Our News and Events
Lee Academy’s Lower School Science Fair was held on Friday, February 12th. Students arrived very excited and well prepared as experts on their chosen topic. The day included presentations for fellow classmates, students in other levels and teachers. To keep the event safe and successful, students set up their display boards outside, one student per […]
DEEPENING INDEPENDENCE IN READING Lee Academy incorporates the following guidelines in its approach to independent reading. The positive results of this approach are readily visible in the depth of comprehension in our students and their high levels of interaction with each other and in class discussions. It also creates a love of reading that will […]
In preparation for an upcoming trip to the Florida Keys, students participated in a beach clean-up. The clean-up helped to address two key topics that the students have been learning about; coastal ecosystems and human impact on the environment. After spending the afternoon cleaning, it was clear to students how important it is to not […]
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The Spanish program at Lee Academy aims to help students from Early Childhood through high school achieve the basic skills to understand and communicate in the language, and to develop an interest and appreciation of the Hispanic culture that has become such an important, integral part of American life. As they move through the school students are faced with greater levels of complexity, building upon previously learned vocabulary and grammar.
There is a great emphasis on conversational skills through storytelling, music, role-playing and games, as well as many other activities that facilitate language acquisition through immersion.
The program’s goal is to create a positive, challenging, fun and energetic classroom environment that will motivate and help students succeed in becoming proficient in the language.
Upper School Anatomy and Physiology students participated in an exercise to recognize and learn the technical terms for the various tissues in the human body. Rather than just being given the terms, they started out by observing and recording the similarities and differences in the tissues. Focusing on the individual cells, they wrote descriptions of what they had observed, such as “square shaped in a single row.” When they were later given the technical vocabulary, they already had a good understanding of what terms such as ”simple cuboidal” actually meant. Using an inquiry-based, student-centered approach to learning gives gifted students the opportunity to think for themselves and work things out. Learning gains are higher and students are more involved in the learning process.
Middle school students took part in an exercise designed to help them understand that scientists don’t always know the answers to questions and how collaboration and experimentation help to inform understanding.
They worked with a sealed tube with rope coming out of 4 holes. They manipulated the ropes and the tube to observe how it works (it makes noise when you shake it) and to determine what it might look like inside the tube. They discussed over 20 hypothetical drawings of the inside of the tube and then they students were asked to make a model (using one of their drawings) so they could see how well the model behaved compared to the real tube.
Without exception, the students wanted to break open the tube to see exactly what was inside but they had to learn that scientists often can only hypothesize and model and not always see for themselves.