Algebraic Squaring of a Trinomial

written by Adara Coates and Stella Hudson of Otter Tail River

Greetings from Otter Tail! We would like to share some math we have been doing this winter!

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This is called Algebraic Squaring of a Trinomial. Algebraic notation is when we use a letter to take the place of a number, squaring is when we multiply something by itself. In this case we picked a word to square, we chose GRS, and assigned a value to each of the letters. Then we connected lines to construct a square that represents the values in the equation. We color-coded the squares and rectangles with like values. Using the square as a guide we wrote the equation for an algebraic trinomial. If you would like, you might choose to calculate the total value of the square.

In the future we would like to square the word ‘Montessori’ which would be an algebraic decanomial! It is fun to do this work because we can square any word we would like!

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UA Students attend the Global Minnesota's Great Decisions Conferences

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IB Global Politics students represented Great River School at Global Minnesota's Great Decisions Conference focused on Media and Foreign Policy at Minneapolis Central Library on November 9. We heard lectures by Foreign Service diplomat Tom Hanson, who spoke about foreign policy in an era of Twitter Diplomacy, and professor Susan Moeller, who spoke about media literacy and discussed how statements made by US politicians influence how states use violence in other countries

We also heard from a panel of journalists who discussed press freedom in their home countries of Hong Kong, Ecuador and Venezuela, New Zealand, Nigeria and Albania. One interesting point from the Albanian journalist was that there are 900 portals of media information in Albania yet only 100 of those outlets are controlled by trained journalists. So the three million people of Albania are highly vulnerable to misinformation or false claims since much national information is not vetted by journalistic integrity. Finally, we heard from Mary Stucky, founder of Round Earth Media, which connects foreign and local reporters to gather and share the stories of the "quiet, untidy corners of the world." 

Some of our favorite quotes from the conference:

• John Stuart Mill's warning about the "deep slumber of a decided opinion" (1859)

• "When foreign offices were ruled by autocracies or oligarchies, the danger of war was in sinister purpose. When foreign affairs are ruled by democracies, the danger of war will be in mistaken beliefs. The world will be gainer by the change, for, while there is no human way to prevent a kin from having a bad heart, there is a human way to prevent a people from having an erroneous opinion." - Elihu Root, US Secretary of State (1922)

• "In an ever-changing, incomprehensible world, the masses had reached the point where they would, at the same time, believe everything and nothing, think that everything was possible and that nothing was true." - Hannah Arendt The Origins of Totalitarianism (1951)

• "We live in a world erected through the stories we tell." - George Gerbner (1998)

• "As tempting as it is for Americans to focus attention inward as American democracy feels like it is imploding, it is vital to remember that the United States is still a power that reaches into lives, and sometimes deals death, around the world. If Chinua Achebe’s famously wise words were right, if evil really does thrive best in 'quiet, untidy corners,' then foreign correspondents must persevere there." - Christina Goldbaum, NYT (2018)

Perspectives on Global Stories and Media Literacy:

Global Voices: Global Voices is an international and multilingual community of bloggers, journalists, translators, academics, and human rights activists. Together, they leverage the power of the internet to build understanding across borders. 

World Press Freedom Index 2018: The US just dropped from 43rd to 45th in this press freedom ranking in 2018. Read why.

Blue Feed, Red Feed: Facebook’s role in providing Americans with political news has never been stronger—or more controversial. Scholars worry that the social network can create “echo chambers,” where users see posts only from like-minded friends and media sources. To demonstrate how reality may differ for different Facebook users, The Wall Street Journal created two feeds, one “blue” and the other “red.” If a source appears in the red feed, a majority of the articles shared from the source were classified as “very conservatively aligned” in a large 2015 Facebook study. For the blue feed, a majority of each source’s articles aligned “very liberal.”

GSA Goes to Q-Quest!

written by GSA leadership collective (Stephanie Ballen, Ella Tomlinson, Avery Malenfant)

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The GRS Gender & Sexuality Alliance attended Q-Quest on November 14th, 2018. There we watched dance performances, a comedy routine, and an open mic performance. We were able to attend entertaining workshops with topics including queer puppetry, identities, “How to Survive the Holidays”, and creating supportive relationships. The performances (especially the dancing) were engaging and fun.

