal.  They will be investigating the SUN and how it rises and sets in a pattern dependent on the seasons; SHADOWS and what is needed to make shadows and how does the length of shadows change over the course of the day; and the MOON and the different phases it goes through.  



    In this science class, for grades 2nd and 3rd, we will be exploring the science concepts of Weather and Climate, and Living Things: Past and Present. 

    When studying Weather and Climate, they will be maintaining a science journal to collect and interpret data from observations and labs. The second and third graders will become familiar with who and what a meteorologist does; making their own weather tools, weather vane and anemometer, to measure the weather; understanding different clouds and how they help in predicting the weather. as well as making clouds during a lab session; exploring condensation as it relates to what happens to the water in clouds to make it rain; and finally grasping the importance of the water cycle.  To gather information for the different concepts, the students will be researching, reading, watching Mystery Science videos, and conducting labs. 



    In this science class, for grades 4th and 5th, we will be exploring the science concepts of Ecology and Human Impacts and Astronomy.  The students will be maintaining a science journal as they participate in the scientific method of identifying the problem and formulating a hypothesis, testing the hypothesis and analyzing the data to prove or disprove their hypothesis.

    When studying Ecology and Human Impacts, the fourth and fifth graders will be studying Biosphere 2 and then planning and designing a new biome with regard to function and what labs will be conducted to prove the success or failure of the biome; will learn about the interrelationships of biotic (living) and abiotic (non-living) components of an ecosystem that must be present in order to create a functioning food web; will understand the relationships between organisms and how they depend on each other as predator, prey; will learn how ecological relationships are an interconnected web, and that changes in one part of the web can affect other parts of the web; will be introduced to the concept that a plant gets its energy from air, sunlight and water; will understand relationships between consumers, producers and decomposers in an ecosystem; and learn that the food web that supported the dinosaurs can be traced back to energy from the sun.

    To gather information for the different concepts, the students will be researching, reading, watching Mystery Science videos, and conducting labs. 

    When studying, Astronomy  the students will explore the relationship of the earth and the sun and how this relationship influences light, temperature, and seasonality, focusing on the central phenomenon: on Bainbridge Island, why do we experience more hours of daylight in summer and fewer hours of daylight in winter?


    6-7-8 English/Language Arts with Martha Wells

    In this course, students will be reading short stories and other literature and responding in writing. We will explore understanding plot, climax and resolution. Students will reflect on values and choices made by characters. We will also compare and contrast themes and formats. Additionally, we will examine human rights and civics through all of those means.


    K-1, 2-3, 4-5  Espanol with Profe Senora Ceniza

     This year we have 3 groups of Spanish based on combined age/grade levels, K/1, 2/3,and 4/5.  Each group is working on the acquisition of new speaking, reading, listening and writing skills. Classes are tailored to meet the needs of students who are brand new to the study of Spanish as well as meeting the needs of students who have studied Spanish in the past.

     We are starting the year with a look at Central American cultures, stories, flora and fauna.  Last year our Mosaic students learned about rainforests from around the world, and this unit on Central America is helping them to recall material from months ago in order to build a broader knowledge of our neighbors to the south.  

     Our classes are designed using the spiral model of pedagogy.  As learning progresses, more and more details are introduced, concurrently relating these details to the basics; core knowledge is reemphasized many times to help support the long-term memory of each student.  This model works really well when learning a new language, as repetition is essential.  To keep our classes interesting and lively, we engage in a variety of activities: songs, verse, dialogues, hand clapping challenges accompanied by children’s rhymes, drills covering the basics, picture books written and illustrated in Spanish-speaking countries, choral reading via large text, volunteer reading by individuals and dialogue pairs, grammar exercises, writing puzzles, board games, vocabulary contests, and cartoon talking-bubble creations.  

    We strive to instill interest in the Native and Spanish-infused cultures of Latin America and Spain.  Our work aims to prepare each student with keen powers of auditory perception and new abilities in speech patterns.  Students who begin studying a new language in the elementary years have a high rate of success in language classes at the secondary level, as well as great enjoyment using the target language with new friends and in world travels. 


     6-7-8  Science with Dana Ashton

    This year our middle school group will be covering three areas of study: 

    Cellular Biology in the Autumn, Electricity in the Winter, and Astronomy in the Spring.

