CENTRAL LOCAL SCHOOLS

As the famous expression goes, America is the “Land of Opportunity,” where people from all over the world can truly become anything they want to be. Such is the case for first-year Fairview Spanish teacher, Mr. Edu Eloy Maurel and his wife, Mrs. Lola Revuelta Cortés, who made a life-altering decision a little more than one year ago to pursue employment in the United States through a program called “Profesorado Visitante de Estados Unidos y Canadá,” or as it’s translated into English, “Visiting teachers in United States and Canada.”

“It is a program between the Ministry of Education of Spain and different countries, such as the United States, Canada, Australia, Ireland, Germany or China,” explained Eloy Maurel. “Around six hundred spots are offered each year for the whole country. To be able to participate, you must be a teacher in Spain and, in addition, you need a certain level of English language and experience requirements, which is why many of the people who apply to be part of the program are ultimately rejected.”

The journey into teaching started for Revuelta Cortés long before it did for Eloy Maurel. She had been a teacher in Spain, which qualified her for the program.

“I´ve always known about this program, not because I previously knew someone who had participated in it, but because I love new experiences, and I love travelling, so I usually check the webpage of the Ministry of Education to see new opportunities that might be of interest for me,” stated Revuelta Cortés. “I already applied for this program in 2020, and I was accepted at a high school in Michigan. But then the pandemic made everything a bit more difficult, so I rejected the offer.”

Then the same opportunity arose down the road in Antwerp, OH a few years later.

“The truth is that I applied for (a job opportunity in) Canada, but then they gave me the option of Ohio,” noted Revuelta Cortés. “I didn´t know much about Ohio apart from its location within United States. I accepted and passed my interviews.”

“Each state has its own requirements,” explained Eloy Maurel about the ability to become a teacher in the United States through this program. “Once you meet all the requirements, each state has an advisor who is in charge of doing personal interviews. If you pass that one, it is finally the school that does the last interview to choose its candidate. In our case, three videoconference interviews were necessary for my wife to be offered a position as a Spanish teacher at Antwerp Local Schools. The program lasts three years and, in some cases, it can be extended to five years.”

Fast forward to the spring of 2024, and Fairview’s seven-year-veteran Spanish teacher Mrs. Jacqueline Davis resigned for a new opportunity. Historically, finding qualified Spanish teachers is not an easy task for school administrators. However, Mr. Tim Breyman, high school principal, came up with a great plan. He knew that Eloy Maurel had been substitute teaching in area schools during the 2023-2024 school year, so he made contact with a few people, and the process for employing Eloy Maurel quickly took shape… although it wasn’t easy on the aspiring teacher’s end.

“It (becoming a licensed teacher) has been a sprint,” exclaimed Eloy Maurel. “I am a civil engineer, so the world of education is something new for me. It is true that it has always been something that has called my attention, but I had never taken the step. When I arrived here, I started as a substitute teacher, and I realized that I liked it and that I could be useful.

“When the possibility of becoming a Spanish teacher arose at the end of April, I did not hesitate, despite the effort that it entailed. First, I had to pass an oral and written Spanish exam to certify that my level was sufficient to teach that subject. That was obviously the easy part for me. Then, coinciding with our family vacation in Spain, I had to complete a very extensive 180-hour training course in just two months. This was a great effort, since the course had part theory and part practice, and obviously everything was in English. As expected, as it is not my native language, the time I invested in writing my practical assignments was high.”

But the hard work paid off just in time: “I got my (Ohio teaching) license a week before classes began!”

On top of everything else going on, the couple shares a beautiful three-year-old daughter named Maria, who for the most part knows Northwest Ohio as her only home.

“My daughter is the one who has adapted best,” admitted Eloy Maurel. “When we arrived here, she was only twenty-one months, so she was not aware of the great change that this meant. At first, it was hard because it took months until we found our permanent home, and for us this meant a lot of stress and worry, not finding a place to live. However, she was never aware of all this.

“Regarding the language, María was just starting to speak when we arrived, so she has learned three languages ​​at the same time: Spanish, Catalan, and English without any problem. In Spain, she had been going to a bilingual Spanish-English childcare for some time, and here we wanted her to continue attending it. Once we found the childcare, the transition was easy. She is a girl who likes to be with other children. Now, she has her routine at the childcare, some extra activities like dancing and swimming, and we love spending time together as a family.”

Revuelta Cortés echoes a similar message concerning her daughter as what her husband does.

“Our daughter is fully adapted to the life in Ohio,” noted Revuelta Cortés. “After a year of full immersion in English, she is now able to speak English, together with Spanish and Catalan, which is another language that is spoken in the specific part of Spain where we come from.

“Obviously, she is much more proficient in Spanish than in English because she has had a lot more input. However, we can see how she sometimes mixes the three languages in a single sentence. She knows which language to use with each individual. That is something that may seem difficult, but is pretty normal for kids with different mother tongues, that is, bilingual or multilingual kids. She is at that stage of life when our linguistic system is being forged, and for kids of this age that is not a problem since they are sponges, which means that they are able to learn any language they are exposed to, and they will do it in a proficient way. That is another reason why we came here with a twenty-one-month-old daughter; we just wanted her to learn the language in a real context."

Although the transition for Maria has been seamless, the adults admit that the adjustment has taken time.

“We come from a big city, Barcelona, ​​so there is a lot of differences (between Spain and Northwest Ohio),” stated Eloy Maurel. “In big cities everything seems to go faster, and here, life is more relaxed.

“Although it is true that the beginning was hard, due to the housing searching and not knowing anyone, once we settled in, we could openly say that we are happy to be here. We want to thank everyone who helped us at the beginning. All of them have made a difference for us. Thanks to all of them, despite having family far away, we have felt very welcomed.

“We have several anecdotes that have happened to us due to the culture shock, but we have adapted well. There are differences such as in food, restaurant tips, school system, etc… but perhaps, what we find most difficult is the meal schedules. In Spain, we usually eat around 2:30-3:00 pm and have dinner after 9:30 pm. We are improving, and now we usually have dinner before 8:00 pm. For us, it is quite an achievement!”

As far as the differences between teenagers in Spain and teenagers in Northwest Ohio, again, they have noted some obvious ones.

“I would say that teenagers here are calmer and have other interests or hobbies,” explained Eloy Maurel. “I don't think it's all due to a cultural difference but rather to the rural environment we live in. Here, children are more at home, and in Spain at that age, they are more street-wise.”

According to Revuelta Cortés, both sets of teenagers are special in their own ways: “The ideal combination for me would be to have the outgoing and adventurous spirit of Spanish teenagers, who are street-smart and enjoy spending time outside, together with the respectful, kind and extremely polite character of the kids in these rural areas.”

For those adventurous readers, Revuelta Cortés concluded with some great parenting advice: “My parents were the ones who insufflated in me this desire to know more about people in other parts of the world, other cultures and lifestyles, and they did this by means of the many trips we did in my childhood. But they also helped me open my eyes to the world as a teenager. That´s what we are trying to do with our daughter, and that´s what I encourage families to do with their kids, since traveling and having new experiences is the best legacy we can leave to them, and there is still a world to be discovered and enjoyed by our youth.”

For students interested in hands-on activities and learning something new while “on the job,” the Fairview High School engineering classes are for you. The latest example of these attributes is a project Mr. Ray Breninger recently introduced to his Engineering 3 students.

“My Engineering 3 students recently designed and 3D-printed some caps for a table in the concession stand at the football stadium,” explained Breininger. “Daniel Vogelsong and Payton Kimpel used their tinker cad to design and create the necessary 3D STL files to be printed in the maker space.”

To better understand 3D STL files, this term is defined by Adobe as “a file format commonly used for 3D printing and computer-aided design (CAD). The name STL is an acronym that stands for stereolithography — a popular 3D printing technology.”

“Mrs. Beverly Singer made this request right before school started this year,” continued Breininger. “I used this project request as an opportunity to review the engineering design process for these guys. They used the review of the engineering design process as they are currently preparing to choose a year-long project to complete for the course. They will develop a community project from start to finish to either build something or pitch an idea using the engineering design process and all they have learned over the last two engineering courses.”

Both Kimpel and Vogelsong agreed that maybe they had initially underestimated the complexity of this project but learned a great deal from it.

“What surprised me while completing my task was how much extra time was needed,” admitted Vogelsong. “I have learned from this unit how prototyping is essential to the engineering design process. When designing something, you have to have direct and exact measurements, (which) can be really helpful and consume less time.”

“What surprised me is the number of failed prototypes we had,” stated Kimpel, echoing much of Vogelsong’s sentiments. “We had to remeasure three times and had to make six different prints to make it right and able to prevent people from getting cut by the edges of the table. I learned how to use customer needs to create a product (using) trial and error.”

Another big objective of engineering class and something that Breininger preaches often is that successful projects frequently require second and third go-arounds. Again, both students concurred with their teacher’s prospective.

Noted Vogelsong: “If I had an opportunity to change a procedure during the development of the device, I would make sure my model was scaled correctly with precise measurements. Something else that I would have done differently would be further testing the capabilities and limits of the caps.”

“I would use the correct measurements and to scale the 3D print in a way of using the tolerances of the 3D printer,” claimed Kimpel about another shot at this project.

When asked about his experience in the engineering pathway, Vogelsong sang its praises.

“The engineering courses in Fairview Jr. High and High School provide and ensure physical and digital creative freedom and development for learning minds. If anybody is looking forward to an inventive pathway in the future, the engineering courses should be worth a try.”

In the picture below, Kimpel and Vogelsong pose with their finished product.

A handful of motivated students with a vision. Sometimes, that’s all it takes to bring about major positive changes. Such is the case at Fairview HS where a student-led initiative from the recent TRIBE Challenge resulted in a sparkling facelift for the varsity girls’ locker room during the summer of 2023. The TRIBE Challenge, a product of the school’s PBIS program, is a list of opportunities for students to make a difference in their school and community.

Among the leaders of this project was junior Kayla Mavis, who did most of the initial communicating with school officials and played a major role in seeing this project through.

“As student-athletes, we are in the locker room daily, and when we saw it was an option for the TRIBE Challenge, we took the opportunity to make it more comfortable and cleaner for ourselves and all female athletes,” explained Mavis about what motivated her to take on this project.

The list of projects was basically three-fold: Tear out the small, unusual lockers, apply a fresh coat of paint on the walls and lockers to be saved, and replace the old lockers with large cubbies able to hold today’s oversized gym bags. The group, which largely consisted of Mavis, Jayci Schooley, Kortney Grinnell, Natalie Timbrook, Summer Hiler, and Cheyenne Zeedyk, made it happen over the course of three-four months.

