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February 19, 2010 פרשת תרומה Volume 9, Issue 18 | |
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Esplanade Program
Kosher.Com Flyer |
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 Two Ways to Read the Messenger!
Dear MDS Family,
There are now two ways to read the Messenger. You can either scroll down and read the Messenger in the body of this email or you can click here for a printable version of the Messenger, including flyers. |
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Father's Day in Toddlers! By Yehudis Feinstein |
 Last Friday, February 12th, was the official "Unofficial Father's Day" in the toddler classrooms. The sounds of music, song, and laughter could be heard as the children enjoyed spending time with their dads, moms, and even grandpas! The morning started off with the children and their guests davening all the special tefilot that they say every morning. It was so nice to listen to how beautifully they all davened together. Next, Morah Karen came and played some of the children's favorite songs to which they sang and danced. They did such a great job that they got a nice standing ovation when they were done. The morning winded down with a nice lavish breakfast provided by Aleta. There was a spread of cereals, danishes, juice, milk, and fruit for everyone to enjoy. The children had a marvelous time sharing their morning with their dads before they had to go to work. Thanks for coming! |
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First Grade Character Study Book Reports By Rachel Schulhof |
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 First graders just finished a character study culminating with a book report. The children read a book of their choice and wrote about a main character in their story. The children then dressed up as their character and brought in props to help express their character's physical appearance and personality. The children presented their reports to the class, and everyone enjoyed watching their books come to life. Astronauts, doctors, athletes, and even a school bus made presentations. This was a great way for children to express what they learned from their reading and develop their speaking skills. Stay tuned for lots more excitement in first grade language arts!
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Science with Mr. D.: Second Graders Study Electricity! By Jim DeCarle |
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Second graders have been learning about electricity in science class for several weeks now, and the students recently completed a science project utilizing some of these skills. This class project contained wires, batteries, light bulbs and a homemade switch. The aim of the project was to produce a picture illuminated by lights that can be switched on and off. The switch was constructed by the children using metal clips, coated wires, sandpaper, and cardboard. The switch was tested by each student and then incorporated into the circuit, which illuminated a picture. The picture was an original drawing by each student. Many of the pictures were colorful and imaginative. In our next class, we will be learning about light and some of the other energy sources. |
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Grade 6 Science: Pressure Meters By Palmer Paul, Simon Kofman, and Sam Schwartzben |
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 This week in science, we did a really cool experiment about air pressure; we created a pressure meter. We took a bottle with water and inserted a cork with a pipe in the center. We filled the bottle with green water so the tube was filled halfway up. Then we placed the bottle on the cap of a large jar. We then put the jar itself upside down, screwing it into the cap, so that the small bottle was standing upright inside the large, upside down jar. Ms. Khanna told us to make a hypothesis about what would happen if we squeezed the jar. Most of the class thought the water would go up. We did the experiment to find out if our hypothesis was correct. The result of the experiment was the opposite of our hypothesis. The water went down. Ms. Khanna asked us to determine a reason why the water went down. After some thought, most of the class had an answer similar to this: when we squeeze the bottle, the air pressure gets greater and pushes the water down. When we let go of the jar, the air pressure decreased, and the water in the tube shot up above the halfway point.
This experiment is similar to one we did earlier this year. In the earlier experiment, we put a tube on a syringe and blocked the tip with a binder clip. We pushed down the plunger on the syringe, which created more pressure. The result was that we could not push the plunger all the way down. These two experiments were a lot of fun, and everyone enjoyed them and learned a lot from them. We hope we do more experiments like this. |
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Od Yosef Chai By Rabbi Benjamin Yablok |
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 We have begun our annual Od Yosef Chai campaign. We have explained to our students the needs of poor families in Yerushalayim and the work that the Od Yosef Chai organization does to help them, not only at Purim, but also at Pesach and throughout the year.
MDS constantly gets requests to run fund-raising campaigns through our students. Often they come with posters, prizes, and a lot of promotions. We say 'no' most of the time, but for more than 15 years we have said 'yes' to Od Yosef Chai, not only because it is worthy but because it helps us to perform our own personal mitzvah of Matanot L'Evyonim properly, something that's not easy to do. The money we contribute is distributed on Shushan Purim, which is the correct day for Jews in Yerushalayim. Extra funds are used for Pesach supplies, fulfilling an additional mitzvah of 'Maot Chittim'.
