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A Cloud of Bubbles

Alexis learns about states of matter in a hands-on experiment with water and dry ice.

6-8 team students enjoyed another engaging science activity thanks to Mr. Kennedy and Mr. Loar, this time exploring the three states of matter: solid, liquid and gas.

“Normal” ice—frozen water (H2O)—changes from solid to liquid when it melts, eventually evaporating into gas.

Dry ice—frozen carbon dioxide (CO2)—changes directly from solid to gas in a process called sublimation. Additionally, dry ice sublimes more rapidly when submerged in water.

During a recent experiment in the grass area beside the school building, students observed the change from solid to gas when dry ice is submerged in water creating a cloud of water vapor fog. But then they took things one step further . . . .

By adding a squirt of dish soap into the water, a cloud of bubbles begins to appear!

The soap in the water traps the CO2 and water vapor in the form of a bubble. Grab the bubbles and give them a squeeze and the bubbles burst with an explosion of fog!

Students also used soapy water to scoop air into bubbles. Air is made primarily of nitrogen and oxygen. How those gases get into our atmosphere is a lesson for another time!


Creative Lessons Make Math Easy

Everyone knows the Associative Property of Multiplication, right? You know, the property that states that when multiplying three or more real numbers, the product is always the same regardless of their grouping.

LGS students recently learned this pre-algebra concept through hands-on activities using math cards and pipe cleaners.

For those who don’t have the benefit of our creative teaching staff, we’ll walk you through it:

What’s the answer to the following problem?     2 x 3 x 4 = ?

The answer?     2 x 3 x 4 = 24


Sometimes it’s helpful to group the numbers with parenthesis.

Using the above example, you can group the numbers like this:  (2 x 3) x 4 = 6 x 4 = 24

You can also group the numbers a different way: 2 x (3 x 4) = 24

Either way you get the same answer. That’s the Associative Property of Multiplication!


Let’s try another example: 2 x 8 x 5 = ?

You can group the numbers like this: (2 x 8) x 5 = 16 x 5 = 80

Or you can group the number like this: 2 x (8 x 5) = 2 x 40 = 80

Either way, you get the same answer.


Here’s the property in letters:     a x (b x c) = (a x b) x c


Read more about what’s going on Inside LGS here.

Rain Cloud in a Glass

Students of our K-2 team recently learned about clouds and rain using shaving cream, water and food coloring.

The class started with glasses of water to which was added a layer of shaving cream – the water representing the atmosphere and the shaving cream, a cloud.

Then, students began to add drops of blue food coloring to the shaving cream. The weight of the food coloring gradually pushed through the shaving cream and began to fall down through the water in the glass – just like streaks of rain falling!



Read more about what’s going on Inside LGS here.

LGS Alum Spends Spring Break Giving Back

Collin Leonard ’11 works with Bennett Grady on
a robotics project

Collin Leonard (LGS class of 2011) spent part of his spring break from Marshall University giving back to his alma mater.

Collin shared college experiences and various tips for success in school with current 6-8 team students, and also spent time helping out in the Robotics I class.

Following LGS, Collin went on to Purcell Marian high school, which he described as “fun” but cautioned students that there’s more work in high school adding, “Even on weekends you’re doing homework.” And he explained, “Grades matter in high school if you want to go to college, and grades are important in college if you want to get a good job.”

Collin is enjoying college more than he did high school largely, he says, because of “the feeling of being independent.” He lives in a dorm at Marshall where “your parents aren’t there so you have to learn how to take care of yourself.” But, he explains, you get to meet people and if you have a roommate, “they basically become part of the family.”

This semester Collin has 4 classes: education, history and two geography classes. He’s majoring in special education with an emphasis in history.

He had lots of great tips for current LGS students, including the benefits of being organized and creating a schedule for yourself. He also emphasized the importance of communication and being a self-advocate adding, “It’s important you have a voice.” He recommended talking to teachers after class or during a free period and asking questions like “What do I need to know?”

But it isn’t all work for Collin. He joined the swim team in high school and said it helped him to focus and to keep a schedule. In college he’s enjoying art club and had some recommendations for art apps and software for LGS classes. But in general he likes to spend his free time simply hanging out with friends.

Thank you, Collin, for taking the time to visit your alma mater and share experiences and advice with current staff and students!

Student Songs Celebrate Friendship

March is “Music in our Schools Month” – a time to celebrate the benefits a quality music program brings to our kids’ learning and development.

This year during the month of March, Mrs. Weber and Mr. Stephenson worked with students’ teams to write lyrics for their own “Friendship Songs.” They also created a “Friendship Tree” to decorate the hallway outside of the music room.

