Saturday, December 16, 2017

Family Tips for the Holiday Season

The holiday season is nearly upon us: Hanukkah, Solstice, Christmas, Kwanzaa, and New Year’s Eve, many of which have high expectations for gift-giving. Students and parents/guardians may consider replacing the emphasis on presents with devotion to time together. Playing games outdoors and indoors, talking walks, storytelling, dancing, and making projects can stir old memories and form new ones. In addition, families can try out some of these ideas for activities over the holiday break:
  • Cook together using whole ingredients. From great-grandparents to great-grandchildren, several generations can devote endless hours together in the kitchen, making classics such as fruit cake, spiced meat or beans, fancy vegetables, and, of course, dessert. When the kitchen boss loosens the reins, the kids can get in the act, learn lifelong skills, and share in family traditions.
  • Read aloud together, especially from a series like J. K. Rowling’s Harry Potter or the beautifully-illustrated books by Faith Ringgold.
  • Draw and write thank-you cards to those who have given gifts or to those who a child appreciates, like a teacher or neighbor.
  • Do errands together and make it fun, rather than drudgery. Stop for a hot chocolate or buy new foods to try out.
  • Tell stories together, both true and imaginary, and maybe act out some scenes for dramatic effect!
  • Hide little prizes so when kids clean inside and outside the home, they are rewarded with unexpected treasures.
  • Exercise together to gear up for New Year resolutions! Start a healthy routine with morning stretches, sit ups, or a walk. Many exercise routines can be found online.
  • Bundle up and go outside to play in the yard or park. Running around will keep kids warm. The Four-Square courts will be open at Champlain!
  • Create cards, mementos, and scrapbooks from family photos and collage materials. These make great works of art and gifts. By including a family newsletter reporting on the latest and greatest, this can be inserted into New Year’s cards and mailed to loved ones out of town.
  • Blast the music and work up a sweat while dancing to fight cabin fever.
  • Play card and board games, and create family variations. (Instead of Crazy Eights, we had Crazy Dorfmans. Every card played a different trick; a two of any suit meant reverse direction and the queen of hearts all but guaranteed a winning hand.)
  • Place limits on using technology and enforce them. Studies show that the kinds of programs and games students use make a big difference in children’s learning and behavior.
  • Maintain bedtimes appropriate for children, especially starting Dec. 30. With school starting in just a few days, they should be in bed by 8pm to start off 2018 strong! By shutting off all technology at least thirty minutes in advance, children fall asleep faster, sleep better, and are more alert the following morning.
The holidays can bring out a wide range of feelings, especially in the shorter, darker days of December. December days can look brighter by taking a few steps recommended by the Mayo Clinic to ward off Seasonal Affective Disorder. These include making rooms brighter and sitting closer to windows, going outside for walks or being outside during daylight hours, especially before 9am, and exercising daily, either inside or outside. For more information, visit:

Saturday, December 9, 2017

Champlain’s Parent-Teacher Organization Fundraises to Support Student Learning & Other Activities

Tightening school finances throughout Vermont and the country have prompted parents to organize fundraisers and offset budget shortfalls. Champlain’s PTO has risen to the challenge, and their efforts have raised thousands of dollars each year that go straight into our classrooms and other cherished school activities. In the first round for the 2017-18 school year, our PTO awarded eight grants. The new awardees include:
  • Sensory table for younger elementary students learning fine-motor and other skills with Barbara Juenker
  • Fax machine located in the health office for confidential student records
  • Supplies for the Morning Champions program with Deena Murphy
  • Classroom materials in kindergarten
  • Storage equipment for Champlain’s Incident Command Safety Team
  • Technology equipment for grades four and five
  • Ingredients and supplies for Champlain’s annual multicultural dinner

This follows a summer grant round that supported some dozen school projects, plus a $100 gift card to each new teacher to Champlain. The PTO funded larger projects as well:
  • Four picnic tables near our school garden
  • Two sandwich boards to promote school events (always beautifully illustrated!)
  • World language classes during the after-school program

To improve the sound and projection system in our gymnasium, our PTO is exploring creative ways to raise $10,000 for this extensive renovation in our school infrastructure. Our gym will become a performance space with better acoustics for assemblies, concerts, and theater productions. A higher-quality projector and larger screen will encourage our school community to plan more movie nights and other fun after-school activities. We hope to complete this project by August 2018.