As always, Q-Quest strives to create an open and welcoming community for LGBTQ+ and allied students, and gives students the resources to create these spaces at their own schools.

What is GSA?
GSA is Great River School’s Gender & Sexuality Alliance. It is a space for LGBTQ+ and allied students to talk about LGBTQ+ related issues and learn about each other.


Heron's Nest Cafe Update!

The Heron’s Nest cafe will have student-made baked goods in December. On December 20th, from 6:00 - 7:30, the Lower Adolescent Cafe Occupation will sell food and drinks at the Occupation Theatre night event. Parents, students, and any other visitors can stop in the Heron’s Nest cafe for treats and hot beverages. Occupation Night is similar to Odyssey Night, but the focus is on occupations. Students will be sharing info about the occupations they’re in and what they’re doing in them.

Watch for other additions coming soon. In particular, we will be adding Hot Chocolate for the winter season, and maybe some other types of drinks as well!

The cafe construction is coming along well. The walls have been painted, along with sinks and stoves, and other kitchen essentials have been installed. Although we do not know for sure when it will be producing hot lunch, we are thinking possibly after winter break. Stay tuned!


Swan River Students Value Creativity and Literature

written by Emma Williams and Sofie Scholte 

Most would think that a favorite time of day for any fourth-grader would be recess or maybe lunch.   However, in the Swan River classroom, Reading is the top choice closely followed by Art.  

Each day after lunch, students settle into a comfortable reading spot and enjoy their chosen literature book.  Some students are reading Bone by Jeff Smith, Maximum Ride by James Patterson, Amulet by Kazu Kibuishi, and A Series of Unfortunate Events by Lemony Snickett.  Others are reading Tales from Outer Suburbia by Shaun Tan and one student is reading Brianna DuMont’s, Weird But True Know-It-All: U.S. Presidents .    

Teo Rysavy enjoys his independent reading time each day and says, “It’s fun to read!”  Zoey McGee says, “It feels peaceful and quiet during reading time.”

After students read a book of their choosing, the class comes together to listen to a book they have selected as an all class read-aloud.   Currently the class is reading Gabriel Finley and the Raven’s Riddle by George Hagen.  This is a book about a boy and his raven.  They are able to paravolate (merge with one another) and they go on an adventure to rescue his father.  On their journey they share riddles to test that they are not encountering a Valraven!  One of our favorite riddles from the novel states:  What lies at the end of forever?   Answer:  r

So what role does creativity play in our community?  Each week we practice a writing work we call Love of Words.  Many of these assignments integrate Creative Writing and Art.    One of our favorite writing assignments this year brought these two things together in a beautiful way.   The activity was entitled a ‘one-pager’ and the task was to create a piece of art piece that describes a story.  The work that we created was so incredible.   According to Josie, “The one-pager is fun to do, and challenging.”  

Below is an example of one of many amazing final works that the class felt was an exceptional example (artwork design by Onya Vandarci).

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Supporting New Readers -- Do’s, Don’ts & Activities

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Reading is an incredibly complex cognitive task and it may be difficult to relate to your child’s challenges.  Consider something you have recently learned. A couple of years ago, I started to incorporate meditation into my morning routine.  I began by practicing weekly with an experienced teacher, made myself accountable to another student and was very motivated. Two years later, I’m proud to report that I’m now able to sit still with a relatively empty mind for approximately ten minutes most mornings.  Here are some tips to promote joy in your journey!

DO make reading with your child a time for closeness & connection.

DO show that you, as an adult, enjoy reading.

DO practice patience as your child builds stamina in small increments.

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DO include your child in library trips and encourage them to check out books of their choice.

DO trust that your child will become a reader over time.

DO connect reading to your child’s interests -- cookbooks, Pokemon, directions for science experiments, board games, comic books and anything else that has words.

DO sing together (Bonus -- sheet music divides long words into syllables!)