Linden Grove School is grateful to the board certified music therapists and qualified music educators of Melodic Connections who provide “music in our school.” Music education plays an important role not only in helping students increase their focus and potential for learning, but also in developing life skills ranging from effective communication to interacting with peers and . . . making friends!



You’ve Got a Friend in Me (2-4 Team Students)

You’ve got a friend in me

You’ve got a friend in me

Friends are great and amigos

Ethan, Isaiah, Alex and Amaiah, 

Kevin, Aidan, Eddie and Maggie

Yeah, you’ve got a friend in me

Yeah, you’ve got a friend in me


You’ve got a friend in me

You’ve got a friend in me

Friends are nice and friends are big

Friends are going to play outside with me

Friends are cool as cucumbers

Yeah, you’ve got friend in me

Yeah, you’ve got a friend in me

Absolutely Incredible Kids!

It’s Absolutely Incredible Kid Day! Each LGS student is receiving a surprise note from at least one family member as well as a note from Mrs. Tennyson, Head of School.

Our younger students had their notes read to them and then all posed for a picture with their treasured letters reminding them they are “incredible.”

Among our older students, one student described the letters as “beautiful” and reflected: “It made me feel like we can make friends.”




Read more about what’s going on Inside LGS here.

Students “See” Germs with Glitter

A recent Health experiment helped students “see” germs – invisible things that can cause them and their friends to get sick.

Students were asked to wash their hands with soap and water, then glitter was dumped on their hands. After that, every student shook hands with their friends – it was easy to see how the glitter germs were transferred.

After this experiment, students better understood the importance of proper hand washing and how it makes sense to cough into your elbow.


Read more about what’s going on Inside LGS here.

Kids First with LGS Students

LGS Applied Skills students recently went on a class outing to Kids First Sports Center on East Kemper Road in Cincinnati. They completed three circuits including trampolines, a foam pit, hopping, rolling and climbing.

The students absolutely loved it and the activities met many of their sensory needs.

Thank you to both LGS and Kids First staff for making it a memorable outing.




Read more about what’s going on Inside LGS here.

A Lesson in Dining Out

Students from the K-2 team recently had a lesson in dining out with assistance from LGS Speech-Language Pathologist Laura Detzel and Occupational Therapist Abby McKenzie.

Students took turns donning an apron and chef’s hat to play the role of waiter. The waiter then asked each customer, “Please, can I take your order?” and the customers ordered from a prepared menu of pretzels, goldfish and marshmallows. (Marshmallows were the most popular item on the menu that day, though goldfish were a close second!)

One of the main focuses of the activity was teaching dramatic play. Students took on different roles (waiter and customer) and acted out the restaurant scenario from different perspectives. This type of pretend play often does not come naturally for students with autism; role playing helps teach them how to imagine being something/someone else.

Another focus was using language to interact with their peers; visual cues were used to help the “waiter” take orders and the “customers” place their order using complete sentences.

And, as anyone who has spent any time serving food at home or in a restaurant knows, balancing trays of food and serving food onto customer plates encourages the development of gross and fine motor skills.

This in-school dining out experience will be followed to a field trip to Frisch’s where students will have a change to practice placing their orders and behaving appropriately when dining out.

Thank you to Mrs. Detzel, Miss McKenzie and the K-2 team staff for this effective and fun learning opportunity!


Geology Lesson for Lunch

Geology for LunchStudents of the 6-8 team recently made appetizing (?) visuals to increase their understanding of the earth’s multi-layered crust.

With the help of Mr. Kennedy and Mr. Loar, students constructed sandwiches from the bottom up with the following layers:

  • paper plate
  • white bread slice
  • crunchy peanut butter and raisins
  • grape jelly
  • strawberry jelly
  • wheat bread slice
  • creamy peanut butter with gummy bears
  • rye bread slice

But what does all of this represent?

  • paper plate – bedrock
  • white bread slice – white sandstone formed when a river flows over bedrock
  • crunchy peanut butter with raisins – conglomerate resulting from a storm or flood; (crunchy peanut butter represents mud and rocks, and the raisins represent big boulders trapped in the rushing waters)
  • grape jelly – oil
  • strawberry jelly – natural gas
  • wheat bread slice – shale, (soft, sedimentary rock formed from consolidated mud or clay)
  • creamy peanut butter with gummy bears – limestone with fossils
  • rye bread slice – brown sandstone, formed when pieces of rocks are embedded after a drought

The activity led to interesting questions and conversations about weathering, erosion, fracking, and other topics.

What hands-on activity will Mr. Kennedy and Mr. Loar use next to educate and inspire?


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