To make a donation to our PTO, please see Janet Breen in the main office or contact PTO treasurer Kath Laing at Many Champlain teachers have listed classroom supply needs on for which donations can be made. The page for Champlain Elementary School can be found at:

Champlain’s Art Show and Fundraiser at Phoenix Books a Great Success!
Scores of students and family members attended our student art show at Phoenix Books on opening night in November. This was the most successful in-store book fair they’ve ever had. Seventy-seven patrons made purchases totalling $3,205.45 in sales! This fundraiser brought $641.09 to Champlain Elementary School. The Champlain Parent-Teacher Organization divided the funds between three worthy programs, with $214.00 going to our library, our art department, and individual teacher grants. Many thanks to art teacher Sonny Sammut, PTO president Kerrie Mathes, and Phoenix Books for all their efforts!

Note from the Health Office: Winter Clothing and Outdoor/Indoor Recess
Please remember your child needs snow pants, winter boots, winter gloves, a winter coat, and a hat to stay warm and dry. We would like to clarify how the decision is made regarding students going outside for recess during winter months. The front office will check the weather at 9 AM and 11 AM. If the temperature is above zero, taking into account the wind chill factor, the students are allowed to have outdoor recess. The after-school program will adhere to the same conditions.

Champlain Student Art Selected for Burlington Electric Company Poster
Four Champlain fourth graders have been recognized for their artwork representing their impressions of energy efficiency. According to the Burlington Electric Department, their work “was selected by a panel of judges from more than 125 beautiful works of art created by the Burlington School District’s amazingly thoughtful and talented fourth graders and will fill the pages of the 2018 Energy Efficiency Calendar!”
The Champlain winners include: Dahabo Hassan (February), Scarlett Contreras-Montesano (August), Amani Dayo (November), and Samara Berman (back cover). Winners will receive certificates and special gifts, presented by Mayor Miro Weinberger and BED Manager Neale Lunderville on Dec. 8.

Kids Bike Bonanzas with Old Spokes Home
On Thursday, December 14 at 5:30-8:00pm in Sustainability Academy’s cafeteria at 123 North Street, income-eligible families may pick up free, used bikes for children ages 3-8 years old. For all event details and eligibility information, visit

Please Donate to Champlain’s Food Drive!
Starting on Monday, Dec. 4 through Thursday, Dec. 21, Champlain will collect food donations for families in need. Many children depend on donations during the holiday break when free meals are not available at school. This season we have organized collections by grade level. To donate a reusable grocery bag, please include this with the food donation. Please do not send fresh apples, oranges, or potatoes until December 18. Bins are located outside of each classroom:
 Gr. K:  Fruit - Applesauce, Cranberry Sauce, Canned Fruit, Apples, Oranges
 Gr. 1: Baked Goods - Cornbread, Stuffing, Cake/Cookie/Brownie Mix, Frosting, Seasoning, Spices
 Grades 2 & 3: Starches - Mac & Cheese, Potatoes, Rice, Gravy Mixes, Cereals, Oatmeal
 Grades 4 & 5: Canned Goods - Veggies, Beans, Tuna, Peanut Butter, etc.
Thank You So Much, Mr. Russack, for Supporting Burlington School Arts!
Ken Russack, a local fine artist and a good friend of Champlain art teacher Sonny Sammut, has exhibited his work in many places around Burlington. He recently had a show at Mirabelles CafĂ© and Bakery and a holiday sale at his home, and he donated 10% of all his profits from both events to the Burlington Schools art programs. Ken is a plein air painter, and many of his paintings are of familiar areas in and around Burlington. He is an avid supporter of the arts. Ken’s work can be seen at his website at

Saturday, December 2, 2017

Champlain Loves Volunteers, Interns, and Service Providers!

This year the number of volunteers and student teachers at Champlain has grown to twenty-five and counting! Nearly every week a new parent or community member signs up by connecting with teachers and completing required forms. Thirteen helpers support children in literacy and mathematics in four different classrooms from kindergarten to fifth grade, plus The Lumberjacks, college-level ice hockey players who help fourth and fifth graders. Each week an average of five people volunteer to serve lunch and keep an eye out, with more recently trained. Three helpers perform clerical and other tasks in our newly-renovated library, and one parent assists with non-confidential in the main office. At this time, three student teachers intern in grades K, 1, and 3, with another whopping fifteen are expected in January.