However, before they touched one locker or applied one coat of paint, the students took it upon themselves to fund as much of the project as possible with a successful car wash held in early June at the elementary school. With a hard-earned $1,400 in hand, they set out on their mission.

Removing the lockers was the first step, and with the help of teachers Mrs. Lauren Hurtig and Mrs. Kristi List and community members Mrs. Jenny Mavis and Mr. John List, the girls got busy. After removing a large number of screws and wriggling the lockers out of place, they sent them off to be recycled.

Then it came time for the big project: painting the walls and lockers. After conferring with experienced painters, they put together their list of supplies, spent several days covering areas not to be painted, then applied one coat of primer and two coats of paint on all of the walls and lockers that were kept. This part of the job turned out to be very cumbersome, but they kept their promise to both themselves and school officials that they would see it through.

When asked if she ever thought they had bitten off more than they could chew, Schooley stated with a smile: “Yes kind of. I think going into it we were pretty confident, but when we really started and realized what we were doing, I definitely questioned if it was a smart idea or not.”

She’s definitely glad she kept going and gave credit to the main group of workers.

“This would not have happened if it weren't for Kayla Mavis, Kortney Grinnell, Natalie Timbrook, Summer Hiler, Cheyenne Zeedyk and me to step up and take the initiative. We also would have never been able to do this without Mrs. Hurtig.”

The final project was to install new cubbies, and the group solicited the help of a local furniture company. Not having quite enough money to complete the project as needed, Mavis and her mother Jenny reached out to Mr. Arnold, who noted that the board of education would cover the balance. Thus, the project was finished on September 23.

Concluded Mavis with a big grin on her face: “We really appreciate the help from several adults in the community, especially Mrs. Hurtig. We couldn't have done any of it without her support throughout the project.”

Shown in the picture below (left to right) are Kortney Grinnell, Jayci Schooley, Kayla Mavis, Summer Hiler, and Natalie Timbrook in front of a set of spruced up lockers and beautifully painted walls.

Although earthquakes are not a regular occurrence in Northwest Ohio, many local residents do spend time traveling to other parts of the world where earthquakes happen more frequently. With that understanding, Mrs. Rayna Moore incorporated earthquake preparedness into a recent physical science unit dealing with energy and forces.

“With recent severe weather conditions and natural disasters around the world, it seems you can never be too prepared,” calmly stated Moore.

As part of her lessons, Moore detailed the story of her own personal earthquake experience in Kaohsiung, Taiwan. The year was 2013, and she was traveling with the company Feld Entertainment as an assistant electrician on the show “Three Classic Fairytales,” which consisted of abbreviated versions of Snow White, Cinderella, and Beauty and the Beast. During the very last show of the tour, when the seven dwarves were singing “Hi Ho, Hi Ho,” a 6.2 magnitude earthquake struck. The 13,000-pound set began swinging back and forth, and panicked audience members fled the theater. Moore and her soon-to-be fiancé were staged in the lighting booth, where they were running the lighting and audio aspects of the show, when they suddenly realized there was nowhere to go. However, they managed to stay calm and patiently await instructions from the production director. Fortunately, after taking quick action, all members of the cast or crew were unharmed. The show was able to resume in a timely manner, and all the princesses found their “happily ever-after.”

After sharing these harrowing details, Moore turned to her students and asked this simple question: “What should you do in the event of an earthquake?” Answer: “Drop, cover, and hold on!” she exclaimed. She continued with more specifics and outlined the following plan:

1. Drop to your knees, so the tremor cannot knock you off your feet.

2. Cover, especially your head and neck, by ducking under the closest, sturdiest piece of furniture.

3. Hold on to your cover to prevent you from shaking away from it.

Moore’s classes then practiced an earthquake drill using those techniques, knowing that anyone in this dire situation can never be too prepared.

Freshmen Jonathon Huffman and Kaden Kennedy were two of the students who studied and practiced the drills. When asked what he learned, Huffman stated that everyone should “stay in a safe place no matter what until the shaking is over (and) that you need to put your hand over your head.” He also mentioned getting objects that are non-harmful to surround the outside of the table openings.

Kennedy echoed many of Huffman’s sentiments.

“I learned that I had to cover my head and to stay safe undercover,” he explained. When asked what he might do differently the next time, he smiled and said, ”I might act like I’m yelling louder.”

Pictured below are Kennedy (left) and Huffman (right) seen in action.

Winter may officially be coming to an end in less than a week, but the hallways outside the Fairview Elementary School art room remain full of amazing color and beautiful artistry created by the fifth-grade students as part of the annual “Winter Animals in Chalk” unit. Inspired by the work of fellow Ohioan Charley Harper, best known for his highly stylized wildlife prints, posters, and book illustrations, Mrs. Denise Pannell’s students did what many of them didn’t think they could do – draw and color amazing lifelike wildlife pictures.

“The requirements for this project were to realistically create an animal in a winter scene,” explained Pannell about the primary objective for this unit. “They were given the choice of many animal photos from which to use as a reference while creating their art.”

To kick off the unit, Pannell introduced her students to the work of Harper, who created stylized drawings of animals. His techniques allow students of all ability levels to perform at higher levels than which they believed they could.

“He reduced the animals to their basic shapes while keeping the integrity of each characteristic,” noted Pannell about the strategies used by the former Cincinnati resident. “The students were shown how to look at a photograph of an animal and use the basic shapes that they saw to form the basis for their animal drawings.

“From there, they used a pencil eraser to draw out these shapes – which wipes right off – on their black papers,” continued Pannell. “Once they had the basic shapes outlined in the correct proportion, they were asked use a pencil to add details, such as markings on the animals, eyes, and items found in the background.”

The next step was to use a black oil pastel to outline their animal and a white oil pastel to outline any snow.

“These lines acted as a barrier to keep the chalk pastel from mixing together too much,” explained Pannell. “The students were eager to add color to their animals using colored chalk, and we discussed making their animals as realistic as possible, especially in the texture of the fur and feathers. Finally, the students filled the skies using two colors of chalk, which were blended together and added snowflakes using oil pastel.”

This unit, which generally occupies most of February, is one Pannell highly anticipates each school year.

“This has become one of my favorite projects to do with fifth graders, not only because the results are spectacular, but I love seeing the look of accomplishment and pride in each student’s face as they finish their art!” exclaimed Pannell with pride beaming from her face. In addition, students often exceed their own expectations.

“I always get a few students who look at the examples and swear that they absolutely CANNOT draw an animal in this style, but once I show them all my tricks and tips, it usually seems to click with them. I remind them that everything can be broken down in to lines and shapes when trying to draw. After all, how did we learn to write our names? It’s all lines and shapes.”

Proudly displaying the top art work (left to right in the picture below) are fifth graders Kadilyhne England, Emmy Anderson, Liberty Becker, and Chevy Orr. These students’ artwork, as well as other Apache Kid Artists, will have their work on display at Just Be Original Fine Arts Academy in the Defiance Northtowne Mall for the month of April.

Norwegian playwright Henrik Ibsen once said, “A picture is worth a thousand words,” and for nearly two hundred years these famous words have rung true time and time again. Of course, without the use of cameras, these words would have far less meaning. But who really knows how cameras actually work? This was part of the inspiration behind Mr. Ray Breininger’s recent Engineering 1 lesson.

“My Engineering 1 students recently completed the Pinhole Camera Unit,” stated Breininger, now in his sixth year introducing students to the world of engineering.

Another objective from this unit was to combine various measurements to accommodate individuals with fewer skills.

Explained Breininger: “Students created a pinhole camera from used shoe boxes. They discovered the engineering design process as they created their pinhole cameras to meet both quantitative design specifications and qualitative requirements for usability by people with limited dexterity in their hands and wrists.”

On the last day of the unit, students posed for a picture using the camera designed by freshmen Gabe Cline, James Smith, and Kalvin Woodring. Smith expressed a lot of satisfaction about what he learned as well as the end result.

“We learned how to calculate the camera's distance to the object as well as the importance of a light-tight box,” noted Cline about one of the objectives. “It was a fun lesson that I think had a good turnout.”

Students also learned new vocabulary words, most notably parts of camera that they had never really considered prior to this unit. As an example, Woodring drew attention to the aperture, which is defined as “a space through which light passes in an optical or photographic instrument, especially the variable opening by which light enters a camera.”

“This lesson taught me very much about how cameras work,” explained Woodring. “I found the way film paper works by burning with sunlight very interesting.”

With most projects or lessons, both trial & error and timelines become factors in the equations. Such was the case here as well. When asked what they might do differently if given the opportunity to complete this lesson again, Woodring detailed a well-thought-out response.

“The way we light-sealed the camera was very inefficient and led to redesigns later on. So, if we did the project over again, I would have spent more time on sealing at the beginning,” deemed Woodring.

For Smith, it was about the pinhole itself. “I would have designed a smaller pinhole for a career picture,” also noting that the smaller the pinhole, the clearer the image becomes.

Breininger was pleased by his students’ efforts and enthusiasm for this lesson.

“Our last day, students asked to take a class picture,” noted Breininger, as evidence as to how excited his students were about the success of their projects.

Shown in the pictures below are Cline, Smith, and Woodring (left picture), who developed the camera (center picture) that took the picture of the Engineering 1 students (right).

When it comes to essay writing competitions, the word "dynasty" doesn’t come up often. However, one could make the case that for the VFW Post 3360 Patriot’s Pen essay contest, Fairview MS has a dynasty going. For the ninth time in the past thirteen years, Fairview took home the gold, silver, and bronze medals in this competition, held annually and open to all middle school students in Defiance County.

The theme for this year’s competition was "My Pledge to Our Veterans."

“Each year, the VFW reaches out to the language arts teachers in the Defiance County Schools about the Patriot's Pen Contest,” explained Mrs. Tracy Robinson, who coordinates the event for her eighth-grade students. “The prompt given each year is on a patriotic topic, and the students are asked to interpret it and write a 300-400 word essay on the topic. My classes have been involved with this contest for the last 13 years, since 2009.”

For Sammy Mavis, it’s a family affair, whose older sisters all competed in this event as middle school students. Now she’s followed in her older sister’s footsteps by claiming the top place.

“My sisters did Patriot’s Pen when they were in school, and I remember my oldest sister, Cassie, winning,” stated Mavis. “All my sisters who wrote the essay in previous years got picked by Mrs. Robinson so, of course, I wanted to do the same.”

Both Robinson and her students take this writing assignment very seriously.