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DO sight word searches in books you are reading together.  

DO practice reading from books with predictable and familiar words.

DO focus on meaning rather than expecting 100% accuracy when your child is reading.  

DO take turns reading with your child - decide with your reader how often to switch.  In some classrooms, we call this time “Partner Reading,” a term coined by Gail Boushey.  You can learn more about this practice at https://www.thedailycafe.com/daily-5/read-someone

DON’T make reading a chore.

DON’T worry if your child isn’t reading fluently yet (like the neighbor’s kid or their cousin).

DON’T require your child to practice reading in the evening when they’re tired.

Writing is the Road to Reading

Label the Environment -- Give your child small slips of paper and tape and together write labels for objects   You help by providing correct spelling. Your child may be very excited to do the writing as this is something that is often done in primary classes.  Label items such as snacks, dirty clothes, library books, socks, shirts, PJs, wash clothes, towels, blocks, games, forks, spoons, etc... This also helps children be more independent at home and supports the organization of their belongings.

A variation on this can be found on this blog:
https://www.mariamontessori.com/2015/11/23/when-reading-is-magic/


Writing Shopping Lists and Lunch Menus -- Your child can copy words from their favorite food packages to ensure the “right” kind of cereal or other items are purchased.  Of course, parents still have veto power!



Heron's Nest Coffeeshop Update

written by Donna Goodlaxon, Coffeeshop Coordinator

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Heron’s Nest Phase I is underway. The Cafe Occupation, a class of 7th and 8th graders, hosted a successful cafe experience at Odyssey Night. They took in over $300 selling home baked cookies, hot chocolate and coffee. This covered the purchase of our used brewer and airpots!

Each day there are two types of coffees available for staff, visitors and our older students. In addition, the class is developing recipes and pricing that will be part of the next cafe phase. Speaking of the next cafe phase - the cafe will move into its permanent space upon completion of the commercial kitchen. Keep fingers crossed that this will happen soon.

The next phase will enable students to be making baked goods and additional beverages to add to the menu. Along with the next phase is the next Wish List. We’ll need a number of items to fully outfit the cafe. The biggest is an espresso machine. Also on the list are mugs, an ice machine, commercial blenders and more customers. Let us know about any connections that might help us get set up.

Watch for updates and plan to come and enjoy the new space and new treats!



Gender & Sexuality Alliance News

Great River’s Gender & Sexuality (GSA) has been busy!

On October 25th, student leaders organized a walk out, protesting the Trump administration’s proposed redefining of gender identity based only on biological sex. Students from GSA took turns speaking and leading their peers in chants. 70+ students chose to walkout, some holding signs, and peacefully gather on the north side of Energy Park Drive.

See below for student organizer Chandler Peters-DuRose’s reflection:

I am Chandler, a ninth grader here at GRS, and one of the leaders of the most recent protest. With the help of Astrid, administration, a few staff members, and a whole lot of support, a protest was organized to protect the trans community. Even though I wrote a speech and helped organize, I have to give a lot of credit to Astrid who made posters, buttons, flags, and really got the word out. To be completely honest, I didn't think this would go as well as it did - maybe 10 people would show up, not even. But in the end we got around 70 students in all grades.  As a trans person who came from a school where trans jokes were made, this was really a large change. People who I didn't even know showed up and that’s a great feeling to see that many people care. After the protest was over I thought “whatever, it is done kids will move on and forget the whole thing happened.” Instead the exact opposite happened: kids came up to me in the hallway and complimented me on my speech. One kid even asked me how to get involved. It's hard not feeling like you belong and it's important that people find their voice and their passion. It is hard to constantly demand that you belong in a space that is meant for everyone. It gets exhausting. I don't really know why it is such a big deal because I am just doing what is right. Isn't that what people are supposed to do? Fight for and with the people who have not found their voice? I believe that everyone has a voice and that it is just a matter of finding it. Everyone is capable of public speaking, but for some people it comes naturally. For others it takes time. This is not about creating different genders. Rather, it is about embracing your identity. Everyone is allowed to identify as they wish and it is important to realize that identity is self-declared and to say a specific community “is not real” or “should be erased” is saying a group of people and their history is invalid and they are not human. By getting rid of basic rights it leaves communities powerless and less human intentionally or unintentionally.