Anyone completing the required volunteer forms for the Burlington School District and Champlain Elementary School has read about the distinctions between each of the three categories. First, level 1 is a helper, which comprises the majority of those signing up. Always directly supervised by a school employee, a helper may be chaperoning a short field trip or school event, tutoring in the classroom, or fundraising. Second, level 2 is a volunteer who may not always be directly supervised, and typically assumes greater responsibilities than a helper, such as attending overnight trips or mentoring one or more students. Third, level 3 is technically not a volunteer, but rather is a contracted service provider, offering programs or services during or after school. Although all forms are forwarded to BSD’s Human Resources, both level 2 and 3 must complete additional paperwork at central office, where their name is also checked against the Vermont Child Abuse and Neglect Registry and the Vulnerable Adult Abuse and Neglect Registry.

Beginning the first week of February, Champlain will host a Master’s level school counseling intern from the University of Vermont, who will remain until April vacation. Over eight sessions, the intern will meet with four students individually to work on specific goals. Goals appropriate for elementary-school students often address unwanted behaviors, such as distracting peers, showing uncontrollable anger, or having difficulty in following directions. Since the counseling intern is learning to become a professional, all sessions with students are videotaped for the supervising UVM faculty advisors, Dr. Julie Welkowitz or Dr. Lance Smith. Parents/Guardians interested in this short-term opportunity for their child can contact school counselor Gregory Kriger for more information on signing up.

Ten percent of Champlain students attend counseling with our school social worker Christina Pasnick, Howard clinician Kristin Mount, or three private therapists. Meeting once a week for 30-60 minutes during the school day, these students benefit from regular social-emotional support to overcome personal challenges. In Vermont as well as Champlain, many students qualify for Dr. Dynasaur (Medicaid/ Affordable Care Act/Children’s Health Insurance Program (CHIP)) to cover the cost of individual therapy, though some pay with other family insurance programs. When a student participating in counseling faces hardship, Champlain’s Educational Support Team includes the therapist as well as parents/guardians in order to increase supports in and outside of school.

A school psychologist works in every Burlington elementary school as part of the special education department. Traditionally a psychologist has played what is now a school counselor’s role of supporting individual and groups of students experiencing emotional challenges. In Burlington, school psychologists conduct special-education testing in a wide range of cognitive and behavioral areas, write behavior plans,  provide expertise to the Education Support Team and special education department, and collaborate with external agencies. This frees up special educators from testing to dedicate the majority of their time to providing direct reading and math services and mentoring students with special needs.

Champlain’s Educational Support Team carefully vets every private therapist with an interview, qualifications review, and reference check. Every time a counselor joins our school community, his/her caseload fills right up. With the addition of our new student services facility, we can host up to three counselors each day. Champlain currently seeks additional counselors to meet demand, most of whom devote one day a week to our school. If a parent would like to recommend a counselor, please contact Mr. Kriger at 864-8477 or

Saturday, November 18, 2017

Classroom Activities Around Champlain, Phoenix Books Art Show, and the Thankful Tree

Classroom Activities Around Champlain
By Dr. Dorinne Dorfman, Principal

Every day at Champlain, a wide range of activities challenge every student’s understanding and skills. Since September, I have observed our new teachers designing and carrying out lesson plans in accordance with the Burlington School District’s curriculum and initiatives. On the whiteboard, daily learning targets remind students of the objectives at hand, such as:
* I can recognize the number of objects that are on my counting path. (gr. K)
* I can use my understanding of measurement to solve two-step word problems. (gr. 2)
* I can read and find consonant clusters at the end of a word. (English Language class)

Our teachers integrate multiple intelligences to reach all students’ preferred learning styles or talents, such as visual, bodily-kinesthetic, logical-mathematical, and linguistic. The expectation of all students to achieve the year’s standards requires teachers to embed each lesson with multiple modalities: learning as a whole-class activity, in large or small groups, in pairs, and independently. Every teacher strategically groups students either by mixed or similar learning levels, depending on the learning goals. For example, to review concepts previously taught, groups may include a student who wants to retell and a student who needs help. Coupled with activities, such as “Think-Pair-Share,” reteaching peers is as common as morning meeting and recess.

Frequently parents/guardians comment that they could never be teachers. That is not to say they don’t teach their own children all the time. It’s when 20+ children need instruction and behavior management that teachers are truly admired. During observations, teachers seamlessly weave redirections and reminders to students as if part of the lesson. By creating centers for specific activities, students anticipate which learning center or modality will be practiced. Table captains and other classroom routines free up teachers to catch students who may be struggling to keep up and devote more time to their needs. Hands-on tasks give students think time to problem solve equations. For example, in a first-grade class, students used scissors to cut apart and arrange problems within a four-column chart.  

