Chickens and Checkbooks – Project-based Learning at CCS

Chickens and Checkbooks – Project Based Learning with Chickens at CCS

By: Shannon Leonard

“Ah-ha!” moments have a tendency to sneak up on us.  For me, it was one July morning after collecting eggs from my flock at home. I was thinking about how relaxing and easy it is to care for chickens – so easy that a child could do it. I immediately started thinking of all the things I could teach my students about raising chickens: embryology, growth and development of birds, livestock care, composting, selling eggs, multiplication….my list went on and on. I realized that this project would be the perfect way to incorporate the four pillars upon which our educational philosophy at Charleston Collegiate School is built: Project Based Learning, Creativity and the Arts, Outdoor Education and Leadership, and Entrepreneurship and Financial Literacy. I knew it was an ‘outside of the box’ way of thinking, but I have the privilege of working at a school that fosters and encourages such thinking – not only in its students, but in its faculty as well. So, I approached Mr. Burr about my idea of having the third graders hatch and raise chickens here at Charleston Collegiate. He was instantly on board and ready to talk about coop placement!

I started looking for partners in our community who would be willing to support such an ambitious project. I wrote grant proposals to two different organizations outlining our project, in which the third grade students at Charleston Collegiate would research and present a proposal to Mr. Burr and other community members for them to incubate, hatch, and raise chickens, eventually selling their eggs on campus.  I was amazed to be awarded two grants to support this endeavor! Next, I was terrified I had to follow through on such a ground-breaking project. Was I really going to be able to get eight and nine year-olds to research, write and present on topics ranging from the benefits of having chickens on campus to how chickens can benefit the CCS garden to the many different breeds of chickens? BIG BREATH!

Mrs. Gasper, my fellow third grade teacher, and I introduced the idea in January of 2017 to the combined third grade classes. Our students were all excited, and couldn’t believe that they had an opportunity to possibly have chickens here at school! The students brainstormed ideas they needed to research to demonstrate understanding of the topic. I was blown away that the students naturally suggested research topics that Mrs. Gasper and I knew we wanted them to study, such as learning about predators and how to keep the chickens safe. The students were also interested in learning the effects from being exposed to “chicken germs” and how to prevent the spread of those germs.

It was so exciting to see the students take this one learning opportunity and make it their own. They were encouraged to go out and interview other teachers and staff members to learn how others could benefit from having the chickens on campus. One group taught second graders about the life cycle of a garden and how chickens can contribute to having a healthy garden. Another group worked with the Middle School science teacher to conduct a hand washing experiment. A separate group worked with Mrs. Dowis, our garden teacher, to plant foods the chickens could eat straight from the garden.

When presentation day finally arrived last spring, everyone was excited – students, parents, administrators and invited guests. Each group gave a three-minute presentation on their research topic, and did an amazing job demonstrating deep understanding of their particular subjects! The students were so proud to share what they had learned. Their maturity and responsibility proved to us that they would be able to continue with the project, beginning with getting fertilized eggs to hatch in class!

I am confident that the third graders learned invaluable skills and information when they conducted research, interviewed teachers, performed experiments, taught other students, created visual displays, gave oral presentations, and incubated then cared for the baby chicks. It was thrilling to witness once again how beneficial Project-Based Learning is for students.

Now that the chickens are thriving in their coop on campus, this year’s third graders are learning about the growth and development of chickens. Financial Literacy and Entrepreneurship is one of CCS’s educational pillars, so our students are also learning how to develop a business model by identifying the needs of a community, creating a logo, brand and slogan, and being introduced to business terms such as problem, solution, cost, unit, profit, revenue, margin and start-up funds. We are teaching our students how to “balance their chicken checkbook” so to speak!  I look forward to students using research skills such as interviews and the internet to successfully implement their business plan.  I have a feeling these amazing students will come up with other topics to research. They may even take the project in another direction.  Where ever it goes, I am confident they will continue to make their school community proud!


Lower School Leaders – 4th Grade Marshals

As leaders of the Lower School, the fourth grade class is expected to set an example for the grades below. The Fourth Grade Marshals program was created to make this leadership role an official position for the students to strive towards earning. The Marshals Program fits seamlessly within the Charleston Collegiate mission and Four Pillars of Education, by focusing on the overall excellence of our students and combining academics with character, kindness, respect and helpfulness in order to nurture our students in their journey to becoming well rounded individuals. Each month, four Student Marshals are chosen from the fourth grade class by their teachers, based upon the leadership initiative that they show over a prolonged period of time. We find that the Marshals Program is successful in provoking positive actions by the fourth graders based upon impeccable character and kindness, rather than popularity.