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On October 28th, a group of GSA students went to Monster Drag Brunch!

LUSH, a queer club located in Northeast Minneapolis, hosts a monthly themed all-ages drag brunch and has given generous scholarships for GRS students to attend. GSA members had the opportunity to see the show and meet the drag performers afterwards. Students prepped for this event by learning about the history and etiquette of drag shows in weekly GSA meetings. We’re looking forward to welcoming show director Victoria Deville to one of our meetings soon!

written by GSA leadership collective Ella Tomlinson, Avery Malenfant, and Stephanie Ballen

BIPOC Student Programming

Great River School faculty of color organized and hosted BIPOC-specific (Black, Indigenous, People of Color) programming for students of the global majority the afternoon of October 26th.

written by Jackie Le, class of 2024

The PoC or the People Of Color event last week was a celebration for all the kids in GRS from 12th graders all the way to the elementary. First we had an introductory meeting explaining our schedule for the day and what was going to happen and when it was going to happen. Then we adolescent students went to pick up the elementary kids, and introduced ourselves in our chosen groups, explaining what was our name, pronouns, our race/ethnicity, as well as a few of our favorite things. Soon after that we played games in the recess space and met each other. Overall it was a great experience, and there will be another POC meeting/event on topics and thinking together each month for adolescents who identify as people of color.

6th Grade Bridge - Classroom Pets

written by Rena Curtis and Thea Satre-Pratt, 6th Grade Bridge

Having animals present in a class room encourages skills like responsibility and care for living beings. As a whole school, Great River is a home for many animals. Our part as a class for caring for animals includes; feeding and caring for goats, chickens, class pets Wendell and Paulo (our bunnies) and Dart our Leopard Gecko.

Lucy, Rue, and Oz (our goats) require food, water, shelter and exercise. Some ways we meet our goats needs are saving food scraps, investing in shelter, and redesigning wooden planks for agility. Parents and students are asked to bring in food scraps such as, bread, corn products, fruit, lettuce, chard, carrot tops, dried fruit and vegetables. The goats dietary resrictions are meat, rhubarb, diary, avocado, tomato, potato, eggplant, and oak leaves. If you do not find a food on this list please refrain from sending it into the classroom for safety of the goats.

Our chickens have a similar diet. Bread, corn , fruits, grain, greens, carrots, broccoli, squash, and cucumbers. Sweet, salty, greasy, processed and citrus foods are harmful to the dietary systems of the chickens. We also collect eggs from the chickens to sell at stands and farmers markets.

Wendell and Paulo have a limited diet. Apples, pears, raw carrots, celery, lettuce, and cauliflower are their source of fresh vegetables. They also eat hay that we provide along with rabbit food pellets. We ate planning to build a new hutch with the guidance and assistance of our guides and head of school. Students will also design toys with food inside for training.

Our newest member of the bridge program is Dart the leopard gecko. Her diet consists of crickets… their diets are simple but they are complex creatures. Dart eats about 8 crickets per week so temporarily, we also have crickets chirping in the class.

Bringing in food for the animals as listed contributes to the health of the animals and is appreciated immensely. You can drop food donations at the front desk, labeled for our classroom! Email Cate at cwilliams@greatriverschool.org with any questions.


Odyssey Night

Families were invited to Odyssey Night on October 23rd! Science Odyssey projects allowed student the opportunity to explore and dig deeper into a science related topic that they were exposed to on the trip and also provided a great opportunity for students to complete and share academic work with their peers and school community that they can be proud of. 

2019-20 Enrollment Application Now Available

The application for enrollment next year at Great River School is now available. 

Applications do not carry over year to year, so even if you are currently on our waiting list, you will need to submit an application for next year to be included in the enrollment lottery for 2019-2020. The deadline for inclusion in the lottery is Friday, March 1st. 