Another invaluable technique is direct instruction while sitting on the carpet. First, teachers shared the new concept, such as distinguishing addition and subtraction in word problems. Second, teachers modeled the expectation, calling on students who explained the steps they knew. Third, students practiced in pairs on the carpet. Fourth, students went to their tables with new problems to complete, while the teacher remained on the carpet with students who needed more support. Kids moved. When they got it, they hurried to their desks. When they got stuck, they returned to the carpet, listened to the math talk among their classmates and teacher, and asked questions.

All teachers in the Burlington School District have participated in professional development for integrating Restorative Practices into their classrooms, starting with the circle dialogue process. A group or class sits in a circle with a facilitator (usually the teacher), who introduces the talking piece. Only the person holding the talking piece may speak, and participants pass the talking piece in one direction to allow everyone an equal opportunity to talk. Usually the circle begins with the facilitator reading a quote to set the mood connected with the dialogue topic. An opening round allows each person to briefly check in. The heart of the circle are the two or three questions that follow, addressing a particular topic. In an elementary school, common topics include respect, community, and class climate. Once students feel comfortable in a circle, the class can address problems in a safe way. In one class I observed this fall, a class described how it felt to “listen from the heart.” Students described, “Putting themselves in another person’s shoes,” “Listening deeply and pondering ideas,” and “Feeling what the other is feeling while he’s talking.” In the middle of the circle is a centerpiece, oftentimes created by the group themselves. In this class, the centerpiece consisted of a collage of words and pictures depicting their values. Champlain faculty and staff have engaged in circles during inservice activities and meetings to connect, reflect, and create the school we envision.

Phoenix Book Fair and Art Show
By Ms. Sonny Sammut, Art Teacher

Fifty-four pieces of artwork created by Champlain students in Kindergarten through fifth grade hung in the lower level of the Phoenix Book Store in Burlington from November 12 to 17. Congratulations! Students with artwork in the show include: Kindergarten: Charlie Bernard, Willa Blondin, Elise Fowler, Chosang Cummings, Myley-Marie May, Felix Rubinchuk, and Walker Orgain. Second Grade: Sabrina Borrow, Tegan Bushey, Elizabeth Byrns, Isa Cramer, Mae Dery, Ashish Gurung, Keldon Fanslow, Kunga Justino, Noah Masi, Dash Maynard, and Oliver Pressey. Third Grade: Emi Boray, Rue Brown, Fiona Case, Aiden DePolo, Adam Goltzman, Iris Hathaway, Taylor Gordon, Joe LaMonde, Calvin Emma Maley, Millham-Berry, John Minor, Elliot Palm, Brianna Partlow, Aubrie Robbins, Mara Schulman, Nora Vota, and Geneva Walker. Fourth Grade: Sammy Berman, Evan Bretton,  Claire Chutter-Cressy, Morgan Davis, Alex Gordon, Dahabo Hassan,  Lisa Shou-Hackett, Ema Jorgensen, Miles Kenny, Connor Perrin, Felix Roesch, and Jessie White. Fifth Grade: Bella Blondin, Willow Gray, Yusuf Ibrahim, Isabella Israel, Kade Ladner, and Oscar Jacobsen.

Second Graders Create a “Thankful Tree”
By Ms. Jessica Villani, Second-grade Teacher

Reflecting on what we’re thankful for is an important skill for adults and children alike. It allows us put things in perspective and appreciate all the things we can be grateful for in our lives. The second grade team has constructed a “Thankful Tree” for students, teachers, and parents/guardians to come together and share what they are thankful for. Students and teachers will use cut outs of their hands, but parents can feel free to write something directly on a green leaves. Our Thankful Tree will remain next to the library until the winter holiday break.

Saturday, November 11, 2017

Tennis Pro Turns International Teacher Leader: The Jake Agna Story & Elzy Wick Wins Leadership Award

Tennis Pro Turns International Teacher Leader: The Jake Agna Story
By Dr. Dorinne Dorfman, Principal

For the past two weeks, Mr. Jake Agna has teamed with physical education teacher Ms. Tammy Charbonneau in daily PE classes. Learning about his work throughout the city led me to interview him for Champlain’s Blue Note. For more information, visit:

DD: When did you start playing tennis? How did you start teaching tennis in Burlington?