I have explained to the students that this is a pure mitzvah, and the rewards are spiritual, not physical. Educationally speaking, we would like to exceed last year's achievement - not necessarily in dollars but in participation. We would like to see 100% participation. The big checks are going to make a difference in people's lives. The additional smaller personal contributions of each student are what they are going to remember when they sit down to your Purim Seudah this year on Sunday, February 28th.
The deadline for your O.Y.C. campaign donation is FRIDAY February 26th. Thank you for your support. May this Yom Tov season be one of simcha, mitzvah, nachat, and family warmth for you and yours. |
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Congratulations to Our Varsity Girls' Team! By Richard Acosta |
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 Enjoy this crossword puzzle, made by our own Coach Richard Acosta, in honor of our girls' undefeated varsity team! Good luck in the playoffs!
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Grades 4-8: Salute to Israel Art Contest By Mrs. Judy Melzer |
 The Salute to Israel Parade is running a poster contest for all 4th-8th graders from participating marching groups. Click here for a link to the website for all instructions and requirements, where to send your art, and a parental permission form. The deadline for submitting artwork relating to the parade theme of "Lights, Camera, Action... Israel!" is March 14, 2010. YOUR artwork may be on the official poster for this year's Salute to Israel Parade!
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Challenge of the Week: Careful Counting By Marissa Wolf |
 Yashar koach to the following students who successfully answered last week's Super Bowl challenge: Harrison Brooks (NA3), Sam Weingard (2A), Ephraim Helfgot (2C), and Samuel Halpern (2C). Last week's answers are: 1. pot-top; 2. pets-step; 3. saw-was; 4. part-trap; 5. not-ton; 6. stop-pots.
Good luck with this week's challenge, Careful Counting: From the numbers 1-100,
1) How many times does the number '1' appear?
2) How many times does the number '0' appear?
3) How many even numbers are there?
4) How many odd numbers are there?
Answer the questions below by Tuesday and email the answers to Ms. Wolf; get your name in the Messenger! |
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Douglas Florian Visits MDS By Messenger Staff |
Thank you to author and illustrator Douglas Florian for visiting our K-6 students and talking to us all about poetry, being creative, and how to become an author and illustrator!
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MDS Has Talent! By Rabbi Naftali Herrmann |
 The following students will be performing in this year's talent show on Shushan Purim, March 1st: Avi Berkowitz, Jacob Rochlin, Stephanie Kirshenbaum, Helena Dweck, Naftali Panitz, Dara Diamond, Danna Rebibo, Yael Skydell, Talia Gerber, Gabrielle Posner, Gabrielle Broome, Jackie Tokayer, Sophie Samuels, Eva Yarsky, Temima Yellin, Sarina Kofman, Nava Chameides, Chaya Robinson, Rachelli Zomberg, Danielle Ben-David, Lexi Leitner, Esther Seligson, Anna Covlin, Amanda Dweck, Nikki Flamenbaum, Aviva Lidagoster, Isabelle Ascher, and Stacy Vaknin. Thank you to all who auditioned!
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Rosh Chodesh Program By Messenger Staff |
 Thank you to Rabbi Mark Wildes of the Manhattan Jewish Experience who recently spoke to our parents' Rosh Chodesh group on the topic: "Ancient Persia to Modern Manhattan: Timeless Messages of the Purim Story." This shiur was graciously sponsored by Debra and Marvin Sternberg in memory of Marvin's father Shimshon Avraham HaKohen ben Rav Moshe HaKohen. Thank you to coordinator Anne Samet. Please let her know if you would like to sponsor a future Rosh Chodesh shiur and breakfast. The group will next meet on April 18th.
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Limud Program By Messenger Staff |
- Lois Liebowitz gave a silver sponsorship for the month of February in honor of Toby Reich.
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In the MDS Family By Messenger Staff |
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 Mazal tov to Sara and Eric Pollack on the birth of Ayelet Tehila. - Mazal tov to Lois Liebowitz, mother of Melissa (3C) and Cara (N4A) on her marriage to Irving Wiesen, father of MDS alumni Tamara and Shlomo.