“Once I receive the information about the Patriot's Pen Contest, I spend a class period reviewing the rules of the contest, and then I assign all my classes to write on the topic given that year,” stated Robinson. “We begin with a brainstorm activity of all the ideas they can come up with associated with the topic. I then work with them to write an outline of how they want to organize their information in the essay and then give them class time to type it.

“After reading all the essays from my students, I am allowed to enter five-ten essays each year to the VFW for consideration for the contest, along with all the other entries from other Defiance County Schools. Once all essays are entered, it is then up to the VFW readers to decide who places in the contest.”

Third-place finisher Amaya Perez was motivated to do well for a couple of reasons.

“My motivation to participate in this event was to voice my opinion and to truly recognize and thank all of the veterans,” noted Perez. “The theme of my essay was about all of the freedoms we are given that we use in negative ways every day, and how I pledge to always do good with the rights I am given.

“Thank you to all of the veterans that have fought for our country,” stated Perez with pride in her voice.

“I appreciate all the hard work my students have put forth all these years in the VFW Patriot's Pen Contest,” concluded Robinson.

The picture below depicts Fairview eighth grade students (left to right) Sammy Mavis (1st place), Morgan Mavis (2nd place), and Amaya Perez (3rd place) flanked by VFW representatives Jim Seymour (far left) and Chris Taylor (far right).

Whether the competition involves academics, athletics, or co-curricular events, Fairview High School students continue to shine in local competitions. This fact was again exemplified as senior Mykenzi Hartz recently finished as the Defiance County runner-up in the annual VFW Post 3360 Voice of Democracy contest held this fall. Started in 1947, this year’s theme was “Why is the Veteran Important?” For Hartz, her reasons for competing were two-fold.

“I was motivated to participate in this event because I found it not only as a great way to thank our veterans for their service but also contribute towards my college expenses,” explained Hartz, gleaming with pride. Her runner-up finish accomplished both goals, as she made a great impression on the judging committee and earned a $1,000 scholarship for her efforts.

“The theme of my presentation was ‘Why the Veteran is Important’,” continued Hartz. “In my essay, I was able to present how veterans are not only the heart and soul of our country, but also a representation of the freedom our country has fought to obtain.”

In order to participate, students must write a patriotic essay on the theme that is announced each fall. Applicants must then submit both their written essay and an audio recording of the essay. Students in grades 9-12 are eligible to submit entries for this scholarship competition.

School counselor, Mrs. Lori Polter, is the school’s point of contact. She plays a critical role in the students’ success by advertising the event, getting English teachers involved, and assuring that students are following specified guidelines.

“Over the years, we have had great success with students placing in the top four and winning scholarship money at the Post (local) level,” stated Polter, who confirmed that Fairview has been participating since at least 2004-2005. “I help students by making sure their entries are complete and submitted in the proper format.”

Hartz now has the opportunity to move to the next round where the stakes are even higher.

“Winners at the local level advance for judging at the district, state, and national level,” continued Polter. “Students compete for over $2 million in scholarships given by the VFW organizations across the US.”

Each year nearly 80,000 students compete in various VFW Post level competitions, with the VFW Post 3360 sponsoring two other upcoming events: A Defiance County scholarship for seniors (due in December) and the Patriotic Arts Contest (due in March). Interested students should reach out to Polter for more information.

Shown in the picture below is Hartz (center) accepting her award from VFW Post 3360 treasurer Chris Taylor (left) and Post Commander Jim Seymour (right).

Every year as students enter high school, many of them inquire in one class or another, “Why do we have to learn this?”

Physical Science teacher Mrs. Rayna Moore has been answering this question by offering creative analogies for her students, comparing points of her lessons to what she knows her students are truly interested in: Food. Moore remembers one of her first examples while doing her student teaching in a biology class.

“If you never tried chocolate ice cream, how would you know you liked it?” enquired Moore to a group of disgruntled students, challenging the necessity of a particular lesson. “High school is like a buffet. Some dishes you will like, while others you won’t, and it is important to know both.”

This topic again came up in a recent lesson Moore introduced to her physical science students, when some students wondered why it was really necessary to learn “how elements combine to form compounds and the fact that the ration of elements in these compounds is always consistent.” And what better way to make her point with teenagers than to turn to an example of misinformation found on TikTok. A current TikTok trend says that water can be “big” or “small,” and only “small” water is good for you because it keeps you from bloating and doesn’t dilute your system.

“Wrong!” exclaimed Moore.

She and her students then discussed how every water molecule is made of exactly two hydrogen atoms and one oxygen atom. Water can never be “larger” or “smaller.”

“We talked about how out in the world people make claims all the time, and it is up to our students to gather background knowledge and techniques for researching reliable sources to make their best decisions about these claims.

“In this case, it was decided that these misinformed TikTok-era (messages) are spreading fake news to sell a product, but my students in physical Science class won’t be falling for it.”

One such student is freshman David Bennett.

“I learned that people are willing to go against science to sell people a product,” explained Bennett about his new-found knowledge. “Even if science is proving them wrong, they will still fight for you to buy a product even if they know they are wrong.

“I find (it) especially interesting that even if science can and does disprove things they say, they will still try to get you to buy their product. I believe that this is a good lesson that can teach people that you shouldn't always listen to what people say to you and that you should do your own research.”

The morals of this story are simple: 1.) You never know until you try; and 2.) Don’t fall for every sales pitch you hear. You many find yourself on the wrong end of a bad deal.

The picture below depicts the Tik Tok lesson Moore used to make her point, resulting in she and her students disproving the false theory than there is such a thing as “big” and “small” water.

Anyone who is a fan of the 1960’s television series The Andy Griffith Show knows that Barney Fife would frequently get upset about something and abruptly quit his job. After one such event, Fife says to Sheriff Taylor, “There’s a great big world out there, and I’m going to take my place in it.” Although this classic show was often full of silly scenes like this one, Don Knott’s iconic character was definitely correct about “the great big world” and all it has to offer to the many organisms it helps to survive. Through the leadership of Mrs. Rayna Moore, her biology students spent several days studying this topic.

“The world is full of resources and during a recent ecology unit, my biology class learned how these resources interact and the systems that drive them,” explained Moore. “What better way to study how systems in nature interact then to go and explore it.”

Thanks to the beautiful weather that was plentiful through much of the fall, along with the wooded area on the school grounds, students were able to get in some hands-on learning.

“It is important for students to understand that ecology is not made up of far-off concepts. It is everything around them,” explained Moore.

After an introduction to the unit and various key terms, students were divided into groups to apply their new found vocabulary to their backyard world. They were challenged with finding examples of ten key terms, taking pictures of them, and arranging them in a Google Slide presentation showing their understanding. Students also researched the area’s ecological past and discussed what changes have been made and why.

Another outdoor activity that students enjoyed was creating a food web and learning about the flow of energy through the web. In this activity, students were each assigned an organism native to Defiance County. They were tasked with arranging themselves into a food web and labeling each organism as an autotroph or heterotroph, as well as determining whether they make their own food or get energy by consuming other organisms.

Among the students who benefited from this lesson was sophomore Kayla Mavis.

“This was a good, interactive lesson to teach us about the different levels of a food pyramid,” noted Mavis. “It was interesting to learn the specific classifications within each trophic layer and their characteristics.”

Students also had to work together to classify each organism as a detritivore, carnivore, herbivore, omnivore, decomposer, scavenger, or producer.

“Students were able to use real-world, local examples to fortify their learning,” concluded Moore.

The left picture below represents atmosphere, which is defined as the layers of gases surrounding a planet or other celestial body.

The center picture below represents biotic factor, which is any living part of the environment with which an organism would react.

The right picture below represents community, which is an assemblage of different populations that live together in a defined area.

Statistics show that today’s youth are under more stress than their parents and grandparents were at the same age. To help young people cope with this fact, the teachers and staff at Fairview Middle School have introduced an evidenced-based suicide prevention program called Sources of Strength. Introduced to the district during the 2020-2021 school year by Laura Kamp, NWOESC School Climate Facilitator, this program was well received by Principal Suzanne Geis and School Counselor Adam Brickner. However, it was the buy-in from the teachers and staff who comprised the Positive Behavior Interventions and Supports (PBIS) team that has transformed the program into the successful program that it is today.

“The PBIS team was a vital part of the decision to implement the program,” explained Brickner. “Once we had our teachers on board, we knew it was going to be a success.”

The program promotes the following strengths:

· Family support;

· Positive friends;

· Mentors;

· Healthy activities;

· Generosity;

· Spirituality;

· Physical health; and

· Mental health.

Relationship is a main focal point of the Sources of Strength. The program brings together positive student allies called Adult Advisors with a varied group of Peer Leaders from as many school peer groups as possible. The Adult Advisors and Peer Leaders are trained by national trainers and meet to plan and implement programming regularly. SourcesofStrengh.org explains it this way:

This team of youth and adults work to build a community of Strength, not only by practicing Strength in their own lives, but by sharing that Strength with others through Strength-based/public health style messaging campaigns. Spreading stories of Strength across a school or community, Peer Leaders invite students, staff, and their community to interact, engage, and apply Strength to their own lives.

Among the students active in this year’s program is seventh grader Chloe Northrup, who is doing what she can to make middle school a great experience.

“There are many ways we as a student body can support each other,” stated Northrup. “For example, even though we're not all close, we're always there for each other and other students in the group. And the staff members who are a part of this group are supportive of new ideas and thoughts each person has.

“We never get judged for anything we throw out there in meetings. Instead we simply get deeper into detail.”

While the main goal of Sources of Strength is prevention, the program has had success in the areas of intervention and crisis situations as well. SourcesofStrengh.org continues by saying:

A Peer Leader who has been trained in Sources of Strength is four times more likely to refer a friend they are worried about to a trusted adult. A Sources of Strength team works to create a culture of help-seeking and connection, where it is okay to not feel okay and where reaching out for help is a sign of Strength, not weakness. We also realize that tragedy and hardship still occur in life, despite our best efforts: Loved ones can get sick, a school could lose a beloved teacher, etc. However, a Sources of Strength team can have great impact on a community after such loss. Peer Leaders can act as the eyes and ears of the school, helping adults be more aware of the areas of the school that may be struggling and in need of support. Sources is also about helping people heal and recover after tragedy. In this way, Sources can have a more universal and comprehensive impact in prevention, intervention, and postvention.

Continued Brickner: “Peer Leaders, with the help of Adult Advisors, promote change through positive messages of hope, help, and strength. The students are not young mental health counselors but are fellow peers trying to encourage others to improve their behavior and make healthy life-choices.”

Paying for the program included grants provided by Ohio School Wellness Initiative (O.S.W. I) and Prevention First of Ohio. Kamp continues to seek out grants to make sure the Sources of Strength is fully funded at Fairview Middle School.