JA: When I was four or five years old I started learning tennis. There were no junior rackets, but I was a big kid so could use a wooden racket. Both my parents were doctors. My dad was one of the best players around in the 1960s. We lived in a very small town in Ohio where tennis was huge. My biggest influence was Aunt Rose, though she wasn't my aunt. She would grab my hand and take me and all these kids across this bridge to real nice public courts to play tennis. We got some instruction, but the game is really what got me on the ball. I stayed in Ohio, but one really hot summer in 1983, I was teaching tennis in Cincinnati, and my wife came to Vermont for a visit. She loved it here, so I called the Quarry Hill Club in Burlington and they hired me over the phone. I had a resume by them, I was young, but I had huge jobs. When I was nineteen, I was the head pro at Queen City Racket Club in Ohio.

My own two girls were graduating from high school and I had a midlife crisis. I didn't grow up with tennis clubs; I had public parks. That’s why we started “Kids On The Ball” in 1999. We started working with The Edge to give kids the chance to play tennis who otherwise never could. Our program is based on play. I'm more worried about their citizenship than their actual tennis skills. If a student buys into the rules of a game in a fun way, that’s the best introduction to following rules. The rules are why we’re having fun. This is the nature of life. The game is, ‘You win some and you lose some.’ That’s what the game does for kids, many of whom have a “beat-up” background. They need order, and they want the order. Order calms people down. Anxiety levels can be high; the kids see what others have that they don’t. They need to learn about the building blocks needed to be successful. In tennis, you see the order and steps ahead for success. It’s not a blank slate. You can’t be successful unless you have action, reflection, and have more action. For a lot of kids, it’s only action. The kids who get the most out of the program are those who get to share their skills with others. Some kids can feed a ball to others, and that’s an important skill.

DD: Has this caught on anywhere else?

JA: The United States Tennis Association now has a national public school program. They format it by teaching tennis, but my approach is to just let kids play. I don't care about how they hold a racket, but if they want to get the ball over the net, they will hold it correctly. All you need is portable nets, low-compression balls, and junior rackets. These make the sport much more accessible to younger kids. The game is a vehicle to teach life skills.

DD: Where does Kids On the Ball offer tennis programs?

JA: We do after-school tennis in Burlington, So Burlington, the King Street Center, and the Boys and Girls Club. That hits a lot of kids. We have a lot of volunteers, adults and kids who get volunteer credit in high school. Another big project is in Cuba. We built ten courts at the national tennis center in Havana. That was the first brick and mortar project from America since Eisenhower. We started this project when President Obama was opening up Cuba. The model is like Habitat for Humanity, where volunteers build a project and spend time in the community. The volunteers pay their own way. Next spring, we go to New Orleans. We will take kids from the Lower Ninth Ward to city parks and do Kids on the Ball for a week. We will bring volunteers from Burlington. We hope to go to San Antonio too.

DD: How do you fundraise for such a big program?

JA: The amazing thing about Vermonters are, they’re supportive of things that are in all of our best interest. I don’t think I could have fundraised for this in Ohio. No other community would have raised that amount a money to help Cuban kids. If that embargo ever ends, our kids would learn so much from the Cuban children. They want to meet American children. I have taken teenagers down there. The Cuban youth have so much resiliency and a sense of fairness. They have a social contract for each other. They’ve been in a siege mentality for so long, that they all pull together. They are for the group, not so much the individual. In Cuba they play tennis so much. They were way more accomplished than our kids. They just play without distractions, like they don’t have cell phones.

DD: What else would you like to share?

JA: Tennis is a game for everyone. I want us to be in a position where it’s fair from the start. We want to bring tennis to the street level, like basketball, soccer and baseball are. Right now tennis is only at the club level, and that keeps us from moving forward nationally. We need to bring tennis opportunities to everybody. A little girl in Cuba drew a picture of the U.S. and Cuba with the words: “Building bridges, connecting people, one ball at a time.” That’s our mantra, along with, “Just keep playing the next ball.”

