NEWS FROM THE LOWER SCHOOL JUDAIC STUDIES DEPARTMENT

By Dror Karavani, Lower School Judaic Studies Coordinator

A Different View of Israel Through Shanah Tovah Cards: Liat Shaked, our community young "shlicha tziera", who joined our school to teach us about Israel, shared various Shanah Tovah cards from Israel with the students, which portrayed the different challenges and achievements Israel has undergone. Through these picture cards, the children discussed and learned more about the different segments of Israeli society. For example: Shanah Tovah to the Tzahal (IDF) wishes to continue building in Israel, having plenty of water supply, etc.

Yom Kippur and Sukkot: In this short week, we find ourselves preparing for two important holidays. For Yom Kippur, in addition to the specific learning, we did a kaparot (giving charity) activity in the classroom. This was another opportunity to learn about and to do chesed (acts of kindness). For Sukkot, the students helped decorate our school sukkah and prepare their own arts and crafts to bring home. During Chol Hamoed, there are many exciting plans to continue the celebrations (sukkah hop, color war with Rabbi Elbaz and more). Stay tuned...

Our Judaic teachers would like to wish you Gmar Chatima Tovah and Chag Sameach - Happy Sukkot. 

SAY IT IN HEBREW

By Galit Golan, Hebrew Language Coordinator

It's not as bad as it looks in the picture. Yes, we are utilizing students for manual labor but it's for a good reason. As we discussed in last week's Dateline, the halachot of each yom tov are covered in the Judaic Studies classes as we prepare for Chag Hasukkot. The CTA sukka is our textbook. As the students quickly find out, the kashrut of our sukka involves just about every halachic discussion pertaining to building a sukka. Each wall contains its own chapter of hands-on learning. You are witnessing students learn, do chessed and get a quick upper body work-out all in one 42 minute period.  Chag Samayach!  

Also this week Rabbi Chaim Yosef Ackerman from Congregation Ahavas Sholom shared inspiring words with our High School students in preparation for Yom Kippur.  

What Do You Think? Sukkot commemorates the miraculous clouds that Hashem provided for our protection and comfort in the desert. There were a number of significant miracles we experienced in the desert, for example, the man and the Well of Miriam. Why is there a holiday for the clouds and not for the other miracles? 

This year, students in Algebra 1 and Algebra 2 are taking part in an alternative learning method called 'flipped lessons'. Instead of taking notes during a class lecture, students are watching and taking notes from on-line video lectures at home. Then, in class, students complete what was formerly known as 'home work' problems. With this method there is time to work the more difficult problems with the students during class and to work individually with students on specific concepts. Two of the goals I hope to accomplish using this method are: 1) To make learning mathematics less frustrating for students and 2) To make self- paced learning a viable option.

Currently though, both classes are taking a break from their flipped lessons and are working on applying their math skills in the classroom.  In Algebra 1, students began their robotics project with a lesson on using a flow chart as a first step to programming a robot's movement. Then, by calculating the circumference of their robot's wheels, students were able to program their robot to move a predetermined distance. Next students will time how long it takes the robot to travel a fixed distance as they vary the power settings of the robot's motors. The data collected will help the students establish the relationship between the power setting of the robot's motors and the robot's actual speed.  Algebra II students are currently studying linear equations and their graphs. For their project, "Bungee Jumping Construction 101", students attempted to develop a 'safe and secure' bungee jumping cord out of rubber bands. Students collected data to be used to predict the optimal number of rubber bands to use to create a 'bungee jumping cord' that would allow a bolt, attached to the cord, to free-fall the farthest from a given height without hitting the ground. Students made their predictions after collecting and plotting data into a scatter plot so a 'line of best fit' could be drawn. They then extrapolated this 'line of best fit' to determine the correct number of rubber bands to add to their cord for a drop from a greater height......We can only hope that no bolts will be injured as a result!

1.  Why were heaven and earth specifically chosen as witnesses?

     a.  They endure forever.

2.  How is the Torah like rain?

     a.  The Torah gives life and promotes growth like rain.

3.  How is G-d "faithful without injustice?"

     a.  He is "faithful" by rewarding the righteous, and "without injustice" by rewarding even the wicked for their good deeds.

4. Why is G-d called "tzaddik"?

     a.  All will agree that His judgments are righteous.

5.  How many major floods did G-d bring upon the world?

     a.  Two. One in the time of Adam's grandson Enosh and one in the time of Noach.

6.  What group of people does the Torah call "fathers"?

     a.  The Prophets. Elisha called the Prophet Eliyahu "My Father."

7.  Why did G-d separate the world's nations into exactly 70?

     a.  To correspond to the 70 members of Bnei Yisrael who entered Egypt.

8.  Why is the merit of the Jewish People's ancestry called "a rope"?

     a.  Their merit is "woven from " the merits of the Avot.

(Parsha Ha'azinu Quiz originally appeared on the

Ohr Somayach website, www.ohr.edu)