“It is so much fun to be able to feel comfortable with a giant group of people even though we are not all in the same grade level,” noted Northrup. “With them, I always feel welcome, sometimes even more welcome than kids in my own grade. Trust is very important to have and if I'm being honest our whole program is built on it. I've learned to trust and be more supportive because of the program."

She also has much praise for everyone involved.

“I don't think anyone realizes how many great adult advisors and student advisors (we have) that work hard in this program. It's not the easiest thing to do. It is a real commitment, but we all enjoy it. We have such an amazing group of staff and students who all put lots of effort into encouraging and spreading positivity throughout the school just for everyone to grow stronger in their strengths.

“So I would love to give them a special thanks for everything everyone in the group has done to promote our program! Thank you everyone in the group for choosing to continue in the program this year. Again, thank you staff for putting lots of planning and training into our program!”

Shown in the picture below is Sources of Strength Wheel. Each Wednesday, students have opportunities to win small prizes for correctly answering questions about one of the strengths.

Mrs. Rayne Moore loves science, and she clearly wants her students to love the benefits of science as well. This admiration for her field of work was recently on display, as for the second year in a row, Moore organized a field trip to Wittenberg University for her physics students.

“To make advances within our society, scientists must collaborate often sharing methodologies, research findings, and even equipment,” stated Moore with a noted tone of excitement. “With that in mind we embarked on a mission to share STEM opportunities with local seniors.”

Students had the good fortune to explore the Wittenberg campus and see labs being used to research dusty plasma and antimatter, visit the campus’s observatory, and see a particle accelerator without traveling to The European Organization for Nuclear Research, better known as CERN.

One such senior, Michael Mansel-Pleydell, spoke fondly of his experience at the Springfield, Ohio university.

“On our visit, I was able to gain a general understanding of anti-matter, particle accelerators, and dusty plasma,” explained Mansel-Pleydell. “I also learned about the various career pathways available for a physics major in particular. Something I found especially interesting in this lesson was the diversity of applications available for a physics major in the modern world.”

This year’s trip was the second for Fairview students. However, Moore took it a step further and invited students from three area high school to join her Fairview students.

“My first year at Fairview (2021-2022), I contacted one of my physics professors at Wittenberg (about a prospective field trip),” explained Moore about how the trip’s origin. “I always said I chose Wittenberg (to attend college) because of the particle accelerator that students can access, and I wanted to show my students how many opportunities were available in the discipline.

“With the support of my principal and superintendent, this year I set out to extend this opportunity to experience STEM research to a broader audience,” she continued. “I used the connections that I had made to work with Antwerp, Wayne Trace, and Crestview Local Schools to invite students and educators to come with us and see what research is being done firsthand.

“I am so excited that we were able to share the importance of collaboration with a much fuller bus this year.”

As much as knowledge as educators have to offer, knowing the right people and getting their students in front of the right people, opens up additional doors. No one knows this better than Moore.

“As you make your way into the educational system, you make many connections: mentors, professors, student teachers, etc.” stated Moore, who didn’t take the typical route to teaching and has learned the importance of networking.

In the pictures below (left to right), students observe the particle accelerator, check out the retractable roof on the observatory, and visit a beautiful campus building.

Anyone who follows politics has likely heard the expression, “Make your voices heard at the ballot box.” In other words, those who wish to have laws enacted that represent their way of thinking need to cast their votes for political candidates whose views align with theirs. However, before citizens can cast such a vote, other citizens need to step up and run for office, also known in Lehman's terms as “getting their name on the ballot.” But how does one go about doing so?

Recently, students in Mr. Andy Singer's Political Pathways class had the opportunity to ask that question and more to Miss Erica Krouse, who represents the Toledo-area office for longtime Ohio Senator Sherrod Brown. Among many topics, she discussed her role in his office and how to get involved in government/elected office.

“My students have been studying the process of becoming a politician and the decision-making process that goes along with it,” explained Singer. “To help, we invited Miss Krouse and other local and state politicians to come in to be guest speakers to get a first-hand account of politics in action.”

According to Krouse, most politicians get their start by working in some form of government work to see how the process works. Most are often already fairly prominent members of the community who wish to share their experience and values with the people they represent. Most politicians, she believes, have the best interest of their constituents in mind and really do care about making life better for people.

When asked how she became involved in politics, she explained that she did what most people do when looking for job.

“I saw where Senator Brown was looking for someone to help in his Toledo office, and I thought I would apply,” state Krouse. “I don’t want to be a politician, but working for one has been rewarding.”

To become a candidate in the state of Ohio, the first step is to be a registered voter. From there it's a matter of filing paperwork with the elections board, getting the necessary number of signatures from other registered voters, and getting all paperwork turned in on time. Most people who wish to become candidates are able to successfully complete the process on time. From there, it's just a matter of campaigning and getting the message out that you are the best option for the job, she explained.

The picture below depicts Krouse answering one of the many questions asked by Fairview students.

Data shows that students often learn the best through active, hands-on activities. To help solidify this point, the Fairview sixth-grade students recently attended the Defiance County Soil and Water Conservation District where the students were able to participate in a variety of conservation-based presentations in the areas of water treatment, pollinators, geology, petroleum products, soils, and archery.

Organized by the sixth grader teachers, and facilitated by local conservation experts, reviews from students were largely positive.

“Going hands-on is something I enjoy," stated Gage Miller with a smile on his face. “It was a great learning experience for all of us.”

“I think this field trip was an amazing experience to learn about all types of things and give students the chance to take part in some of the activities,” excitedly stated Carson Main. “I was really surprised when we did the water treatment activity because I did not think the color would change.”

Classmate Riley Maulsby shared in the excitement, but his favorite activity involved geology.

“My favorite thing at the field trip was the rock center,” Maulsby exclaimed. “I liked the story the guy (local geology expert) told us about two brothers and a sister. One brother liked to make destruction, (while) the other was peaceful.

“Another thing I liked about the rock center was the rocks. They had insane colors on them, and I liked how they had different shapes and sizes.”

Miller wasn’t expected to be surprised, but even he was. Stated Miller: “The one thing that surprised me was the petroleum products station. This opened my eyes to a new career I didn't see myself entering.

“Considering that my dad works for Defiance County Soil and Water, it was a surprise to me that I learned something there.”

When asked whether he would do anything differently should he have a chance to participate in this event again, Main noted that he would “change the type of water I picked for the water treatment activity and see what effects that has on the color of that water.”

Maulsby admitted that he had a big change of heart concerning the soils activities.

“When I went, I wasn't really interested in the soil center,” said Maulsby. “But if I could go back, I would pay more attention because now I find soil interesting.”

There’s no question that Miller had a great time. “There was absolutely nothing on that field trip that I would change. It was perfect!”

“Our students had a great day of hands-on learning and represented Fairview well!” exclaimed Mrs. Anne Frank, sixth grade math and science teacher.

To top it off, lunch was provided to the students and adults by the Conservation District, with Maulsby giving high praise to his meal.

“One last thing I want to say about the field trip is I loved the lunch,” a smiling Maulsby noted. “It was good, especially the hamburgers and chips.”

The center picture below shows the sixth graders taking a break from the day’s events, while the pictures of the left and right show students in action.

As the saying goes: When students are in a good frame of mind, the best learning takes place. Thus, the physical and mental health of all students remains a very high priority at Central Local Schools. To help amplify this important point, Mrs. Lindsay Estle has introduced a program known as "Flicker of Hope," which is aptly named after an age-appropriate book written by Julia Cook. Being that September is Suicide Prevention Awareness Month each year, Estle found creative ways to bring this program to her fifth-grade students.

“In the elementary level, suicide is not a topic discussed. However, depression and feelings of sadness and anxiety are very prevalent among the older students in our school,” explained Estle, now in her fourth year serving as the elementary counselor.

“I wanted to bring awareness to an awesome donation and project here at the elementary school,” continued Estle. “I created a Donors Choose project to purchase the book (Flicker of Hope) for all of our fifth-grade students at Fairview Elementary. The project was fully funded by one donor in memory of her father, Mr. Gerald Foust, who was a teacher in the district for many years.”

Students in fifth grade had the opportunity to read this story during their guidance lesson on September 30th and spread hope and positivity throughout their class by becoming “Hope Builders.”

Concluded Estle: “The students then decorated a candle poster and put a positive message for their classmates to look at throughout the year. The students will let their light shine throughout the year and hopefully will always remember to build hope, seek help when needed, and to let their light shine throughout their lives.”

The picture below features each of the candles displayed neatly under a poster reminding students just how important they are.

Fairview Middle School students are once again showing just how much they care about one another's education and well being, this time by introducing a program appropriately named the "Kindness Cupboard" Spearheaded by seventh grader Chole Northrup and her mother, Andrea, this cabinet offers school supplies to any MS student who may have a particular need for a new pencil, pen, or several other items on any given day.

"My mom originally saw a Facebook post, and that gave me the idea to email Mr. Bricker (MS counselor) about it," explained Northrup with a very humble look on her face. "Then we set up a meeting with Mrs. Geis (MS principal), and she approved the idea."

Located just outside the middle school office, students have opportunities between classes, during lunch, or other appropriate times to grab a variety of needed school supplies. Hygiene products, such as deodorant, shampoo, and tooth paste are also available.

According to seventh grader Anthony Singer, the cupboard is serving a great purpose.

"Kids are ready for class when they use the cupboard and are not slowing class down to have to ask for a pencil," stated Singer. They now have access to folders so they will have their papers ready for class."

Another program already in place, known as Sources of Strength (SOS), has also been very pivotal in the success of the cupboard.

"The whole operation came from the group SOS," noted seventh grader RayShawn Maulsby. "Led by Mr. Brickner, he called us all down and we got to work."

Seventh grader Dasen Wermer has noticed the value of the cupboard.

"I think that was a really good idea to do the Kindness Cupboard," said Wermer, "and I also really like helping do the cupboard. The first goal is that everyone uses it correctly, and everyone knows that they can use it for stuff they need."

One concern noted was that students may not want to be seen using the cupboard and/or taking advantage of the program. So far, that hasn't been the case as outlined by seventh grader Olivia Schindler.

"I have seen a student take a folder from the cupboard," noted Schindler. "Hopefully, that means kids are getting more comfortable using it.

"I have the hope that kids won't take advantage of the cupboard and just use it (even) when they don't need it," continued Schindler. "A goal of mine would be for kids to not be scared or embarrassed and to just use the cupboard when they need it."

Northrup, Singer, and Schindler noted their appreciation for the support the program has received from the adults at Fairview MS.

"Mrs. Schlachter was the teacher to get the cupboard and help with decorating it, so we should thank her," stated a smiling Schindler.

