Our iTaLAM curriculum presents the parasha (Torah portion) with a visual symbol that illustrates a key lesson. By integrating Jewish Studies, art, and engineering, third graders brought each parasha to life while improving upon their technological and artistic skills. Each week the students drew their own version of the respective symbol in a 3D design app. These designs were printed on our 3D printers and attached to a keychain as a visual reminder. This multidisciplinary approach reinforced their Torah studies, supported a variety of learning styles and boosted self-confidence in their final key chain presentation.
Partnering Tu B’Shevat with a unit about the rainforest creates a meaningful connection between the holiday and deforestation. Science, language arts, Jewish Studies, Maker Lab and visual art seamlessly weave the topics together while students learn about the plant cycle, conduct research, create an expository book about their topic, engineer a robotic rainstick, learn about toucans, and create a painting of a toucan in the rainforest.
In science, students learned that plants use energy from the sun, air, and water to make their own food. Students raised questions about the natural world, investigated and generated appropriate explanations based on those explorations.
In math, students used bar graphs and line graphs to show data about the rainforest. Word problems were created for peers to solve using the data.
In art, students learned about the rainforest and deforestation. Then they discussed “How can art send a message?” Social media and posters are ways to inform the public on matters such as endangered animals, deforestation and environmental awareness. Students turned their rainforest animal paintings into posters that were displayed around our school’s hallways.
In Jewish Studies, Hebrew vocabulary was introduced as students learned about the life cycles in nature and their connection to the creator.
In language arts, students engaged in the research process which included retrieving information using a variety of tools, reading for information, note-taking and finally summarizing the information. The writing process consisted of drafting and revising.