- Mazal tov to Michael Sternbach on his son's upcoming graduation from YCQ and his acceptance to YUHSB's Scholar's Program.
- Mazal tov to our alumnus Rabbi Yoni Chambre on receiving smicha from YU in the upcoming Chag HaSmicha on March 7th.
- Condolences to Rabbi Mordechai Besser on the passing of his uncle, Rabbi Chatzkel Besser, the rabbi of 84th street.
- Email simcha announcements to Yehudit
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The Buzz on Books By Michele Lyons |
 On your mark. Get set. GO! We were off and running this week in the library reading books about sports, competitions and teamwork in celebration of the Olympic Games taking place this month in Vancouver, Canada.
Our youngest classes enjoyed Bicycle Race by Donald Crews and Teamwork by Michele Lyons. (Yes. Before coming to MDS, Ms. Lyons worked with books in a different capacity. She wrote and edited them!) What does it take to score a goal? What does it take to put on a school play? It takes teamwork. To that end, our students learned about cooperation, sportsmanship, and respect. The beautiful photos in the book were an added bonus and they certainly acted as rich conversation starters. In terms of library skills, our students were acquainted with the sports section on our nonfiction shelves. They learned that the sports books are located together in the library and then grouped on the shelf according to each particular sport.
Our K and first-grade classes read Skiing Is for Me by Annette Jo Chappell. This informative book (part of the Sports for Me series) is narrated by a young boy who spends a week at a small mountain school where he learns to downhill ski. The active "in-the-moment" photos added to the narrator's lively accounts and had everyone wishing they were right up there on the slopes vying for a medal.
Going for the Gold, another book by Michele Lyons, was a treat for our second- and third-grade classes. Students had the opportunity to meet six extraordinary Olympic athletes and learn about the qualities it takes to be a superstar. We discussed that while talent is critical, Olympians also need courage and determination to win. They need to believe that they CAN win if they just try hard enough. Toward the end of each class we explored the "Hall of Fame" feature at the end of the book. These pages present short bios about some of the greatest Olympic heroes of all time and students had the opportunity to learn about Jim Thorpe, Mark Spitz, Jesse Owens, Carl Lewis, and Wilma Rudolph.
Looking for more excitement? Our older grades got a chance to learn about an extreme sport in Fundamental Snowboarding by Jon Lurie. The great full-color action shots in this volume in the Fundamental Sports series showed off every move it takes to be a gold-medal winner on the slopes if this exciting sport is your thing.
Stay tuned for updates in coming weeks as we share read-alouds about Purim, insects, and our feathered friends. Something else to look forward to: many new books are currently on order to enhance our already impressive collection. Keep an eye out for award-winning picture books and beautiful nonfiction books about animals, sports, space exploration, inventions, and world history. These are all on their way to us and we can hardly wait to process them and get them on the shelves for everyone to read and enjoy. |
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MDS Trivia Corner By Messenger Staff |
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Yashar koach to those who answered last week's trivia challenge:
Rabbi Besser: they are both named Yehudit
Max Jankelovits (1A): both have curly hair
Rachel Schulhof: both have the same initials: Y.R.
Do you have an idea for a great MDS Trivia Challenge? Email Yehudit! |
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Rosh Chodesh Teacher Appreciation Breakfast By Messenger Staff |
 Thank you to Yossef Blum and Deena Blanchard, parents of Nathan (1A) for sponsoring this month's Rosh Chodesh Adar Teacher Appreciation Breakfast! Please contact to sponor a future breakfast. Sponsorships begin at $50. |
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Upcoming Events By Messenger Staff |
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Ongoing Programs and New Chessed Projects By Messenger Staff |
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Parents' Council Recipe Club: Spinach Croquettes By Marla Baum |
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Spinach Croquettes
Submitted by Marla Baum, mother of Jack (K5B) and Harrison (NA1)
Ingredients:
 6 tbsp olive oil or margarine 1 pound spinach, finely chopped
2 cups bread crumbs 2 whole eggs beaten
1/2 cup pine nuts, toasted 2 cloves garlic, minced
Salt and pepper
1 cup vegetable broth if using margarine, or 1 cup chicken broth if using oil
Directions:
1. Melt 3 tbsp of the oil or margarine in a large saute pan over medium heat.
2. Add the spinach and turn in the pan until coated (and wilted if using fresh spinach) for a few minutes.
3. In a large bowl, mix spinach, bread crumbs, eggs, pine nuts, and garlic. Season with salt and pepper. Form into little cakes, about 2-1/2 to 3 inches in diameter.