Singer chimed in: "Having help from Mrs. Schlachter and Mrs. Cooper played a big role in the success of the Kindness Cupboard."

"I want to give the adult advisors and Mr. Geis a thanks for making my idea come to life!" exclaimed Northrup. "It's been really helpful to people and that was our goal. So thank you!!"

The middle picture below shows that five students that brought this idea to life. They include (counter-clockwise from upper left) RayShawn Maulsby, Olivia Schindler, Chloe Northrup, Dasen Wermer, and Anthony Singer. The pictures on the left and right show its outside and inside.

The Engineering program at Fairview High School not only remains a popular option of elective courses, but it also continues to grow at a steady pace. The latest example is the inception of a course appropriately named Engineering 3. As one of just ten high schools in the United States partnering with the University of Texas to pilot this course, the course is an authentic, project-based engineering course.

Mr. Ray Breininger, who teaches each of the courses in the engineering pathway, explains a couple key objectives for this fledgling course:

“Students will work in teams to identify a need in their community and apply the engineering design process to address that need. This student-driven, special-projects course will give students the opportunity to apply the skills developed in the engineering pathway, and to integrate and apply math, science, and communication skills to engineering.”

One of the first lessons this year involved having students complete a rapid prototype for a catapult.

“Our objective was to quickly design, test, and redesign a catapult that could consistently hit a target at 100 centimeters,” explained senior Quinton Smith. “This catapult was to be made out of popsicle sticks and rubber bands.

“Our final design was to be completed in two days. On the second day, we were given a twist. Instead of having to fire a ping pong ball at the target, we were to fire a cotton ball.”

This activity is designed to help review the engineering design process they have studied over the last two years.

“This lesson was a review of prior Engineering Your World (EYW) courses,” continued Smith. “We used the engineering design process (EDP), concept sketching, teamwork/collaboration, and all the model-building skills we learned in EYW 1.”

The left and right pictures below show closeups of the catapult, while the center photo displays Smith and junior Ava Breyman in action as they embrace this unique lesson.

Central Local welcomes seven teachers, five paraprofessionals, and one administrator to its team for the 2022-2023 school year. Shown in the picture below are (front row, left to right) Taylor Estrada-Guerrero, elementary learning loss recovery teacher; Becca Harvey, grades K-1 interventional specialist; Joleen Cottrell, elementary paraprofessional; Diana Singer, HS paraprofessional; and Alayna Jackson, elementary paraprofessional. The back row features (left to right) Kelsey Marbaugh, grades 2-3 intervention specialist; Emily Deetz, MS paraprofessional; Nicole Delaney, third grade teacher; Ken Ciolek, fourth grade teacher; Josh Hoeppner, elementary asst. principal; Emily Hamman, first grade teacher; Larry Bowers, HS math teacher; and Christine Rohrs, elementary paraprofessional. Let's all give a big Apache welcome to the new members of our outstanding staff.

Imagine being able to control a wheelchair just by using head motions. That was the objective of the Engineering 2 class’s final lesson for the 2022-2023 school year, and it was one the students will certainly remember for some time as the lesson was very much student driven almost right out of the gate.

“This unit was led by the students as much as productively possible,” explained veteran teacher Mr. Ray Breininger. “I led the initial lesson where the design challenge is laid out, and the students did the rest.”

The goal is to “build” a wheelchair that will be manipulated simply by the passenger’s head motion. Students had some initial directions and a clear starting point, then they were challenged to test their skills.

“The students used the requirements and constraints provided by the Email to Engineers, an explanation of the hardware, plus multiple handouts,” continued Breininger. “After that, the students were then set free to complete the unit using the skills that they have learned in all of the previous units and engineering.”

Among the students who learned many valuable lessons from this unit is Charlotte Vogelsong.

“One thing I learned from this unit is how important it is to communicate with your partners,” stated Vogelsong. “This unit wasn't the kind where our group could split up, do our tasks, and come back together to form a final project. We had to discuss how individual tasks would affect or play a role in the outcome and work from there.

“For example, Andy Mosier was in charge of coding the wheelchair device, the switches that operate it, and the camera/monitor. Together, we discussed how the camera, monitor, and switches were supposed to work, how many he planned on using, and how we could attach or fix them to a wheelchair. Then, Allison Rhodes and I designed models to fulfill the needs and constantly checked back in with Andy to ensure we were on the right path. Without communication, it would've been like trying to combine two different puzzles: our designs wouldn't fit together.”

Madisyn Clark also had praises for the knowledge and experience she garnered.

“A few lessons I learned from this unit were how to accurately use the engineering design process, how to program through a MotorHat, and how to delegate different tasks to team members,” explained Clark. “We have been using the engineering design process since Engineering 1, but we kind of drifted from using it in every aspect of the project due to COVID. This was also the class's first time programming through a MotorHat."

Continued Vogelsong: “I also learned how important it is to test our designs. Allison and I had to try to ‘break’ our designs for the switches. The purpose of trying to break a design is to test its limits, functionality, and safety. For example, we thought we had come to a final design that could hold our switches, but when tested, a piece that was crucial to the functionality broke off, leading us to redesign and make the piece thicker.”

Both students also agreed there were some surprises along the way.

“Personally, one thing that surprised me about this lesson is that I was the one to solder everything even though I had never soldered in a serious manner before,” said Clark with a chuckle. “With all of the soldering I did, I became way more efficient than when I first started. When soldering my first MotorHat it took me about three hours and on my last MotorHat it took maybe ten to fifteen minutes.”

“I was surprised by how time-consuming it would be,” noted Vogelsong. “We started this unit in April, and despite splitting up the work, we worked for the rest of the school year finishing the project. However, knowing that we have put our best efforts into this project, it is rewarding to see it all come together.

“This unit has been challenging and time-consuming, but we have had a great support system: intelligent, creative classmates and Mr. Breininger, who we can rely on for feedback and assistance, concluded Vogelsong”

Shown in the pictures below are (left) Madisyn Clark, Andy Mosier & Cory Mavis (center), and Charlotte Vogelsong (right) busily competing various tasks.

Over the course of the past four years, Miss Kim Beek has utilized the Donors Choose program to bring an array of books, furniture, and other classroom supplies to her classroom, all with the goal of making the learning experience and learning environment thrive. To date, Beek has spearheaded sixty-eight projects with close to 500 donors. All told, her efforts have raised over $30,000 in materials.

What she is most proud of is her efforts to supply books for her students.

“The support I have received from donors to get books for the children is phenomenal,” stated Beek. “Families receive books that may not have otherwise been available to them. Reading at home is so important.”

Along with books for both home and the school library, Beek has secured funds to purchase several other items, including supplies for on-campus field trip items during COVID; journals and pre-made blank books for writing each year; manipulatives, STEM items, and dress up clothing for student learning centers; new furniture, a light table, and sensory materials for student learning centers; and Wobble chairs, scoop rockers, floor cushions, and lap desks for each student.

She is quick to show appreciation to those that make donations for Fairview students.

“I like the connections made with donors and the ability to thank each one for their contribution and support for my students,” she concluded.

The left and right pictures below show various classroom supplies, while the center picture depicts students checking out books in the elementary with the help of Ms. Kim Dockery, elementary library aide.

Fairview Middle School students continue to excel in local math competitions, as evidenced by several high finishes in this year’s annual MathCounts competition held recently at the Northwest Ohio ESC in Archbold.

“This year, MathCounts was a little different than usual,” explained eighth grade math Mrs. Beverly Singer, who serves as Fairview’s local coordinator. “The national organization hosted the chapter and state competitions virtually to allow students in all different parts of the country to participate. Local chapters were allowed to host in-person events if they chose, but these were not used as qualifiers for advancement.”

Fairview participated in both the virtual and in-person chapter competitions with the following results:

* In-Person Chapter

- 2nd place Team: Landon Clemens, Ayla Singer, Malaki Neilson, Levi Panico

- 3rd place Individual: Landon Clemens

- 5th place Individual: Malaki Neilson

* Virtual Chapter Competition

- 1st place Individual: Landon Clemens (state qualifier)

- 9th place Individual: Malaki Neilson

* Virtual State Competition

- 76th Place Individual: Landon Clements

Singer loves having her students take on this challenge.

“The problems that our students are often faced with through this competition often challenge their problem-solving skills,” continued Singer. “For a single problem, they often have to put together several skills they've learned in the classroom, but haven't typically used at the same time. While putting these skills together, they solve challenging problems and stretch their thinking.”

Seeing the students improve from year to year is what continues to motivate their teacher.

“As seventh graders, students are often very timid and overwhelmed with the process.

As eighth graders, it's great to see their maturity and confidence in their ability grow. Landon participated and qualified for state as a 7th grader. This year, he was able to improve his final placing in that event,” concluded Singer with much pride.

In the pictures below, Landon Clemens (left) and Malaki Neilson (right) show off their hardware, while the team of Ayla Singer, Neilson, Clemens, and Levi Panico pose for a quick photo during a break time (center).

Make room for more hardware, as the Fairview archery teams brought home a boatload of it from this year’s state archery tournament held recently in Columbus, OH. Out of the several schools that competed, the high school team and the elementary team each finished second overall in their respective categories, while the middle school team was right behind in third place in its category.

Not only did our archers shine as teams, but an amazing six individuals finished first overall in their grade level. This group of sharpshooters includes the following student/athletes:

· Stephanie Moore: 12th grade girls division

· Clayton VanArsdalen: 11th grade boys division

· Edreanne Peck: 7th grade girls division

· Liahm Kimpel: 6th grade boys division

· Rachel Ward: 4th grade girls division

· Will Mavis: 4th grade boys division

Although doing well as a team and individual is important to the archers, many were quick to note that this sport does way more than just name winners. It adds a great deal to the overall school experience.

“The archery program has added to my experience during school by teaching me perseverance, leadership, and how to be mentally tough,” stated senior Marissa Sims, who finished a respectable 6th place in the 12th grade girls division.

Her teammate, Moore, expressed similar feelings: “The archery program has added to my experience during school by helping me meet new people and get closer to others from my school. It has also helped me get recognized more at my school when being mentioned on the announcements.”

Van Arsdalen points out the mental aspects of what archery has done for him. “Being in archery has taught me to be patient. Archery is very much a mental game, and you have to learn to be calm and patient and not let stuff get to you.”

For Kimpel, it was his family that sparked his interest in the sport.

“My sister joined archery when she was in fourth grade, and my dad also hunted with his bow. So seeing the shoot made me want to,” explained the sixth grader. He certainly puts in the time, which is reflective of his performance. “I try to shoot at least four nights a week and sometimes more. I'm going to nationals, and to get ready I will just try to shoot a little bit more and focus more on my shot not as much on my grouping.”