Complete the Application to get on the list for next year! 

The 2018-19 waiting list still stands. Should a spot open in any particular grade level mid year, we will offer off the current year's waiting list.

Thank you for you interest in Great River! If you have any questions, please Email enroll@greatriverschool.org.

Great River Enrollment Team

Autumn Leaves: Upper Elementary Update

written by Andrea Galdames and Blue Earth River students

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As the leaves turned color this fall, students in Blue Earth River pioneer classroom (4th grade) were inspired to learn more about leaves and plants. As a class, we collected both deciduous and coniferous specimens outside and learned to use a dichotomous key to identify different tree species. Many students drew beautiful diagrams of leaves and brought in leaves and seeds from home. According to Henry Stumme-Hanson, “The leaf collecting was fun, but the identifying part was kind of hard. It was hard to find the correct tree because sometimes we had dried out samples and they weren’t as good, but with perfect samples it’s super easy to tell.”

One group of students followed up on a lesson about photosynthesis by writing a skit based on the “leaf factory” Montessori chart. This group wrote and revised the script, gave out parts, created props (including water and carbon dioxide particles), and performed the skit for lower elementary students to teach them about the process of photosynthesis. The rest of the students in the class got pulled in and became backstage props managers, audience greeters, and clean up helpers. According to Margo Willis, “I think the play was challenging. We all worked really hard on setting it up. There was a lot to remember. But it was good because I didn’t know people at the beginning of the year and the play made us connect more.” Other students echoed Margo’s remarks. “I enjoyed the play and enjoyed the fact that I was able to do something and be backstage and be part of the play,” said Antonia Sanmartin.

Henry Severtsgaard observed the flexibility and team work of the actors with admiration, “Everyone seemed to keep it together. When someone messed up they would act like it waspart of the play and it was no big deal. I was happy that I got to help.” This project can be summed up in the words of student Morgan Kane, “I thought it was fun.”

UA Reflections on Nobel Conference

On October 3rd, Great River juniors and seniors attended the Nobel Conference 54 (Soil: a Universe Underfoot) at Gustavus Adolphus in St. Peter, MN. The conference aimed to invite participants to “consider the vast diversity and complexity of soil and to ponder the challenges we face in protecting this most fundamental resource.”

We’ve collected some student reflections below:

Hayden Cyrus

I think the Nobel Conference taught me that it is important to maintain soil health and make sure we have healthy soil. We need to make sure that farmers should not till their soil so much because it breaks up the ecosystem of plants and crops. I also found it interesting how we were taught to make sure that soil needs to be healthy or it could affect what we eat in the future. Not many people know the importance of soil and how it needs to be healthy. I really hope in the near future more people will know about soil health and how we should maintain it, because I really think that it's important.

Most farmers till their soil, which is fine in most cases but if you continuously and repeatedly it can have a grave affect on your soil. The reason for that is because when you till soil it breaks up its ecosystem and makes it less stable and terrible for the plant or crop. And it's our responsibility for us humans to make sure our soil is plantable and sustainable. So that's why we need to use non-tilled soil so it can keep that ecosystem and sustain itself and also we need to stop using harmful chemicals.

Kieran Aus

There was one key idea brought forward during the Nobel Conference that really stood out to me - there are many downfalls of repeatedly tilling your soil in order to prepare it for new crops and tilling leads to increased erosion. The exposed, uncovered soil easily gets moved around by wind and rain. The goal of tilling is to start your crop in a weed free environment, but an overlooked benefit of weeds is that they hold the soil together. Tilling up healthy soil makes it very easy for a little bit of rain or wind to wash away the nutrients and microorganisms in the soil, and even erode the soil itself. This is what caused the Dust Bowl, winds whipping around dry tilled soil.