Some of the responsibilities of the Fourth Grade Marshals include assisting in assemblies, raising and lowering the U.S. and S.C. flags, and getting the younger children to and from their classrooms during carpool. The Marshal Program is ever evolving to ensure that the children’s responsibilities meet the current needs of the school, nurture the students, and involve projects about which the fourth grade students are passionate. This year, the Marshals are going to meet once each week during lunch with Mrs. Doyle to discuss other services or activities they can do during their month as Marshals.The CCS faculty believes that rewarding positive behavior is the best way to foster long-term growth and improvement. The Fourth Grade Marshals Program has shown many positive results while continuing to set the stage for behavioral expectations between students and their teachers as well as their peers.

The Marshals this month are Jacob Berry, Rafael Hernandez Merino, Kylie Wojdyla, and Kylie Schroder, who say that they really enjoy getting to raise and lower the flags each day. They also enjoy the responsibility of helping with carpool, and overall they love being an example for the younger kids because it allows them “to teach the younger grades lessons on what to do around school.”

Teaching Our Little Fledglings to Fly

The unconditional love we have for our children, combined with the protective animalistic instinct that is housed deep within our DNA, compels us to shelter our children from the dangers of the world. However, we always need to keep our eyes on the end game: to create independent, young adults that can successfully navigate the dangers of tomorrow on their own.

In Jessica Lahey’s best selling book, The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed, she writes on this topic saying, “Out of love and desire to protect our children’s self-esteem, we have bulldozed every uncomfortable bump and obstacle out of the way, clearing the manicured path we hoped would lead to success and happiness. Unfortunately, in doing so, we have deprived our children of the most important lessons of childhood. The setbacks, mistakes, miscalculations, and failures we have shoved out of our children’s way are the very experiences that teach them how to be resourceful, persistent, innovative and resilient citizens of this world” (Lahey).

We need to teach our fledglings to fly without us. Now, I am not suggesting that you push your cute, baby birds out of the nest before they are ready. Rather, I’d like us to work together to teach them the skills needed to take flight! Once they grow their flight feathers, we need to teach them to flap their wings, understand the wind, and instill the courage necessary to take the first leap out of the nest without us.

When children feel safe and supported, they have the courage needed to take the leaps in life. Ideally, they will soar and feel the wind through their wings, but sometimes they will fall to the ground. Falling is okay. Let your fledglings brush off their wings and climb to the top of the nest, then encourage them to leap again by asking, “What could we do differently next time?” We all make mistakes – but when we learn from those mistakes, they turn into lessons, and learning lessons is what school and life are all about.

What do standardized tests, reading scores, grades, and college admission decisions all have in common? This is not a riddle; all of them are used to compare our children’s successes against one another’s. Let’s resist society’s pressures that make us feel “judged by (our) children’s accomplishments rather than their happiness” (Lahey). With enough practice, every child can learn to ride a bike. Does it really matter if it takes him or her two weeks or two months? No – you are just going to remember the joy on your child’s face when he or she realizes you aren’t holding the seat anymore. “School is prime time for failure, even among kids who have sailed through school… The combined stressors of puberty, heightened academic expectations, and increased workload are a setup for failure. How parents, teachers, and students work together to overcome those inevitable failures predicts so much about how children will fare in high school, college, and beyond” (Lahey). Sure, we all want our children to be successful, but let’s refine our definition of success to include happiness, as well as character traits like determination, perseverance, and grit.  

Charleston Collegiate School is a family school, a community that partners with parents to inspire students to become passionate, lifelong learners by empowering them with knowledge, creativity, curiosity, and confidence to mindfully embrace the opportunities of tomorrow. What does that mean? It means we all need to work together to cultivate these character traits in our children that will empower them to handle life’s challenges. As Jessica Lahey explains, “the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ.”

So, the next time our children forget their iPads, lose their homework, or ask for poster board the day before the science fair, let’s ask ourselves- “What is the end game?” and “How can we turn this mistake into a lesson?” Let’s work together to teach our fledglings to fly high!