4. Rinse the saute pan and melt remaining 3 tbsp of oil or margarine. Add the cakes and saute, turning once, until golden, about 5 minutes total.
5. Add the broth, reduce the heat, and simmer for 5 minutes. Transfer to platter and serve.
** For firmer croquettes, skip the last step of simmering them in broth.
Enjoy! Email your recipe favorites to Lisa Gross and Sarra Schwartz for inclusion in future Messengers and our MDS cookbook! |
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Parsha Challenge: Teruma By Rabbi Binyamin Yablok |
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Enjoy these parsha challenges from Congregation Beth Aaron in Teaneck, New Jersey:
 1. (a) What were the Mishkan's 5 purposes?
(a) (1) After the cheit ha-eigel, the Shechina departed from the earth; the Mishkan drew It back to Bnei Yisrael (Sforno). (2) The Mishkan retained for all generations the reflection of Hashem's glory manifested at Har Sinai (Ramban). (3) Performing the avoda in the Mishkan was a source of Heavenly protection for Bnei Yisrael; (4) when Bnei Yisrael saw the kohanim performing the avoda, the Mishkan inspired them to increase their mitzvot; (5) Bnei Yisrael witnessed obvious miracles in the Mishkan and Beit haMikdash that continually proved Bnei Yisrael's special relationship with Hashem (Tiferet Tzion).
2. (a) Why does the Torah repeat Shemot 25:16: "into the aron (ark), you shall place ha-eidut (the tablets)" (2 reasons)? (b) How did this affect the 2nd Beit haMikdash's construction? (c) What did the keruvim represent (4 explanations)? (d) Why was it prohibited to remove the staves from the aron (2 reasons)? (Shemot 25:21-22)
(a) (1) To teach that the aron could never be empty; the cover could be placed on it only when the luchot were already inside; (2) the 1st verse refers to the whole luchot; and the 2nd verse refers to the broken luchot; both had to be inside the aron; (b) an aron for the 2nd Beit haMikdash could not be made, since Bnei Yisrael did not have luchot to put in it (Or haChaim). (c) (1) We must believe in angels and prophesy; the keruvim represented the angels that transmitted prophesy to Bnei Yisrael; (2) just as the keruvim faced toward the aron, which represented Torah, but their wings were raised upward to Heaven, those studying Torah should constantly look to it to seek to reach Hashem; (3) the two embracing keruvim, a male and a female, represent the love between Hashem and Bnei Yisrael (R. Bechaya). (4) They had the form of a little boy and a little girl to emphasize the importance of teaching Torah to one's children (Abarbanel). (d) (1) From fear that if the aron had to be moved quickly, the staves would not be checked, and the aron could fall (Sefer ha Chinuch - Mitzvah 96). (2) The staves teach us that the Torah is not tied to any one place; Bnei Yisrael must transport words of Torah wherever they go (Hirsch).
3. (a) Which 3 vessels in the Mishkan had a decorative rim like a crown? (b) What did each rim represent? (c) Which is the greatest crown? (d) How does the Torah tell us this? (Shemot 25:10; 30:1; 25:23)
(a) (1) The aron, (2) the mizbei-ach ha-zahav (golden incense altar) and (3) the shulchan (table); (b) (1) aron - crown of Torah; (2) mizbei-ach ha-zahav - crown of kehunah; (3) shulchan - crown of malchut; (c) Torah; (d) for the mizbei-ach's and shulchan's construction, the Torah commands "you shall make" in the singular, meaning Moshe shall make them; for the aron, the command is "they shall make" - all of Bnei Yisrael shall create the crown of Torah through talmud Torah (Yoma 72b).