Another huge downfall of tilling is its disrupting of microorganism ecosystems in soil. These little microbes to do much to help the soil, they are adapted to their environment and they play crucial roles in maintaining a healthy soil. They help provide nitrogen and water to the plants, are they are primary decomposers of dead plant matter. Most of these ecosystems are in the top few inches of soil, exactly the part that gets torn up by tilling. This displaces the microorganisms, pushing them away or down into deeper portions of the soil where they cannot survive to help the soil. Because of this, come people are adopting a no-till style of farming. This makes the soil much healthier; it absorbs more water, holds more organic matter, and cycles nutrients very well. The dead plants that have been cut from last years crops remain there, covering the soil and keeping in more moisture and making it cooler. No-till also makes the soil much more resilient and able to withstand heavy rains and winds. Over time, it also reduced the costs of running large scale farming operations as there isn’t a need for as much large, expensive machinery. Ray “The Soil Guy” showed a demonstration of him running water through soil, one portion of soil was tilled, the other not tilled. The soil that wasn’t tilled absorbed almost all of the water that contacted it, and almost all of the water applied to the tilled soil ran right through it. Many farmers continue to till their soil because it has been a very common farming practices for decades. Driving down in southern Minnesota, or near any farm land for that matter, tilled soil is everywhere! However, I believe this will change over time as they see the no-till farmers reaping the benefits of letting the natural soil thrive.

Anonymous 11th Grader:

One key idea discussed in the Nobel Conference was biodiversity. Biodiversity is defined as “the variety of life in the world or in a particular habitat or ecosystem.” Biodiversity is often referenced as a measure of an ecosystem’s health, but I hadn’t thought about or understood why until the Nobel Conference. But there are many instances, especially in soil health, that biodiversity is critically important. One such example came up during Ray Archuleta’s talk about sustainable farming practices. On many farms, biodiversity isn’t thought about much. Generally speaking, one crop is planted in one field, and then the field is sprayed with herbicides over and over in order to kill off all unwanted plants. The practice of applying herbicides is thought of as necessary, because those unwanted plants may be taking up nutrients in the soil that the desired crop needs to grow. But scientists like Archuleta have proved that’s not the case. They have created crop mixes designed to mimic prairies that include crops often grown in monoculture (like corn and soybeans). The yields from the crop mixes have been wildly successful, because cover crops, which help to maintain and restore nutrient levels in the soil, are being grown at the same time as the desired crop. This biodiversity not only improves the economic output of farmers, but the health of the soil.

Another example of beneficial biodiversity came up in Suzanne Simard’s talk about the connections that exist within forests. Just like in farming, it was once considered that plants of different species exist in fierce competition with each other. As such, logging companies would remove trees from forests they sourced from that were not the desired species of trees, with the thought that the desired specie would get the nutrients and resources to grow faster. But this was soon found to be untrue. Trees that were planted in those forests were less likely to survive than trees that were planted in forests with high biodiversity levels. Simard’s research provides us with a reason why. Trees connect with each other through fungi that grow on their roots, called mycorrhizae. Through these connections, trees can send nutrients. Some even share nutrients based on seasonal need. In the winter, coniferous trees share much of the sugar they produce with deciduous trees, who are producing very little. In the spring, the coniferous trees are on In this way, biodiversity in forests allows for a strong and resilient ecosystem. The understanding of biodiversity is important because it provides us with a better way to care for the earth. Biodiversity illustrates perfectly the connection that exists between all things in nature, as the lack of it often has dramatic negative consequences. I believe that biodiversity is essential if we wish to create a more sustainable future.

GRS at the Macalester International Roundtable

written by Isabela Alvarez, class of 2019 

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     On Friday, October 12, a group of Upper Adolescent students attended the Macalester International Roundtable. This year's theme was "Beyond Blood and Skin: The Global Production and Consequences of Race and Racisms". We spent our day listening to speeches about biomedical research on genetic health disparities and the impact of technology and memory on post-apartheid freedom. Students were offered a chance to ask questions to the plenary speakers. Our group also sat in on simulcasts of two discussion panels that focused on how politics affect racial identity in the modern day. It was a full and thought-provoking day, and we all went home with new concepts and questions. If you are a rising junior or senior, don't forget to register for next year's International Roundtable!

