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Congratulations to last week’s winner, Chani Gabay. Winners can pick up their prize from Rabbi Goldstein.

This week’s question: Which Masechta deals with the laws of damages that are discussed in our Parsha?

Call 513-202-6172 and leave a message with your answer. Anyone can play. Even alumni. Parents/siblings can help

someone find the answer. 1 person per call, drawing Sunday at 1:00. Hatzlacha!!**SAY YOUR NAME, THEN YOUR

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בס"ד

26 Shvat 5779 | Friday, February 1, 2019| Shabbos Parshas Mishpatim| Candle lighting 5:38pm (20 minutes)

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MARK YOUR CALENDAR THIS SUNDAY!

2/3 CHDS ART EXPERIENCE 2/15 Chumash Mesiba Mazel Tov to the Seigel Family on the birth of a baby boy, Yecheskel to the Ottensoser Family on the birth of a boy, Yizchak to the Tropp Family on the birth of a boy, Meir Simcha to Rabbi and Mrs. Goldschmeidt on the birth of a baby boy to Rabbi and Mrs. Benarousse on the birth of a boy to Morah Elisheva Barasch on her engagement to Asher Perlitch of Los Angles to Chaim Steinberg on your upcoming Bar Mitzvah, as well as for winning the Mishmar Raffle. To Rabbi Goldstein for his vision, as the menahel of CHDS, that we should all be productive members of society no matter what the weather. We are all a little better (and colder) for it. A big thank you to Mr. John Perigo for coming in early in the bitter cold to shovel and salt our walkways so we could have school when no one else did! To Mr. Marvilla for making our Hot Cocoa Emergency Drill a success! To Rabbi Peromsik for organizing the Hot Cocoa Emergency Drill and for bringing hot cocoa to the Amberley building in the freezing cold To Rabbi A.D Motzen for the cozy and fashionable EdChoice scarves.

Let’s Do an Art Project The teacher looks at her students and announces, “it’s time for a project.” Those are some of a student’s favorite words to hear. But if we stop and think about it, why shouldn’t the teacher just move on to the next thing or choose a method that will take up less time? What role does art have in education? Is it merely a fun and enjoyable gimmick to help pass the time, or is it an essential part of the learning process? Having the answer to this question can have a deep effect on our approach as parents and as teachers. Let’s try and approach this topic with another question. How do we know that our students are getting the deepest and most intellectually intensive approach to the material? How can we help our kids experience learning at the highest level possible? In 1956, Benjamin Bloom published his research articulating different levels on which we understand things, known as “Bloom’s Taxonomy.” Based on his hierarchy, we can define different levels on which we understand or are able to demonstrate mastery of knowledge. Here is a brief summary, based on his original version, ranked in order of lowest to highest:

Knowledge. I can repeat something that I learned, such as the definition of a word.

Comprehension. I can explain something I learned in my own words, having understood and processed its meaning.

Application. I can take something I learned in one setting and, in a new setting, use what I learned previously to solve a different problem.

Analysis. I can break something down into its parts and determine how those parts interact and relate to other parts.

Synthesis. I can take multiple elements of many things I have learned and, using creativity, I can combine them into something new.

Evaluation. I can formulate an assessment or opinion of the topic at hand, and defend its validity in a debate.

Often, we perceive the best learning as the kind where worksheets are on desks and students are memorizing a great quantity of things. While this looks to an outsider like a lot of learning, it is in fact learning on the lowest level. It is important, but it is only a starting point. Where does art fall into Bloom’s Taxonomy? Once students know the information, can comprehend it, apply and analyze it, they then have enough mastery of the topic to synthesize it into something else. That is art. (although “synthesis” is the second highest rung on Bloom’s original list, the 2001 revised version has “create” as the highest level.) When students participate in art, they may appear like they are simply engaged in a fun activity. In reality, a well planned art experience is the highest form of learning. To quote an article entitled Situated Learning and the Culture of Cognition: “The activity in which knowledge is developed or deployed, it is now argued, is not separable from or ancillary to learning and cognition. Nor is it neutral. It is an integral part of what is learned. Situations might be said to co-produce knowledge through activity.” In other words, we are not going to learn something and then do an art project about it. The art is the learning. All of this, of course, is to say that we are really excited to be welcoming you to our CHDS Art Experience on Sunday. When you come, you should understand that everything you will see and experience is, while fun and exciting, an integral part of your child’s learning experience at CHDS. We are now approaching the parshiyos of Teruma, Tetzaveh, Ki Sisa, and Vayakhel, which deal with the construction of the Mishkan and its keilim (vessels), as well as the Bigdei Kahuna (the priestly garments). Perhaps the thread that ties all these parshiyos together is the synthesis of Halacha and art. There are numerous details, a myriad of instructions and specifications. All of the instructions must be followed, and yet, the result must transcend the blueprint. This task is executed by the artistically gifted Betzalel and his team of Chachmei Lev -- artisans who combine their wisdom and their heart to create a place to serve Hashem with art and beauty within the framework of Halacha. Teaching by involving our students in the world of art is how we are working to raise the next generation of Chachmei Lev. May we be zoche that our talmidim find ways to use all of their many talents for a life of Avodas Hashem. Have an artful Shabbos, Rabbi Tuvya Peromsik

Case in point: First Grade Habitat Project

Early Childhood From the Development Office Ways You Can Help CHDS/ATARA Earn Money Without It Costing You a Dime!