4. (a) What requirement of kingship did the shulchan convey? (b) What was the symbolism of: (1) the shulchan being built of wood but overlaid with gold? (2) its length being 2 amot? (3) the border along its edge? (c) Why did the Torah require that the lechem ha-panim (showbread) be continuously on the shulchan? (Shemot 25:23-30)
(a) A king had to be benevolent and invite many people to dine at his table daily; (b) (1) although the king had to display splendor, he had to be humble in his heart; (2) it refers to the king's 2 responsibilities - enforcing justice and conducting warfare; (3) just as the shulchan's protective border prevented the lechem ha-panim from falling off, talmidei chachamim (scholars) restrained the king from departing from the Torah's ways (R. Bechaya). (c) The lechem hap-anim represented Hashem's provision of prosperity to Bnei Yisrael; by never leaving the shulchan empty of lechem, Bnei Yisrael asked Hashem to never allow prosperity to leave them (Sefer ha Chinuch - Mitzvah 97).
5. (a) What did the menorah represent? How do we know this? (b) Why was it made: (1) from one gold piece? (2) from pure gold? (3) having 22 goblets? (4) having 7 branches (2 reasons)? (c) Why did Hashem command that the Mishkan's ritual objects be made in the following order: (1) the aron? (2) the shulchan? (3) the menorah? (Shemot 25:31)
(a) Torah wisdom, as stated in Mishlei 6:23: "For the mitzvah is a lamp, and the Torah is light." (b) (1) The Torah's unity, i.e., all halachot and agadot, represented by the knobs and goblets, emanate from one Source; (2) the purity of Hashem's Torah wisdom; (3) the 22 letters of the Torah's alphabet (R. Bechaya). (4) (i) The 7 Torah books, according to Bamidbar 10:35-36, where the parasha of va-yehi binsoa ha-aron constitutes a book in itself (Menachot 29a-b). (ii) 6 arms represent the 6 sedorim of Mishna; the 7th branch symbolizes fear of Hashem, which is the basis of all Torah learning (Shabbat 31a-b). (c) The erection of the Mishkan paralleled the course of creation: (1) The aron was built first because the Torah, represented by the aron, preceded creation of the universe; (2) the shulchan with the lechem hapanim represented agricultural bounty, and the earth produced grass, plants and fruit trees on the 3rd day of creation; (3) the sun, moon and stars, represented by the menorah, were placed in heaven on he 4th day (Medrash Tanchuma).
6. (a) How many animal hide covers were on the Mishkan (2 opinions)? (b) What was a "tachash"? (c) (1) What 4 historical events occurred at the location of the mizbei-ach ha-nechoshet (Copper Altar)? (2) What 3 miracles occurred with respect to the mizbei-ach? (Shemot 26:14,27:1)
(a) (1) According to Rebi Yehuda, there were 2 covers - one of reddened ram hides, and tachash hides above them; (2) according to Rebi Nechemya, there was one cover, made half with reddened ram hides and half made with tachash hides; (b) a multicolored animal that existed when Bnei Yisrael were in the desert but became extinct when Moshe died (Shabbat 28a). (c) (1) (i) Hashem took earth from that spot to create Adam; (ii) Kayin and Hevel offered korbanot there; (iii) Noach built a mizbei-ach there after the mabul; (iv) Avraham attempted to sacrifice Yitzchak there (Rambam - Beit Habechira 2:2). (2) (1) Despite the continuous fire, the copper never melted and the shitim wood did not burn; (2) Although the mizbei-ach was under the open sky, rain never extinguished the fire; (3) the pillar of fire rose straight toward heaven, unaffected by wind (Kli Yakar).
7. In the haftara, why does the Navi tell us that Shlomo began building the 1st Beit haMikdash 480 years after yetziat Mitzrayim? (I Melachim 6:1)
The period of time between Moshe's construction of the Mishkan and Shlomo's construction of the 1st Beit haMikdash exactly equaled the period between Shlomo's construction of the 1st Beit haMikdash and Zerubavel's construction of the 2nd Beit haMikdash. This underscored the gradual decline from the spiritual heights attained during the days of Moshe, when complete purity and holiness reigned, to Shlomo's days when these already were lacking. To the very same degree, purity and holiness declined again in the days of the 2nd Beit haMikdash (Abarbanel). |
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Shabbat Shalom! Candle lighting 5:17 pm |
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Thank you for your participation in and support of 
February 22 Community Events:
We are delighted to let you know about a brand new weekly chessed project, 