Brett Zeedyk, who finished third for Fairview middle school and 8th overall in his division, believes the archery program has elevated school sprit.

“The Fairview archery teams continue to be a source of pride for the school and community as evidenced by their success again this season, especially at the recent state tournament,” noted the well-spoken eighth grader. “All three teams finished in the top three of the team scores with the high school and elementary teams each finishing as runners up.”

With the national competition on the horizon, most of the student/athletes who have qualified are practicing hard in hopes of impressive finishes at such a prestigious event. Among those is fifth grader Olivia Zeedyk, who is making plans and gearing up for the competition. Said Zeedyk: “I’m planning to go to nationals, and I’ve been practicing really hard. I usually spend one hour a week with my bow.”

The top two seniors, Moore and Sims, are especially excited knowing this will be their last go-round as a Fairview Apache.

“I am looking forward to our final competition at the NASP National Tournament, where we will compete with teams from around the country,” stated Sims in her usual steady way. “I have always enjoyed being a part of the archery program, and I am grateful to everyone who helped with the program throughout my time as an archer at Fairview.”

“Archery has affected my life in many positive ways,” declared Moore. “I loved the overall experience, and I had fun getting to go to different states for national and world tournaments. Archery was always a fun little competition for me, and I always strive to try to beat my personal best. I can't wait to see how my teammates and I will perform.”

Some students are looking at competing after high school. Among those is VanArsdalen, whose impressive performance garnered the attention of an Ohio college.

“I can see myself continuing (with archery) out of school,” he said. “At the state competition, I received a scholarship for Muskingum University.”

As our teams continue to practice for the big event, to be held in Louisville, KY on May 12-14, we salute our student/athletes, coaches, support staff, parents, and everyone who has played a role in the success of Fairview archery.

Zeedyk speaks for the community when she stated, “Go Apaches.”

The pictures below reflect the top three state competition finishers from each respective building. High school students (left picture) include Clayton VanArsdalen, Marissa Sims, and Stephanie Moore; middle school students (center picture) include Liahm Kimpel, Edreanne Peck, and Brett Zeedyk; and elementary school students in the right picture include Will Mavis, Olivia Zeedyk, and Rachel Ward.

Although winning games and championships is certainly a top priority for any varsity team, the Fairview baseball program showed its true colors by hosting several students from Good Sam School in Defiance for a day of baseball practice one day over spring break. And no one is more proud than head coach Mr. Andy Singer.

“They (Fairview baseball players) took a rainy, dreary day for playing baseball and turned it into a memory that will last a lifetime,” stated Singer with a glowing beam on his face. “These young men took a day out of their spring break and came in for ‘practice’ with our new Fairview baseball friends from Good Sam.”

The day started with lunch (Pizza Hut pizza, chips, and drinks… what more could anyone ask for?), and Singer was quick to point out the extra efforts of custodian Mr. Steve Rohrs for helping to set up tables in the cafeteria. Following the nice meal and fellowship, the players and coaches headed to the gymnasium to play some baseball. But no baseball event ever starts without the playing of the Star Spangled Banner.

“We started by teaching them the proper procedure for standing for the National Anthem when it is being played,” continued Singer. “Each of the students from Good Sam took our make-shift field in their favorite spot with our baseball players. Dakota, one of the students, wanted the Canadian National Anthem also, so we obliged and played that as well. Many of our players had never heard it and cheered loudly for Dakota after he sang the lyrics as it was being played.”

With the singing of the two anthems complete, it was time to play some ball.

“We then started working on our baseball fundamentals,” explained Singer. “We worked on fielding, throwing, hitting, and then running the bases. Our players worked so well with everyone; it was such a sight to see.”

Along with the great interaction among players and guests, no one left empty handed.

“We got each of the students from Good Sam a Fairview baseball shirt and an autographed page of the players that they can take home and keep for souvenirs,” noted Singer.

Not only was there was much learning and enjoyment that occurred, but Singer couldn’t have said it better than this: “As much as they enjoyed the day, our Fairview baseball players and coaches enjoyed it even more. Our players learned so much from this, and it is hard not to get a little choked up because as much as I love the game of baseball, it is just a small part of the game of life. We all have so much to be thankful for, and days like today help us in taking a step back to realize the most important things in life.

“I left our players today with this thought: Just remember when we think we are having one of the worst days in our lives, this day could be a miracle day in someone else's.”

Singer summed it up so well: “Again, I can't explain enough how proud I am of the way our baseball players helped, encouraged, cheered for, gave high fives, and yelled "Yeah Buddy" today. From being called ‘Boss’ to ‘Coach’ to letting the students from Good Sam be the umpires, there wasn't a time in the couple hours we were there for practice that everyone didn't have a smile on their face.”

Singer would like to make a special "Tip the Cap" to Mr. TJ Hammer (interim superintendent of Good Sam), Amanda Westrick, Helen Bowden, and Alex Hartman for making this event happen. And for Dakota, David, Carrie, Ashley, Jarred, Tori, and Zane: “You are truly the All-Stars! ‘Yeah Buddy’!”

The left and right pictures below show students ready for action, while everyone poses for a group picture in the center.

The Fairview High School physics students continue to apply concepts learned in class to real-world applications. The latest example of this concept is the construction of “Mouse Trap Cars.”

To bring real meaning to this lesson, the students were all "hired" as engineers at the fictional MRM Engineering Solutions and tasked with developing the most efficient and reliable cars while combining the content standards of the lesson.

“We are working through three tasks while practicing following the scientific method and engineering process using what we have learned about motion, friction, and forces,” stated physics teacher Mrs. Rayna Moore about the lesson. In addition, students are learning another great lesson, and that is “learning to revise and improve designs.”

Each task began with a "client” calling on MRM Engineering Solutions with a specific problem and a set of guidelines. In this case the clients were the fictional Philo T. Farnsworth, Walter Elias, and Joseph Strauss.

“Students used their creativity to find the best solution for our clients,” continued Moore about the lesson. “So far, students have created an apparatus for hands-free viewing of mobile devices, and a vehicle that could travel the farthest possible distance powered only by a mousetrap.” The third challenge will be trying to create the most efficient bridge made of only toothpicks, glue, and string.

Senior Marissa Sims was very intrigued by what she learned.

“The part of the lesson that I found most interesting was learning how to harness the energy of the mousetrap to power a car,” explained Sims. Concerning the lesson on improving designs, Sims stated that if she had the opportunity to do the project again, “I would design a car made out of higher quality materials that could travel farther.”

As Moore stated, one of the objectives to her lessons is to find ways for improvement. Senior Nathaniel Adkins took that part of the lesson to heart.

“I learned how to modify and make better adjustments to my car as needed,” noted Adkins. “(Also) how to use tools and everyday items to make a mousetrap car.”

Continued Sims: “Through this lesson, I learned about the engineering process and how to assess problems with a design to find solutions.”

For senior Alyson Saul, propulsion is what stood out to her. Wester defines propulsion as “the action of driving or pushing forward.”

“The most interesting part of this lesson was being able to understand how propulsion can be the sole force able to make something move,” explained Saul. “The cars built were able to move as mousetraps provided enough force to the wheels to make them spin.”

She too would prepare slightly differently the next time around.

“If I had the opportunity to change something about how I carried out the project, I would have done more extensive research on the mechanics of how the propulsion process works.”

We look forward to the opportunity to see these cars in motion soon.

Shown in the picture below are physics students (left to right) Easton Kime, Nathaniel Adkins, Marissa Sims, Brooke Phillips, Andrea Macsay, and Alyson Saul proudly displaying their models.

Although 2-22-22 happens every one hundred years, this date actually falling on a Tuesday occurs approximately every four hundred years. To help celebrate such an unusual event, the first-grade team of Mrs. Allison Ciolek, Mrs. Linday Imm, Mrs. Jenny Johnson, and Mrs. Molly Nusbaum celebrated “Twosday,” 2-22-22 by assisting their students with developing time capsules which are to be opened on 3-3-33, which coincidentally will be this group of students’ senior year in high school.

“Several students wondered how many years they had to wait to open the time capsule, so we did a math problem and found they will have to wait eleven years!” exclaimed Ciolek.

The teachers and students got very creative when it came to what items to place in the capsule. Items included the following:

· Family pictures and a note from their parents

· A piece of string showing how tall each student was on this day

· A handprint to show the size of their hand as a first grader so they can compare that with the size of their hand as a senior

· A note with their current weight & shoe size and how many teeth they have lost so far

· Their favorites items in a variety of categories

· Pictures they drew depicting three of their current friends

· Masks to remind the students of the COVID-19 pandemic

· Current gasoline prices and prices of various grocery items

· And finally, two more pictures of each student, one posing alone and one posing with their teacher

In addition to the awesome time capsule activity, students were encouraged to dress up wearing a combination of items including tutus, tie dye shirts, tube socks, tennis shoes, and ties. The celebration ended with students enjoying a cupcake slathered in frosting with a cookie shaped like the number on the top.

When asked about the day, the teachers and students agreed that it was, “A fun day was had by all.”

Enjoying the day's events include Mrs. Nusbaum's students (left picture), Mrs. Johnson's students (right picture) and a happy first grader (center) holding a balloon of the celebrated number.

What are the odds of being in the second grade on a year that 2-22-22 falls on a Tuesday? Although someone in our would be smart enough to figure out the answer to that question, the answer of “not very good” would certainly be an acceptable answer. In fact, the last time 2-22-22 fell on a Tuesday was during the year 1622, and 2-22-22 won’t be on a Tuesday again until 2422.

Well, to commemorate something that happens about once every four hundred years, the second-grade team of Mrs. Lisa Ford, Mrs. Kelly Panico, and Miss Emily Willitzer made this a day to remember by focusing several activities around the number two.

Activities included dressing up in tutus, tube socks, and ties, along with creating crowns, completing a time capsule page, reading the book Tuesday, and taking two and twenty-two minute brain breaks throughout the day.

Students then spent the afternoon rotating between classrooms completing "two-related” centers such as compound words, doubles facts, word and picture puzzles, and an activity called “How many 2s can you find?”.

“Students celebrated being in the second grade on 2-22-22!” exclaimed Panico about the day’s events.

Shown below are Mrs. Ford's students (center) and groups of two students completing two of the activities (left and right).

Fathers, step-fathers, grandfathers, uncles, and other male role models lined the halls and walls of the fourth-grade classrooms recently as the Fairview Elementary School fourth grade team organized and celebrated a Super Bowl-themed event the Friday before Super Bowl LVI.