Dean of Middle & Upper School

Works Cited:

Lahey, Jessica. The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed. Harper. 2015.


Bringing New Skills to the Classroom – CCS Faculty Professional Development

The CCS faculty stayed quite busy this summer, with professional development trips to High Tech High in San Diego, California, Phillips Exeter Academy in Exeter, New Hampshire, and to the American Wilderness Leadership School in Jackson, Wyoming – just to name a few! These experiences allowed the participating faculty members to work with inspirational instructors around the country, with particular focus on new and forward-thinking strategies regarding learning. Specifically, our faculty learned how to implement new technology into the classroom, new conservation techniques for our campus, and tools to improve the Diversity and Inclusion Department at CCS. Hacker Burr (Head of School), Letitia Sowers (Dean of Student Life & Director of Diversity) and Campbell Bowers (Lower School Outdoor Education), returned to CCS newly energized with the valuable knowledge they gained over the course of their experiences, which they share with us below:

“Our staff is extremely lucky to have the opportunity to participate in some of the highest quality professional development in the world.  High Tech High and Phillips Exeter are two schools that are on the cutting edge of education in the 21st Century. These institutions have been leading the way for years, and we feel it is important for our teachers to travel out of our immediate area and mingle with the best of the best. We are honored that the Stranahan Foundation and other generous donors see value in these experiences as well, and are willing to invest in our commitment to truly provide a 21st Century Education for our students.  This is an investment that carries exponential return, and the net result for our students is that they receive an educational experience to prepare them for the innovation economy that awaits them – which is far different than the industrial economy that previous generations of students experienced. It was exciting to see our teachers gain such valuable information from their experiences at these innovative schools over the summer!”

-Hacker Burr, Head of School

“Attending the Diversity Institute at Phillips Exeter Academy in June was an eye-opener for me in so many ways! This incredible opportunity not only benefited me in my professional life, but in my personal life as well. I spent the week with two profound instructors, Alex Myers and John Daves, along with educators from around the world, discussing various topics about race and gender using the Harkness Method.

A few standout themes from my experience include:

-that in order to implement a successful Diversity and Inclusion Department at CCS, there must be an institutional buy-in. This includes board members, employees, students, parents, and all other constituents.

-that schools should create a safe environment where students don’t feel like they are only admitted – but they are also accepted at the school!

-that many of us automatically think of race when we hear of diversity and inclusion. However, this concept also includes language, socioeconomic status, ethnicity, nationality, sex, gender identity, sexual orientation, religion, geography, physical abilities, age, personality, learning styles, and life experiences.

-that the terms and topics that framed our week at Exeter were: Cisgender, White Fragility, Meritocracy, the Gender Bread Person, and Racial Literacy.

I look forward to continuing the discussion about diversity and inclusion at CCS, as well as helping to guide CCS on becoming a proactive institution rather than a reactive one when faced with challenges that make our CCS students and employees different from one another!”

“It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.” -Audre Lorde

-Letitia Sowers, Dean of Student Life & Director of Diversity

Each summer, the Safari Club International organization invites educators from around the country to participate in their American Wilderness Leadership School (AWLS). During the weeklong program, AWLS educates teachers on the importance of conservation and ecology, as well as firearm safety skills and archery certification. From dawn until dusk, educators participate in classroom lectures, ecology walks, and archery/firearm training, along with opportunities to reflect with colleagues on the information and skills learned. The goal of this program is for participants to bring their newfound knowledge back to their schools and programs to implement in the upcoming year.

“I had an amazing experience at AWLS! The instructors were friendly, engaging, patient, and helpful. Each instructor came from a different outdoor background, which provided an all-encompassing learning experience. We were generously given dozens of resources to help implement activities in our classrooms, and I enjoyed meeting educators from all over the country who teach everything from preschool all the way up through the college level. We continually discussed ideas for our own classes while working together in survival situations, archery certification, and various games. I also learned how to safely shoot a firearm and became NASP certified in order to help coach our archery team at CCS. These bonding experiences helped me to develop a better format for my classes that I am looking forward to implementing. I hope to be both a teacher and facilitator as I continue to provide hands-on learning opportunities – as these are the experiences from which our students benefit the most!