Harvest Fest 2018

written by Jennifer Gessner & Rachel Damiani, on behalf of the Parent Engagement Group

“Our Favorite Fall Things”
(To the tune of Sound of Music, “My Favorite Things”)

Hot soup in the cauldron
and painting on faces
pumpkins and gourds and wide open spaces
Sounds of the music the whole school can sing
These are a few of our favorite fall things.

Our school all together
exploring new places
crowns made of leaves and sticky caramel faces
Sharing the veggies and bread that we bring
These are a few of our favorite fall things.

When the soup boils
When the bread breaks
When I’m feeling glad,
I simply remember the Harvest Fest
And all of the fun we’ve had!

This year's Harvest Festival was the largest Great River School celebration to date. With our new space, we were able to gather as a whole community to celebrate the bounty of the harvest season. Old friends and new enjoyed arts and crafts activities, shopped the bounty gathered from the Adolescents’ trip to Buttermilk Farms, and made good use of the bounce houses and Gaga pit, all while the soup cooked away in the large cauldron. Harvest Fest was a great opportunity to connect with the community and share an afternoon of fun, food and frolic, while amazing music from our very talented students filled the air. The GRS Harvest Fest is a wonderful tradition that allows us to reflect on the gift of community and wonderment of how, together, our individual contributions can make a feast.

A very special thanks to all of the staff and volunteers that helped to make the Harvest Festival such a great success! Our fearless leader, Rachel, worked tirelessly to coordinate all of the logistics to make this event happen. In addition, there were SO many people--students, families, and staff alike--who dedicated time, energy, and resources to make this incredible day possible. Thank you to co-coordinators Monique, Holly, Jennifer and Jessica. You guys were the best team in making sure this event went smoothly! Thank you to Jenny, Jim, and Zack for pulling off such a special music set that included a community sing-a-long, GRS student and student alumni band Why Not, and professional Congolese musicians Salima & Dallas. Thank you also to Jim and Mary for saving the soup! (You guys know what I'm talking about!) Thank you Scott and the forestry occupation for setting up the straw bales and pumpkins and preparing farmstand items for sale. Thank you to Tami and the 9th & 10th graders who performed admirable community service during Harvest Fest. The event would not have been the same without your participation! Thank you to the 6th Bridge students who cleaned and prepped veggies for the soup! Thank you to all the students who harvested the pumpkins and veggies at the farm, and brought your homemade goods to the festival! Thank you to Scott Brown of The Accounting Group for sponsoring the hours of "free babysitting," aka bouncy houses. Thanks to Stacey for being our official Harvest Fest photographer. Thank you to Charlie and Jennifer for getting the word out about this event, resulting in such a great turnout! We had two amazing chefs who raised our soup experience to new levels--Kristin and Lisa--and many prep chefs too! Thank you so much to all the PEG Ambassadors who put in extra volunteer time before, during and after the event. Thank you so much to the setup and cleanup crews - you guys made the place look so beautiful to start and made sure every last piece of debris was picked up at the end!

Thank you to everyone who came out just to enjoy the event and be a part of the celebration!

If you have any feedback about this event or are interested in volunteering for this and other school events, please email: peg@greatriverschool.org.


LE's Day at Buttermilk Falls Farm

written by Jessy Fabel, Spring Brook guide

Our trip to Buttermilk Falls Farm has come and gone once again. After some wrestling with mother nature and some rainy days, we finally got some sunshine and each classroom had the chance to spend a glorious day at the farm.  

With our program growing, we recognized that there will be challenges when planning a trip to a farm with 130 children, but we also recognized that this tradition of going to the farm is something worth holding on to.  Great River has a beautiful partnership with the farmers at Buttermilk Falls Farm out in Osceola, Wisconsin and we find it important to introduce the students to the land and to the farmers - Christina, Carter, and the many eager workers that do residencies at the farm - early on in their experience with Great River.  As they grow and progress into the adolescent program, they will already be familiar with the land and the people that work it and they will also get the chance to live and work on the farm for one of their key experiences.  

