Lexington Middle School

distinguished school

LMS recognized as an Apple Distinguished School

LEXINGTON, Nebraska __ May 22, 2012 __ Lexington Middle School is pleased to announce that it has been named an Apple Distinguished School for its exemplary program that leverages cutting edge technologies and teaching practices to create a dynamic 21st Century learning environment.

The Apple Distinguished School designation is reserved for schools that are recognized centers of educational excellence and leadership.  Lexington Middle School is one of 56 schools in the United States to be honored.

The selection of Lexington Middle School as an Apple Distinguished School highlights its successes in enhancing and extending teaching and learning with the thoughtful and innovative implementation of technology. Lexington Middle School principal Dean Tickle stated, "The recognition from Apple is a tremendous honor for our school. Our community, Board of Education, technology staff, and teachers have made a commitment to provide our students with the types of digital experiences that will enable them to responsibly participate and excel in the 21st Century."

"Our implementation of Apple laptops has allowed our slmsawardchool to create a global learning environment. LMS uses laptops to bring people from our community and around the world into our school via technology. Students are challenged to leverage technology to create and problem solve in all curricular areas. They also learn about being a good digital citizen and what it means to be an ethical member of a global society," Tickle stated.

In addition to student use of MacBook computers, teachers also benefit from enhanced technology. Educators use computers to better track student achievement, analyze data, and make changes in instruction with increased speed. Additionally, online collaboration tools allow teachers to exchange ideas and digital resources with people around the world. This broadens students? experiences, too, as teachers are able to translate and transform this shared content into dynamic learning experiences in the classroom. The 1-to-1 environment has exponentially increased educational possibilities and experiences, allowing learning and teaching to extend beyond the school walls.


Seventh Grade Social Studies

Students in seventh grade social studies are starting the year off by going back to the earliest days of human history.   After checking out some cave art discovered by teenagers in Lascaux, France in the 1940's, students explored the developments of early peoples in North Africa, Turkey, and the Middle East.  

Students seem to be getting into a rhythm, have their schedules memorized, locker combinations figured out, and we're really starting to discuss some interesting topics.   One great discussion point came about as we discussed the difficulty of early cultures settling into a place that had no wood, stone or metal resources.  Many of the students really struggled to understand how there could be no resources such as usable rock or trees.   We looked at satellite images of the Sahara desert, and compared them to the Nile River Valley.   The lush green irrigated fields lent themselves to farming and settlement, whereas the desert region of most of north Africa has been left uninhabitable.   

As we move forward in seventh grade social studies we will be discussing and exploring several regions around the world, and the development of various civilizations such as those from Mesopotamia, Egypt, China, India, Greece and Rome.  Parents with questions are encouraged to discuss the topics with their child or contact Mr. Allen at the Middle School!

Did you know that:

·      33% of U.S. high school graduates will never read a book after high school.

·      Out-of-school reading habits of students have shown that even 15 minutes a day of independent reading can expose students to more than a million words of text in a year.

·      46% of American adults cannot understand the label on their prescription medicine.

·      26% of children who were read to three or four times in the last week by a family member recognized all letters of the alphabet.

Reading at LMS has a new look.  Your child may not have a specified reading class but that does not diminish the importance of reading.  As teachers and parents, we want to encourage our students to “Read On,” whenever they have a chance.  A set amount of time will be designated during the school day to read and the expectation is that students will independently read an additional amount of time at home. Don’t know what to read?  Ask a teacher, para-educator, librarian, or friend for book recommendations.  Also, check out http://www.goodreads.com to explore new books.  Happy reading!




Fishing On Wheels


Lexington Middle School has some new wheels!  Thanks to Youth Fishing Instructors Sophie and Neil Risinger (of Cozad), a set of wagon fishing carts were developed to aid students in their local angling explorations.  Before the carts, school groups had to either borrow a truck or have students (who may or may not have tackle experience) carry all the equipment to the ponds.  The wagons were either donated or purchased very inexpensively because they were rusting and in rough shape.  Then, Lexington chapter FFA advisor Brad Schott and the FFA welding students donated their time and skills to transform the wagons.  They added sheet metal, reinforced pieces, coated, painted, and gave the wagons a purpose.  It’s a pinterest project come true and the students are extremely excited to get outdoors and go fishing!



Tower Problem -- Round 2

Sixth grade Science students met in round 2 of "Tower Problem" challenge.  Tower Problem gives students the opportunity to:

*develop problem-solving skills through use of manipulatives.
*practice observing, hypothesizing, designing, analyzing, and reevaluating.
*enjoy building things.
*do what scientists do!

Students use wooden blocks to build the tallest tower.  A "team" consists of 2 "builders" (who do not know they are a team until their names are drawn and it is time to compete).  They have 2 minutes to build the tower.  They cannot speak after their names are announced or during the building process.  After the 2 minute building period the tower is measured in centimeters (1 point per centimeter), points deducted (1 point per word spoken during 2 minute building period), and the score is recorded.

Roles class members play during each 2 minute competition include:  timer (announces when 2 minutes starts and when 1 minute is left); recorder (records results); safety inspector (watches for safety problems, gets chair if needed, helps measure height of tower, counts number of blocks used); spectators (observe and formulate ideas, watch for words spoken).

Pictures show the first place team from four different Science class periods.

SCI-4: Selegna / Gabriela
206 cm  (44 blocks)

SCI-6: Benjamin / Ifrah
223 cm  (44 blocks)

SCI-9: Adalberto / Victor
222 cm  (44 blocks)
SCI-10:Sofia / Lisette
192 cm  (43 blocks)

Latin America

It has been a very busy semester with NeSA testing the end of the school year wrapping up the students are ready to be done with school. In my 6th grade geography class we have just finished working on a unit on Latin America. Throughout this unit we have looked at the socioeconomic problems that plague Mexico City.  My students found it really surprising to learn that Mexico City is sinking at a very fast rate. We also looked at how the indigenous people of Guatemala are resisting modernizing because they fear to lose their traditional way of life.

They also learned about the Amazon Rainforest, and the importance rainforests have on our planet. As a class we took an ecological footprint quiz to see how really wasteful we are many of them were extremely shocked to see the results.  And finally we learned about the Andes mountain chain that runs though most of the western coast of Latin America. At the conclusion of this unit I was able to obtain some Inca Kola, a soda that is manufactured in Peru and gave my students a sample. They absolutely loved it!