“The students participated in a variety of activities having to do with football and the Big Game,” stated Mrs. Brooke Snyder with her usual big smile on her face.

While mothers spend an average of about two hours per day interacting with their children, men spend about half that time according to sources dedicated to this topic. The teachers looked at the Super Bowl as the perfect opportunity for students to spend additional time with the men in their lives, while combining educational lessons into the theme.

Comparing the biggest stadiums in the state of Ohio, adding and subtracting concession stand food prices, and making paper footballs to see how far they would fly are examples of lessons planned for the event. Each of these lessons introduces at least one of the content standards from the fourth-grade curriculum.

Other fun events included a Super Bowl BINGO, Jersey Glyphs, and Pin the Football on the Goal Post. And of course, no event would be complete without a form of tailgating or concession stand food.

“We had a concession stand for everyone to visit and the guests were invited to stay for lunch. It was a great day!” exclaimed Snyder.

In the pictures below, students are shown having a great time with “the men in their lives”

In what may be a first-ever project at Fairview HS, life science teacher Mrs. Amy Woodring and family & consumer science teacher Mrs. Jill Speiser recently combined resources to conduct a “bone gelatin” project for students in their anatomy & physiology and human growth and development classes, respectively.

“Recently, the A&P (anatomy & physiolocy) II students thought it would be interesting to attempt to make gelatin from scratch,” explained Woodring. “(We) decided to collaborate with Mrs. Speiser’s human growth & development class on this endeavor.”

Woodring’s anatomy students conducted research, found a recipe, and provided raw beef bones, which were provided by community member Mr. Darren Bok’s family. Speiser’s students assisted with the cooking, the straining, and preparing the flavored gelatin. This entire process took several days.

“Preparing for the final product was long,” stated senior Grace Bok, daughter of Darren Bok. “There was some trial-and-error involved. After putting the juice and fruit into the contents with the gelatin, we cooled it overnight. When we pulled the Jell-O out of the fridge, we realized that the juice made the Jell-O too runny.

“We decided to heat the Jell-O and add more gelatin along with sugar, as it was tart and boney. Once the Jell-O was mixed, we put it back in the fridge overnight.”

This example of trial-and-error proved to be successful. Continued Bok: “The next day, we tested it again, and it tasted better.”

“The students made orange, apple, and grape/blueberry flavors, then had the chance to try each,” continued Woodring. “Most students and staff members who sampled the flavors did not enjoy the taste, but there were a few who didn’t mind it.”

“We had many teachers try all three flavors without telling them what it came from,” Bok said a little sheepishly. “In doing this, we found many teachers liked the Jell-O until we told them it came from bones.”

When asked what thoughts she was having right before tasting the product, senior Kylie Gates had a great response: “I was nervous to try it because if anything came from the boiling down of animal bones, it couldn't taste good.

“I had only tasted my group's flavor,” stated Gates when asked about which flavor tasted the best. “We made orange, (and) it did not taste like beef broth as you would think. The orange flavor didn't turn out the best, but it did surprise me that it set up like normal Jell-O.”

Being a big believer in recycling and not one to waste anything that may be reusable, Woodring suggested her students find something useful to do with the extra tallow (fat). After a little discussion and additional research, the students developed body butter using essential oils to help with the smell.

“The students and staff thought the peppermint turned out the best and was great for skin hydration,” concluded Woodring with a smile.

The teachers and students wish to throw out a special thank-you to the Bok family for providing the bones.

The pictures below (left and right) show students preparing the bone gelatin, while students in the center picture sample the final product.

To help celebrate the 100th day of school, and to practice hands-on activities surrounding one of the most important numbers in Arabic numeral system, the Fairview kindergarten students recently partook in a variety of creative activities involving the number 100. Although children this age may not be aware of just how important the number 100 is, they will certainly learn its incredible significance over the course of the next several years. As Britannica explains: “Because our notational system for numbers is decimal (base 10), the number 100 takes on a significance that it would probably not possess if we employed other systems of notation. It is a round number and holds hints of perfection.”

“Some activities included making necklaces, identifying numbers on a 100’s chart using Hershey kisses, counting by 10’s to 100, and decorating a shirt using 100 of their favorite items,” explained Jessie Sliwinski, a member of the kindergarten team. “They (also) had a fashion show to show off their t-shirts.”

The winners of the Fashion Show included Adele Wheeler, Max Miller, Jaxson Fleming, and Hudsyn Bonar, who each took home a tumbler with 100 pieces of gum/candy.

“It was a fun day filled with lots of learning about the number 100!” exclaimed Sliwinski.

The pictures below show students having fun and showing off their prizes.

Most students who enter the Fairview Young 5’s program are on the cusp of learning to read. Well, as the saying goes, “You learn to ride a bicycle by riding a bicycle.” The same certainly goes for learning to read, and one of the greatest tools adults can give to young people is books to read. Such is the case in the Fairview Young 5’s classroom.

“I want my students to love being read to and to love reading,” stated Miss Kim Beek, who is in her fourteenth year of teaching this class. “I have found a way to foster that love through donors on Donors Choose. Learning to read is a major milestone in a child’s life. We need to model reading to support them through their reading journey.”

Because Donors Choose has become a reliable avenue for obtaining free books, Beek has used it successfully for several years.

“Last year, each child received eleven books throughout the year thanks to generous donations from Donors Choose contributors,” noted Beek about the program’s contributions. “The support was overwhelming and appreciated.”

Beek is quick is note that many celebrities are major contributors, including Ken Jeong, Neil Gaiman, W. Kamau Bell, Kristen Johnston, Martina Navratilova, and Yvette Nicole Brown, just to name a few that help spread the word for teachers.

The 2021-2022 school year has been no different. Explained Beek: “This year, each student has now received four new books, including Rhyming Dust Bunnies, Pete the Cat I Love My White Shoes, Brown Bear, Brown Bear, The Book with No Pictures.

“I will continue to put books into the hands of my students and their families as opportunities arise,” concluded Beek.

The pictures below reflect the excitement of three young students after receiving their books.

In a different twist to “Who’s Telling Your Story,” we have reached out to senior Brendan Degryse to discuss his historic acceptance into the United States Military Academy West Point. Enjoy.

“Who’s Telling Your Story” (“WTYS”): Tell us about the process you went through in order to be accepted into West Point.

Degryse: The process to get into a service academy is very long. I started the application at the end of my junior year in March. I filled out the Candidate Questionnaire and applied for the West Point Summer Leaders Experience (SLE). The SLE is normally a week at West Point, but this year it was virtual. At the SLE, I learned a lot about West Point and other service academies. I was also able to do my interview at that time, which is another step in the process. Starting in June, the rest of my application for West Point opened up. I had to take a fitness test, medical exam, write 3 essays, obtain letters of recommendation, send in transcripts and ACT scores, and answer some other questions that West Point had. I also had interviews with the offices of both of Ohio's Senators and Fifth District Representative Robert Latta. At the time, my first choice was the Air Force Academy. Senator Portman nominated me to the Air Force Academy and Representative Latta nominated me to the Air Force Academy and West Point. After a lot of waiting, I received a call from Representative Latta on January 4th and was told I was offered admission to West Point. I am still waiting to hear back from the Air Force Academy, but I am hopeful as it is still very early in the process of hearing back from the Academies. At this time I am leaning towards West Point but I haven't completely decided yet.

“WTYS”: What was your biggest obstacle to overcome in order to get accepted?

Degryse: People have different issues when applying to a service academy. Some people have an issue with the fitness test, others need a medical waiver, but for me, it was the waiting. I finished everything as quickly as I could, which meant I had to wait longer for results. I was very lucky in this regard, as I feel that it is much better to have to wait than worry about whether or not you will be cut out of the admissions process early.

“WTYS”: What is your timeline once you graduate from Fairview HS?

Degryse: If I go to West Point, I will have to be there for Reception day on June 27th. That is the start of 6 weeks of basic training. After those six weeks, the academic school year starts.

“WTYS”: What people have been most influential in your life to help you become successful?

Degryse: The people that have been most helpful to me are all the people who helped me through this process. I talked to many graduates and cadets at service academies who helped me understand more about the process. I am also appreciative of all the people who wrote letters of recommendation for me. My friends and family have given me lots of encouragement as well.

“WTYS”: How do you picture your life one year from now? Five years from now?

One year from now, I will likely be halfway done with my plebe year at West Point. Plebes have a lot of rules that they have to follow, like not being able to speak or look around when walking down hallways. They also have to do chores and call minutes. I will mostly be focusing on classes. In 5 years, I will likely be a Cadet First Class, which is the equivalent of a senior at a normal college. By this point, I will hopefully know my job in the military. Right now I am looking at aviation, cyber operations, and military intelligence. I will also be close to finishing my degree in Computer Science.

“WTYS”: Anything else you would like to add that might be interesting for our readers?

Degryse: Getting into a service academy is a long process that can have a lot of hangups. I have heard of a lot of people that want to go to a service academy but never start or finish their application. If someone wants to go to a service academy, then they should apply. It costs nothing but time and effort. Service Academies like to see good grades, extracurricular activities, and sports. But what they are really searching for are people who are going to be good leaders and good officers. If someone wants to serve and lead, then service academies are a great place for them. But if they don't get into a service academy, then ROTC and OCS are just as good of options for people who want to become officers. Everyone commissions as a Second Lieutenant.

"Who's Telling Your Story?" congratulates Brendan (shown below) for all he has accomplished so far in his young life and wishes him the best during his next several journeys.

Studies show that the fourth grade is a huge transition stage for elementary-aged children. So, to help celebrate this critical academic stage in a child’s life, the second Monday of January has been designated as “National 4th Graders Day.” True to form, fourth grade teachers Mrs. Taryn Monroe and Mrs. Brooke Snyder organized and led an array of educational activities throughout that entire day.

“On Monday, January 10th, the 4th grade students and teachers celebrated ‘National 4th Graders Day’,” explained Monroe with her usual bright smile on her face.

Students began the day by reading all about National 4th Graders Day over the morning announcements. Then they popped a balloon every hour, with each balloon containing a different activity: four laps around the school; playing the four corners game in the classroom; four minutes of free time; and “All About 4th Grade Blooket” computer game.

In class, students completed STEM (science, technology, engineering, and math) activities called Snowflake Symmetry, Pom Pom Slingshot, Pencil Tower, and Sled Ramp, all of which combined STEM activities with teamwork, cooperation, patience, trial & error, and other soft skills needed to be successful as both students and adults.

To help build self-esteem among one another, students drew the name of a classmate out of a hat and wrote four positive attributes for which they were proud of that classmate.