The main lesson I learned throughout the week was the importance of building relationships with people in both the school and our local communities. Meeting educators with different backgrounds and learning about their teaching styles and experiences was extremely valuable. As an outdoor educator, I hope to put myself and CCS into the outdoor community more often to build as many relationships and learning opportunities for our students as possible. This was a once-in-a-lifetime experience that I will never forget. Thank you Safari Club!”

-Campbell Bowers, Lower School Outdoor Education

The Portrait Project – A CCS Commitment to our Students

This summer, our Media Arts teacher Ms. Austin Howell had the opportunity to visit High Tech High, a leading school in project-based learning in San Diego. You can read about Ms. Howell’s trip here.

Ms. Howell was inspired by High Tech High’s Arts program and their students’ passion for the Arts. Ms. Howell committed her summer to a project which shows our students how much they have an impact on CCS as a whole: she designed a digital portrait of each returning Upper School student. Each portrait took between two and four hours to complete! Ms. Howell took a time lapse video of her process, which you can view here.

These incredible portraits are on display in our Upper School building. This project represents one of the many ways the talented and dedicated teachers of CCS strive to connect with students on a deeper level!

Learning through Experience: Our Students’ Summer Activities – Middle School

Our Middle School students have been working hard completing their summer requirements.  Bodie W. volunteered, while Aiden B., Alexandra C., and  Brooke F., completed unique summer assignments in the culinary industry! Aiden was busy this summer taking a cooking class, and Brooke F. and Alexandra C. put together a philanthropic bake sale! Bodie W. volunteered by helping an organization that provides toys to children in need. You can read about their experiences and what they learned below.

Animal Sanctuary Fundraising Bake Sale

“0n July 1, 2017, Alexandra and I had a bake sale at the farmers market to raise money for Hallie Hill Animal Sanctuary. We raised $1,100 dollars! Hallie Hill is located in Hollywood, SC. They try to save as many dogs and cats as they can and they do not kill. They currently have one space for a kitten in need of a home. We need more animals to get adopted so we have space for more dogs and cats to save and get them a nice warm home. The money from the bake sale will help get more space for animals in need.

-Written by Brooke F.

Children’s Philanthropy

“The Charity I worked for was called Faith Hope. It was an amazing experience for me. I loved seeing people’s faces going from stress to happiness. I loved helping other people for something good. For the first couple days, I helped pack toys and such for children who don’t have the money to buy fun things like toy cars, bikes, and puzzles. It was a hard work but worth it. Over the next couple of days, I helped deliver the packages and that’s what touched me the most. I saw kids as young as two. Their smiles made my day! That is how my volunteer experience went this summer.”
-Written by Bodie W.


Learning to Bake

“This summer, I took two pastry baking camps at Trident Technical College. I made things like Creme brulee and Cannolis. They were so yummy. I think when I am older I might go into the baking business.”

-Written by Aiden B.

High Tech High: 21st Century Learning – Faculty Professional Development Reflection


Each summer, several of our teachers are given the opportunity to travel to San Diego to visit High Tech High, an innovative school paving the way in 21st Century learning. High Tech High’s project-based approach to education is delivering new ways of thinking and producing advanced learners. Our teachers attend workshops at HTH to bring these teaching skills, concepts and methods back to CCS so our students can utilize the best that 21st century learning has to offer. Ms. Austin Howell (Art) and Mrs. Jodie Haynie (4th grade) reflect on their experiences below, sharing their excitement about what they learned with the CCS community!

Ms. Howell:

This summer I was given the amazing opportunity to represent CCS at a teacher conference at High Tech High. I had heard many things about this school, and had seen the documentary “Most Likely To Succeed,” but nothing compared to stepping into the school building in San Diego, California. Upon arrival, I was overwhelmed by the amount of beautiful student artwork and projects on the walls. The building itself calls for the impressive opportunity to showcase student projects with an industrial style of exposed ceilings, untraditionally-shaped classrooms, and a multi-level open concept. Not only was there a plethora of artwork, but each section of projects was displayed in a unique manner.  As an art teacher, I couldn’t help but take many notes and countless photos of the projects I saw. I look forward to implementing some of these display techniques into how I showcase student work on our campus!