Champlain Parent Elzy Wick Wins Physical Activity Leadership Award
By Tammy Charbonneau, Physical Education Teacher
The Society of Health and Physical Educators of Vermont (SHAPE) “recognizes outstanding individuals who actively promote lifelong health and physical activity.” Ms. Elzy Wick was recognized at the SHAPE State Conference On October 20. As a community leader she has grown our Mini-Milers Program, coaches each practice, and organizes the Champlain Community Fun Run. She has helped Champlain students participate in the Penguin Plunge and is an integral part of the BlackWatch Premier Soccer Club. She is an annual participant and supporter of Zoe’s Race. She is a certified aqua instructor as well as a certified surfset instructor. She serves on the Board of King Street Youth Center and the Vermont Midi Composition Board, and is active on the Vermont Children’s Trust Foundation. Ms. Wick is an exceptional example of leadership in physical fitness, and I am proud to have her as a parent at Champlain Elementary School.

Champlain School Store Grand Opening!

On Monday, November 20, students will be opening their school store. It will be open on conference day from 8am to 6pm in the Champlain School lobby. They will be selling school supplies and all items cost ten cents to one dollar. Parents need to be with their children to buy something. All proceeds from the sales will go towards making improvements on our school playground such as repaving the four-square game, adding hopscotch, and making the zip line smoother. This will help all students at Champlain have fun on our playground. Thank you! - The School Store Management

Sunday, November 5, 2017

Champlain’s Designated Employees and Food Containers and Chemical Exposure

Champlain’s Designated Employees
Every school in Vermont has one or more Designated Employees (DE) who are trained in the required policy, F29 Prevention of Harassment, Hazing, and Bullying of Students. The following employees are Champlain’s DEs:

Kendre Guinane, Student Behavior Coach
Gregory Kriger, School Counselor
Dorinne Dorfman, Principal
Harassment, hazing, and bullying (HHB) have clear legal definitions that may be different from what parents knew in the past. In the chart below, teasing has been added for clarification. Teasing, while not illegal in the courts, may still be considered behavioral misconduct at school and consequences may be assigned.

Annoying or jesting comments among friends with no intent of significant harm
Name calling, gossiping, taking things, taunting, unwanted touching, threats of withdrawing friendship, the silent treatment, or exclusion from group with the intent to ridicule, humiliate, or intimidate, and continues over time.
Bullying directed toward an individual which targets race, creed, color, national origin, marital status, disability, sex, sexual orientation, or gender identity
Any type of physical brutality that creates or results in an unreasonable risk of harm
Related Laws

Teasing is not illegal.
13 VSA §1026 Disorderly Conduct, §1023 Simple Assault
13 VSA §1455 Discrimination
Unlawful conduct based on age, location, and severity
The intention of HHB policies and laws throughout the country is to inform and prevent the very hurtful consequences of this behavior. Once considered a normal part of growing up, today educators encourage HHB reporting right away to prevent further damage to harmed students and the spread of the misconduct to others. All students and parents are requested and school employees are mandated to report HHB incidents to a Designated Employee. Whenever possible, Champlain relies on restorative practices to address HHB. Ultimately the relationship between the harmers and harmed need healing and growth to resolve their conflicts and reconcile as members of our school community. Traditionally discipline has imposed punitive consequences on perpetrators that should “even the score” for victims. That approach can deepen the divide and breed resentment, especially among highly-impressionable children, for whom these lessons can last a lifetime. Restorative practices, widely practiced at Champlain, gives harmed students voice to share their experience and feelings, and to directly address those who harmed them. The harmers learn empathy and understand the impact of their actions on others, and with the new knowledge, can help others resolve conflict peacefully.
Food Containers and Chemical Exposure
About half of Champlain students bring “home lunch” to school, much of which is stored in a wide variety of containers. Many students also bring water bottles, filling them in the lobby and reducing the use of disposables in our community. The November 2017 edition of Nutrition Action Healthletter, published by the Center for Science in the Public Interest, focuses on common food packaging. With so many Champlain parents committed to Farm-to-School projects and their children’s health, I could not help but share this information in the Blue Note.
  • Plastic containers posing more health risks are No. 3, No. 6, and No. 7.
  • Plastic containers with fewer health risks are No. 1, No. 2, No, 4, and No. 5.
  • Wash plastic containers by hand. Avoid running them in the dishwasher or placing them in the microwave.
  • Avoid placing hot food or liquid into plastic containers.
  • Throw away scratched plastic containers, since this increases the risk of leaching chemicals into food.
Since this article is hot off the presses and inaccessible online, please feel free to stop by the main office to read my copy.

Schardt, David. “Kicking the Can: When Food Containers Become Part of Your Meal.” Nutrition Action Healthletter, November 2017, 8-11.