“We finished the day with decorating cupcakes that I made, to celebrate! We had a fun-filled day!” exclaimed Monroe.

In the pictures below, several students appear hard at work and having a great time participating in the day’s activities.

In a world full of amazing cultures, breath-taking sites, and traditions unlike those in NW Ohio, Fairview's fifth graders had the opportunity to “visit” Mexico, Italy, Australia, and Malta through a cross-categorical lesson introduced by the fifth grade team of Mrs. Kelly Dempsey, Mrs. Annie Kauffman, Mr. Kurt Nusbaum, Miss Maggie Schneider, and Mrs. Annie Zipfel. Although nothing replaces actually visiting another country in person, learners can glean a great deal of information about foreign lands through reading, research, and other forms of studying.

“The fifth grade students and teachers did a ‘Christmas Around the World’ activity,” explained Schneider. “Each teacher shared information about one of the countries of Mexico, Italy, Australia, and Malta.”

Three of the four countries studied are located in a different continent; and although Malta and Italy are both part of Europe, Malta is very close to Africa. As a result, the students were introduced to not only very different cultures and environments, but also to very different locations on the world scene.

Because not everyone around the world celebrates the Christmas season the same, the holidays were also a focus of the lesson.

Stated Schneider: “Students rotated between classes to learn about the language, geography, and Christmas tradition of each country. Students also received a stamp when they ‘visited’ each country and marked the country on their map.”

As follow-up activities, each student made a craft related to Christmas traditions to take home with them.

Three proud fifth graders display their crafts in the pictures below.

Today’s employers continue to reach out to school officials stating that today’s graduates lack the life skills and soft skills needed to be reliable employees. Soft skills include getting to work on time, showing up for work every day, getting along with fellow employees, being able to make decisions without always being told what to do, following simple directions, and looking others in the eye when speaking and listening, among many others. To help with this matter, the Fairview fourth grade students had a hopping, eventful month of activities throughout December that focused on such skills.

With the Amazing Shake event just around the corner, students spent several minutes on December 9-10 preparing for this event by dressing up and practicing their soft skills with attendees of the annual “5th Grade Grandparents’ Day.” The students met visitors at the elementary school doors, greeted them with a warm smile & handshake, offered them a program for the concert, and directed them to their seats, all while making good eye contact and speaking in a clear, audible voice.

“Students, staff, and grandparents were all impressed with how well the students did at welcoming them to our school and striking up conversation,” stated Mrs. Brooke Snyder about the students’ efforts at the grandparent event.

The following Friday, the students designed and built hanger Christmas trees as gifts for their loved ones. Among the many skills needed to be successful were cooperation, leadership, compromise, and teamwork.

“The boys and girls had to work together to complete this task and follow multi-step directions for this task to be successful,” noted Snyder, while highlighting the various skills being taught from this lesson.

On December 19, the fourth graders had a STEM (science, technology, engineering, and math) Day in which they completed activities such as Elf Glyph, Tallest Christmas Tree, Parachute for Santa, and Build a Shelf for an Elf. During these activities they practiced group work, following directions, and used creative thinking skills in order to complete the tasks.

To round out the holiday season, the students participated in a fun-filled “Grinch Day!” The students wore green, drank Grinch punch, made Santa hat kabobs, played pin the heart on the Grinch, and completed a digital pixel art activity where they had to solve math problems in order to create the Grinch.

“We ended the festive day watching The Grinch!” exclaimed Snyder while beaming with pride.

The three pictures below (left to right) show the students all dressed up to greet grandparents; students competing in the tallest tree contest; and a student displaying her parachute.

For anyone who has spent a significant amount of time with young children, one thing they’ve learned is that most children love to be read to by adults or older children. Just prior to the holiday break, the Fairview first grade students had the thrill of being read to by the actual authors of a fictional story called North’s Pole. Through the collective efforts of the first grade team – Mrs. Allision Ciolek, Mrs. Lindsay Imm, Mrs. Jenny Johnson, and Mrs. Molly Nusbaum – authors (and sisters) Lindsay Yacovino and Courtney D’Annunzio provided a virtual presentation of their first published story.

“They (the authors) shared with students that the whole process took three months to complete their book, North’s Pole,” explained Ciolek. “Before reading the story to the students, the authors shared the process that they went through as they wrote their book, as well as how they found their illustrator, Kaitlyn Terrey.”

The story is inspired from their personal love of Christmas, and the characters in the story are based on their own children. The students also had the opportunity to purchase a signed copy of the book, if they wished, prior to the day’s events.

“This was a great opportunity for students to be inspired to possibly become authors of their book one day,” Nusbaum stated.

As a fun, concluding event to the authors’ visit, the students enjoyed two bonus treats: a cup of hot chocolate with lots of delicious extras and the opportunity to complete their own craft.

The pictures below (left to right) showcase one of the authors reading her story virtually; Mrs. Imm and one her students enjoying some hot chocolate, and the students in a classroom posing after completing their crafts.

Studying solutions, acids, and bases may not seem too exciting for a group of young, high school physical science students, but Mrs. Rayna Moore had a great plan that combined this state content standard with the holiday spirit for some festive fun. And because she was so pleased with her students’ efforts with the recent unit, she planned an experiment that rewarded them for their good behavior.

“After a solubility lab where students observed the differences between saturated solutions of salt and sugar, they were rewarded for great lab safety and clean up with special demonstrations,” stated Moore. Specifically, “students learned how supersaturation results in crystallization of excess solute and enjoyed a rock candy treat made from this method.

“Students also balanced the equation for an acid base neutralization reaction, watched the explosive results, and enjoyed the sparkling product.”

Freshman Zane Timbrook was among the students who found the experiment interesting. Stated Timbrook, “(I learned) that you could experiment with different amounts of C02,” something he hadn’t considered ahead of the process.

Fellow freshman McKenna Kimpel was equally impressed. “One thing I found interesting about this experiment was how sharp each of the candy crystals was,” noted Kimpel. “It's crazy how they can form into shapes with perfect corners.”

Not knowing for sure what the candy would taste like was one of the surprises, but both students surmised that the candy tasted like pure sugar.

In the center below, Mrs. Moore is providing an example for her students. The pictures to either side of Mrs. Moore show students studying and enjoying their treats.

Through the combined efforts of a Fairview Elementary teacher, a retired Central Local employee, and a generous community, Pete the Cat made an impromptu visit to Miss Kim Beek’s Young 5’s classroom to surprise her students with a new book and a chance to meet one of their favorite fictional characters.

“I obtained Pete the Cat: I Love My White Shoes for each student through a Donors Choose grant opportunity,” stated Beek about how she was able to provide her students with this opportunity. “These books are for the students to have at home to foster reading and a love for reading at home.

“The rhythm and repetitive text is perfect for young children to aid in the development of pre-reading skills,” she explained about the age-appropriateness of the book.

Mrs. Deb Rhodes, a retired educator who spent a combined 35 years working for Wayne Trace, Hicksville, and Fairview as both a teacher and counselor, played a key role in bringing Pete the Cat to Fairview Elementary School.

“Deb Rhodes was a huge contributor to this project. She offered to have Pete the Cat visit our classroom, and of course I said yes!” exclaimed Beek about the beloved character.

During his visit, Pete the Cat delivered the books, stickers, and a Pete “Cool Cat” necklace to the students. He also posed for several pictures with all of the kids, one of which is shown below.

Fairview Elementary School teachers continue to find fun and creative ways for students to learn. Recently, the second grade team of Mrs. Lisa Ford, Mrs. Kelly Panico, and Miss Emily Willitzer developed a unit that combined history, reading, arts & crafts, and a holiday season.

Centered around the Macy’s Day Parade, the plan involved three steps:

“First, we read the book Balloons on Broadway, which discusses the history of the parade and the amazing balloons displayed there every year,” explained Panico. “Then, each student had the opportunity to design and create their own balloon. Last, all three classes paraded through the school displaying their amazing creations” for the rest of the students to see.

“The second graders had a ‘popping’ good time celebrating and learning about the Macy's Thanksgiving Day Parade!” exclaimed Panico about the lesson.

Learning while having fun is always a good combination.

Shown in the pictures below are (left to right) Miss Willitzer’s students, Mrs. Ford’s students, and Mrs. Panico’s students proudly showing off their individual balloons.

As the saying goes, “If you feed them, they will come.” Well, Fairview Elementary’s three fifth grade reading teachers, Mrs. Annie Kauffman, Mr. Kurt Nusbaum, and Mrs. Annie Zipfel, introduced a unique twist to this philosophy by developing a lesson based on the saying, “If you feed them, they will read” using a concept appropriately titled “Book Tasting.”

“During this book tasting, the students sampled different books from different genres,” explained Zipfel about the fledgling lesson.

The three teachers set up their rooms like restaurants. Each table was decorated with a white table cloth, decorations, and a variety of books. Snacks were served between each round of books, which included Salt Sticks (pretzels), Rainbow Beans (Skittles), Golden Mackerel (Goldfish snacks), Wild Beast (deer summer sausage), Crème de la Chocolate (Oreos), and Crimson Chews (licorice).

“Students were seated like at a restaurant,” continued Zipfel. “Their teacher then played up the part of being the waiter and then chef.”

Students were given ten minutes at each table and had a menu to fill out the books they liked, which coincides with the “40 Book Challenge” that Zipfel is doing in her class this year.

“During the challenge, students are encouraged to read as many chapter books as possible with the goal of completing forty books by the end of the year,” noted Zipfel. “Students work daily on reaching their goal, and I also conference with students individually on a weekly basis to see how they are doing and what books they are reading.”

“The 40 Book Challenge” is based on the book The Book Whisper by Donalyn Miller, which encourages reading through finding books students love. “Many students did end up reading books they sampled during the book tasting!” exclaimed Zipfel.

The teachers are singing the praises of the program, and the results prove it’s making a measurable difference in the amount of time the students are spending with books in their hands.

“I have noticed a big difference in students reading more,” noted Zipfel. “I don't know how many parents I talked with at (parent-teacher) conferences that said their kids are reading more than ever. I really think the ‘40 Book Challenge’ has gotten them interested in reading.”

Students are even passing along rave reviews to one another.

“I hear students sharing book recommendations with each other!” stated Zipfel with much enthusiasm.

While doing the individual conferencing with teachers, the students are given fifteen minutes in class each day to read their books and, “They don’t want to stop. I also want to note there is no prize or party for getting the forty-book goal. All their motivation is coming internally from actually reading books they enjoy,” concluded Zipfel.

The pictures below (left to right) depict students silently reading at an adorned table; snacks neatly displayed; and Mrs. Zipfel having individual conferences with her students.