While in San Diego, I was also fortunate to be able to attend the HTH Middle School “Exhibition Night.” This event brought parents, friends, and other community members to the school to see the middle school students’ presentations of major projects or themes that their class had studied during the school year. This immediately reminded me of the CCS 8th grade exhibitions and the 10th grade exhibition night that challenges our students to express deeper learning by presenting their academic experiences using cross-curricular projects. This comparison made me proud of how CCS uses the Project-Based Learning model to prepare our students for the real world by instilling in them skills such as collaboration, communication, teamwork, and creativity.

So, what did I take away from this experience? I recognized that CCS does not have to “become” High Tech High in order to make project-based learning effective. We are doing a lot of the right things already that make CCS such a wonderful and distinctive school environment. However, we can always learn from what other schools are doing – including what works and what doesn’t work – to continue to enhance the Project-Based Learning model in the most constructive way for our students.

I’ll end by mentioning a project I have personally taken on this summer that was inspired by my trip to HTH. Process and informal assessment were themes of the conference, and my goal is to put myself “into the role of a student” by coming up with an essential question, working with deadlines, and recording my process. This project really challenges my skills in Adobe Photoshop and portrait rendering! My exhibition will be a surprise to the CCS students, hence the lack of details here…but I will say that my trip to HTH confirmed that so much of what I can do to be an effective teacher depends on guiding my students in meaningful and engaging projects. Encouraging them to think about their process along the way is just as important as focusing on the end result.

Mrs. Haynie:

Learning and traveling are two of my favorite things to do, so I felt honored to be asked to attend High Tech High’s Spring Residency in San Diego. The main focus of the presentations and conversations surrounded the concept of “Assessment 2.0.”  I’ve always liked a play on words, and it sparked my interest when a facilitator pointed out that the word assessment actually has ‘assess me’ written right there in the word. Do you see it? The same facilitator went on to explain that “Assessment 1.0” describes the process of the teacher as the only one giving feedback to a student. Now comes “Assessment 2.0”: imagine having your work or a project analyzed by not only your teachers, but also your peers and the members of community around you. I’m talking about authentic assessment that is dialogical, informative, equitable, personal, collaborative, experiential, engaging, and perhaps enlightening.

Well, this was my take away from the conference: CCS doesn’t have to imagine doing Assessment 2.0 – because we are already doing it in so many ways. Are there ways for us to improve? Of course! However, it is exciting to me to know that what we are doing here at CCS is what other schools who are on the forefront of education are practicing. The more we incorporate project-based learning, the more we create well-rounded, reflective students. Implementing thoughtful projects into our curriculum fosters essential habits of the mind and heart in our students, which they will long possess after graduating. I wholeheartedly believe CCS is on the right path with educating our students, instilling in them knowledge and skills they need to be productive and successful citizens. Being the adventurer I am, I am happy to be along for the ride!

Learning Through Experience: Our Students’ Summer Activities

Each summer, our Middle and Upper School students are presented with several opportunities to keep the learning process active and to help prepare them for their next grade level in the fall.  This summer, there are more options than ever that allow students to choose something from a list of learning opportunities that appeals to them and their interests. Students can volunteer, start a business, attend a college program, study abroad, intern, work/volunteer at a summer camp, get a local job, work on a charity project, or go on a college tour! In doing these activities, students are able to learn outside of the classroom, helping them adapt to new environments and learn in new ways! Each student then submits an essay about his or her selected summer experience.

Middle Schooler Tyler N. submitted this essay about his learning experience working at the SPCA:

Charleston Animal Society Junior Camp Leader 
Topic #8: Work at a summer camp 
The activity that I chose was #8 (work at a summer camp). I was a Junior Camp Leader at the Charleston Animal Society. I chose this activity because the only camp that I love more than go-karting camp is working with the animals. I chose this camp because Ms. De Daltorio (Senior Director of Humane Education) invited me to apply to become a volunteer Junior Camp Leader as an Alumni of the summer programs. I was selected to be one of the 6-8 Junior Camp Leaders for the summer. If you want to be a Junior Camp Leader, you have to be asked to apply, be 12 and older, and commit to volunteering for two whole weeks of summer camp. I was selected for Animal Care Camp (ages 5-7) in July and Beginners Vet Camp (ages 9-11) in August.
Animal Care Camp was held from July 5-7. While I was at camp, I participated in the activities, meetings, cleaning, and others things. I had to stay at the camp from 8:30am-1:30pm. The actual camp is from 9:00am-1:00pm for the campers. This camp teaches you how to come up to an animal, how to pet an animal, and how to treat an animal. I was given a badge because some doors have a lock system that require a badge to get through the doors. When we got there in the morning, I fed the animals, cleaned the animals’ cages, and help set up the place for the campers.
When the campers got there, I had to direct them to what they had to do and also throughout the day. I would also clean dishes, help with activities, gather materials for the activities, help gather the animals for animal time, etc. We also had guest speakers come in to talk about therapy dogs, K-9 Unit dogs, shorebirds, training pets, reptiles and amphibians. At the end of the day, all the kids would leave and we would have to clean up and feed the animals. Finally, all of the counselors and Junior Camp Leaders would meet with each other and we would talk about our day and things we could change. My experience was a good one, and I am recommending for myself to go back next summer if I am invited to participate again.