    The chief aims of our scientific inquiry in this class is to provide many opportunities for hands-on experiments and to foster discussions that integrate knowledge from various fields.

    Cellular Biology:

    The organization of living things into cells is a fundamental concept in biology, and learning about cells provides a natural link between the study of whole organisms and molecular processes, including genetics. The study of cells also provides an ideal context for learning to use an important scientific tool, the microscope. Students of this age are excited to use microscopes to view very small things up close, and they are old enough to use them correctly and successfully. An added strength of our work is its integration of math and science concepts throughout the activities. Students will frequently be called upon to measure, estimate, use the metric system, scale up numbers proportionately, and calculate surface area and volume.  


    In this unit, students will be invited to discover electricity in nature and then find that electricity in circuits can generate energy in the form of light, heat and magnetism through the inquiry process. Through a series of investigations, students learn that electric circuits require a complete circuit (circle) through which an electrical current passes, and that different types of circuits show different types of characteristics. They will also discover which materials are conductors and insulators of electricity. As a culminating activity, students will apply their new knowledge by researching testable questions and/or wiring flashlights and other simple devices. 


    Students gain knowledge about the progression of scientific explanations (geocentric and heliocentric models) for the formation of the solar system. Students will identify the solar system’s place in the Milky Way Galaxy. Students should understand that objects in the solar system move in a regular and predictable manner. Those motions explain such familiar phenomena as days, years, phases of the Moon, eclipses, and the solar system’s place in the Milky Way Galaxy. Students will understand how gravity governs the motion of planets, comets, and asteroids in the solar system. Students will also be able to compare and contrast the features (i.e., physical characteristics, atmospheric conditions, distance from the Sun, and the ability to support life) of the eight planets in the solar system.


    Music with Ms. Tolley


    Rhythmic icons-long, short and silence, ability to keep steady beat; pitch-up, down, same;instruments of the music room; rhythmic notation; simple music forms; dynamics-loud, soft, fast, slow; performance opportunities.


    Rhythmic independence; singing and understanding pitch direction; meter recognition through  listening and playing instruments (Orff xylophones, ukuleles, marimbas, drum ensembles, classroom instruments); understanding of notes on staff and instrument classifications, preparing music ensembles, and singing songs for end of year parent performance.


    Instruments of the orchestra, recorder, ukulele, marimba ensemble playing, continued rhythmic, notation, meter understanding within songs and ensembles, Singing voices-Soprano, Alto,Tenor, Bass; continued ensemble practicing with recorder, ukulele, marimbas in preparation for end of year performance opportunities.


    Students build upon the skills learned in previous years to create, perform, respond to and interpret music individually and within an ensemble setting using voice, marimbas, ukuleles, recorder and selected classroom instruments. Students use musical skills and techniques to explore and apply the elements of music and make choices based on their abilities and experiences. Students prepare for ensemble performance opportunities on parent nights.


    Art with Siri Miller

    This studio focused class gives students a hands-on approach to the visual arts through: CREATING, PRESENTING, RESPONDING and CONNECTING art. Students are encouraged to take chances, try new materials, and talk about their art and artistic choices.

    Visual arts standards connect directly to the Washington State Visual Arts Standards. Each project connects to the grade level standards for that particular grade band.


    Use art vocabulary while creating a piece of work; Engage in imaginative play; Explore art using multi-sensory experiences; Work with clay making identifiable objects; Learn Elements & Principles of Art; Learn proper use of materials; Work Collaboratively


    Create a piece of art stemming from an imaginative idea; Explore art using multiple tools and materials; Demonstrate proper use of art materials; Work with clay making identifiable objects; Learn Elements & Principles of Art; Repurpose objects to make something new; Work Collaboratively to solve an artistic problem


    Explore & Invent art making techniques; Learn to revise art work after peer discussion;  Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment; Create artist statements using art vocabulary to describe personal choices in art-making


    Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design;  Explain environmental implications of conservation, care, and clean-up of art materials; Apply methods to overcome creative blocks; Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design; Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats including fair use, copyright, etc.; Reflect on and explain important information about personal artwork in an artist statement