Thanks to our partners at Kroger, you can help support CHDS programming as you shop by enrolling in the Kroger Community Rewards program!

For a member to enroll their card simply go to https://www.kroger.com/account/enrollCommunityRewardsNow

• Click “create an account” • Put in their email address and password. Confirm their password • Enter plus card OR alt ID number • Go to Community Rewards (near bottom) • Follow through the steps. (name, address, etc.) • Put in the CHDS NPO number – 80484 • Choose the correct organization (Cincinnati Hebrew Day School). • Click Enroll.

Amazon donates 0.5% of the price of your eligible AmazonSmile purchases to Atara H.S.

To enroll simply go to

http://smile.amazon.com/ch/31-0544741

AmazonSmile is the same Amazon you know. Same products, same prices, same service.

Introducing the Coca-Cola Give program We’re happy to share that CHDS has joined the Coca-Cola Give program. The best part? Donations don’t come out of your own pocket. When you make Coca-Cola purchases, you simply enter the product codes here: https://us.coca-cola.com/give/schools/ and CHDS receives a donation. It's easiest to search by our 45237 zip code. Help CHDS make the most of this program and learn more at Coke.com/give.

Thanks for your help with all of these programs in advance!

Pre K: Morah Kayla and Morah Rochel Lamed for Leitzan! From Morah Barbara: In conjunction with our recent unit on civil rights and friendship, we read “The Rainbow Fish” by Marcus Pfister. This story sparked discussions of how to be a good friend. Everyone made his own small multicolored rainbow fish and we collaborated to make a giant fish with scales that record different ways we treat our friends. These creatures will swim on our newest bulletin board about our present unit: the ocean! This week we examined a globe and counted and named the five oceans of the world, all with salt water. Our science experiment, with two hard boiled eggs and fresh and salt water, demonstrated how salt water’s density causes things to float; we even connected this fact to the nature of the Dead Sea in Israel. Our sensory table holds sand for scooping and pouring and we sort shells by shape or color and make patterns with them and pearls in playdough. We have sprinkled colored sand onto our cut-out sea stars and created seaweed and coral with sponge painting (ala the technique of master author/ illustrator Leo Lionni). We have even “gone fishing” in our classroom!

Pre-Yeshiva Shabbaton This past Shabbos, 8th grade had an exciting Friday night at Rabbi and Mrs. Freedman’s house. It started with a Shabbos seudah, followed by an oneg with Kollel Rabbis Epstein, Crystal, and Zeffren who gave practical advice on how to succeed in Yeshiva. Some very valuable tips were shared, from “how to be a good roommate” to “nothing good happens in the dorm after 12:00am.” We laughed together as they reminisced about their failures and successes in their yeshiva years. The sleepover carried through the night with games and ping pong tournaments. The excitement of starting yeshiva was felt by all.

After learning about Birchas Kohanim in Chumash, the 6th graders chose creative ways to depict the Pesukim and Rashis that were learned. There were games, clay figures, and posters, all of which were a beautiful way to present an incredible amount of content.

4B Mrs. Steely This week’s fourth grade reading unit connected nicely to our recent science lessons on ecosystems. The narrative nonfiction text “Antarctic Journal” allowed students to explore the harsh environment of Antarctica through the

eyes of author Jennifer Owings Dewey. After reading Dewey’s journal, the students wrote essays describing their opinions on visiting Antarctica. There were mixed feelings; some students liked the idea of possibly seeing penguins and blue whales, while others were deterred by the cold and dangerous crevasses in the glaciers! The students’ essays will be displayed in the hallways soon, along with cute penguin pictures and beautiful paper snowflakes.

MS Awards Assembly Calm and Focused -

Aviv Bramy. Respectful - Levi Majeski

Thursday, January 17th, the last School day closest to Tu Bi-Shevat, had the boys grade 2-5 chazzering their brochos like never before. For 15 minutes, Rabbeim circled the classes to narrow down each grade to 2 representatives. The following boys represented their grade in the Final round led by Rabbi Weinrib. Grade 2 Chananel Polsky and Uriel Rosedale Grade 3 Simcha Braunstein and Yitzchok Brotsky Grade 4 Yossi Scherer and Chaim Weinrib Grade 5 Moshe Katzman and Chaim Roland And in the end, all grades were flawless (Ie. made no mistakes) and so the Final Brochos Bee had a 4 way tie.

1st Grade: The first graders had a lot of fun learning about various habitats of the world. First, they learned about many habitats as a class. To broaden the

experience, each student picked a habitat to further research. The culminating project was a diorama display of their habitat. The students were very excited about this hands on learning opportunity and produced incredible and tangible looking habitats. The first graders shared their creations and knowledge with the kindergartners before vacation. Their projects will be displayed in the entry way of the Golf Manor building. 2nd Grade: The second grade girls just finished a unit on Brachos. The girls explored various aspects of brachos, including berchos hashchar, brachos rishonos and achronons. They sharpened their brachos knowledge using various learning modalities and hands on activities. Some of these activities included, creating meal menus and noting what bracha is made on which food in what order. A sorting game where students had to categorize foods according to the proper bracha acharona was a favorite! Their davening has also become more meaningful as they know understand the meaning of berachos hashachar.

MS Awards Assembly The MS held its monthly awards assembly on Thursday. Yocheved Manory was recognized for her calm and focused demeanor. Milka Singer was awarded for her respect to teachers and students alike.

Amberley Campus News Golf Manor Campus

EMERGENCY HOT COCOA DRILL