Senior Writing: How Will Hutchisson is Working Toward Being a Global Citizen

At CCS, we are looking forward to seeing what our incredible rising senior class accomplishes in the 2017-2018 school year. Senior Will Hutchisson is working hard this summer at becoming a global citizen by applying what he’s learned at CCS to his summer job with a philanthropic organization. Read his writing about his experience below!

“It’s summertime, and without the stress of school, I’ve had a lot more time on my hands. When I’m not working at my summer job at a retirement community, I often find myself thinking. Lately, I’ve found myself asking, “What does it mean to be a global citizen?” This question can be answered from various perspectives, but, for me, it means a desire to give back and make an impact in communities throughout the world, which is what led me to Serengetee.


Serengetee is a t-shirt company that supports artisans from around the world. I have the pleasure of working for this company this summer through a “Campus Representative” program. The founders of Serengetee travel the world, exploring markets, collecting fabrics, and making them into pocket tees. They sought to find a way to bring positive change to global communities through fabric, and it worked. They continue to travel the world, looking for new fabrics, supporting artisans, and giving back a percentage of their profits to improve lives throughout a diverse range of communities.

​ As a “Summer Rep,” my job is to promote the company, primarily through social media, but also through word of mouth. This summer, I’m seeking to spread the mission of Serengetee to as many people as possible, encouraging others to not only buy shirts that tell a story, but also help those in need. During my internship, I have found that Serengetee’s mission is closely related to the service-learning mindset of CCS. Although one is a fabric company and the other is a school, both play a part in educating others about the importance of service in one’s life through active learning. As opposed to strictly learning a lesson from a book, CCS has students learn first-hand, while applying lessons in real life situations. Instead of ordering fabric online, Ryan and Jeff (the owners of Serengetee) travel to a multitude of countries and collect the fabrics themselves, which helps them see first-hand how they can help the local artisans.

​Whether you’re inspired to start something new, or join a current movement, I encourage you to envision what impact you can make in your community. Whether it’s at your job, your school, or even your neighborhood, ask yourself, “How can I leave my footprint here?” Set a goal, promote your idea, and make your impact. That’s what I’m doing through this internship…and what I’ll be thinking about as I enter my senior year at CCS this fall.”

Wear The World,

Will Hutchisson, Class of 2018

2nd Grade’s Great Diaper Debate!

When the second graders set out to meet a need in the Charleston community, they didn’t know they’d be up to their elbows in diapers!

One in three families in the U.S. struggles to afford diapers. After learning about the effects of diaper need, the CCS second grade planned to host a diaper drive. However, they first wanted to learn everything they could about diapers! Click here to see a slideshow of all the work they did!

The students decided that to determine which diaper brand is “best”, they would need to determine a winner in each category: most popular, lightest weight, softest, most sizes offered, least expensive, and most absorbent.

The students researched, surveyed, measured, and experimented to determine the results. They then held a blind vote for “best” diaper brand based only on the results of their project. The winner….Target brand diapers! Target brand absorbed the most, was the runner up for softest, and cost the least – nearly $400 a year less than some other brands! Click here to hear the students tell you all about their project!
The students had an awesome time learning all about diapers, and will finish their study with a diaper drive to benefit the Junior League of Charleston’s diaper bank. Please help them by donating diapers of any size and brand. Their final collection day will be May 17th. There will be a collection bin in the Lower School hallway, next to Mrs. Hills’ office.
Thank you for helping them help others!