We find this trip and partnership valuable for many reasons.  We get to spend some quality time outdoors, hiking in the forest, hearing waterfalls, exploring caves and hallow logs covered in lichen, and see some majestic wildlife.  This trip to the farm also allows us to see our biology curriculum come to life.  The students got to examine different types of seeds and harvest some of the fruit that those seeds become.  They also learned how to care for strawberries and prepare them for winter by covering them in a blanket of straw.  Christina spoke with many of the students about what constitutes an acre and they actually walked the perimeter of an acre.  The students also got the chance to learn about the animals they keep at the farm and how they're cared for.  They especially loved the gentle giant, Almo (the polar-bear-sized Pyrenees) as he wandered freely across the property and often lead the way to each of our activities.  

On our bus ride home, it was wonderful to hear stories about the students favorite memories from the day... picking out gourds, picking corn, balancing on huge tree longs.  We also talked about what it be like to have a farm and how their farm would look ... their responses were so delightful.  Many of the students even fell asleep in their seats (some on top of each other).  We cherish our partnership with Buttermilk Falls Farm and the wonderful people who run it.  It's also important to note that they are open to the public and host a number of activities as they are a CSA and a Folk School.  Please feel free to check out their website at http://www.buttermilkcsa.com/.


Here's to hoping you get the chance to experience this little slice of heaven just an hour away.

6th Grade Bridge Buttermilk Farm Reflection

By Isabella Severt and Rena Curtis, class of 2025

The week of the 24th, forty-one students and four 6B guides traveled to Buttermilk Falls Farm in Osceola, WI for our key experience. We spent three nights in tents, many hours harvesting and went on multiple hikes down to the falls. We separated into cook crews and made phenomenal meals throughout the week that reboosted our energy to partake in many activities. During the week many other staff at GRS made the trek down to teach creative expression classes. Sam O’Brien, our head of school lead a tree harvesting ceremony and Donna Goodlaxson co-taught with our guide Laurax an earth art experience.

Now presenting a story from our trip…

It was after nine and 6th bridge was all fast asleep when a slobbery thief and stole the students shoes and rain gear that had been left out to dry. When the students awoke to no shoes they were puzzled, Then began to realize the beast was in fact the farm dog, Almo.

Our class learned an incredible amount of skills at the farm. We also grew as a community. We inherited gardening skills and cooking skills, basic nature lessons and learned more about our classmates. This was such a wonderful and successful trip and we hope to have many more experiences like it .

9th Grade Buttermilk Farms Reflection

Compiled by Everest, Caleb and Kylie, class of 2022

When we got back from the farm trip we were asked to reflect on the trip by thinking of one thing we struggled with, one thing we learned, and one thing we enjoyed.

These are some of the things our peers wrote:

What did you struggle with?

  • I did not like how wet and cold it got, and my socks got wet.

  • Being wet all the time and continuing to work even when it was raining.

  • Harvesting squash was difficult.

  • Moving all of the pumpkins.

  • Lifting pumpkins.

  • There was too much rain the entire week.

What is a new skill that you learned?

  • I learned that when the weather wasn't the nicest you can still have a good time.

  • I learned how to harvest radishes.

  • To can food, preserve fruits and salsa.

  • to hide in the woods.

  • to make soap.

  • to saw through wood.

  • that working on the farm was not as hard as I thought.

  • how to make Pico and now to spider climb trees.

  • it rains a lot in wisconsin.

  • Cooking and Preparing lunch.

  • That I can cook.

Although we struggled and learned a lot, we also had a bunch of fun and enjoyed our time. Here are some of the things we enjoyed!

  • How to fix a barn.

  • The hike.

  • I enjoyed washing pumpkins and laughing with friends.

  • Playing frisbee with friends during free time.

  • The ride home.

  • My bed.

  • I enjoyed bonding with my friends again.

  • I enjoyed picking pumpkins.

  • I enjoyed the Coffee House that we put up on the trip - there were a lot of cool acts.

  • I enjoyed sitting in the orchard house getting to know people.

  • Carving spoons, and squash harvesting with Sarah Hansen.

  • Sleeping

  • The Bus Ride back home

  • Cleaning The entire house