Message from our LS Faculty

Welcome to Lower School!

At Clariden, we believe every child is a thinker, dreamer, innovator, and community member. It takes the right educators with a strategic approach to academics to help students love to learn and to feel empowered throughout their academic careers.

Clariden Lower School faculty prepares their students for the academic rigor and opportunity awaiting in our Middle and Upper School communities. Students engage in various projects throughout the school year that meet and exceed state standards aligning with TEKS. STEAM activities are also brought into the classroom daily via “Makers Spaces” and specialized lessons. Our award-winning, Project-Based learning environment promotes creativity and academic excellence. Projects are supported through content time (Math, Science, English, History, etc.) and tied to real-life issues. Projects are enhanced through instruction from mentors, experts, field study and, for older elementary students, travel.

Imagine a school wholeheartedly dedicated to creating a learning experience around each student’s unique needs and passions. That’s Clariden. Within intimate and dynamic classes, our faculty pushes students to realize the depth of what they’re truly capable of. We welcome you to explore the rest of the Lower School webpage and visit our beautiful campus to see, first-hand, the “Clariden Difference.”

The Lower School Team

Contact Us

Clariden Teachers 2022 (62)

Carrie Waldron

Kindergarten Educator
Clariden Teachers 2022 (38)

Amy Bowman

First Grade Educator
Clariden Teachers 2022 (10)

Kate Lindsey

First Grade Educator
Clariden Teachers 2022 (105)

Sallie Wollert

Second Grade Educator
Clariden Teachers 2022 (93)

Elaine Gibson

Fourth Grade Educator

Christine Lowe

Fifth Grade Educator

Project-Based Learning

Project Based Learning (PBL) is the heart of the educational experience at Clariden.  Every grade, from preschool to Grade 12, builds their academic year around four or more engaging, multi-disciplinary projects. The PBL projects are generated to rigorously address and exceed Texas Curriculum Standards, while incorporating student interests.

Projects are driven by rich, real-world, and relevant research questions. The learning process simulates the way problems are solved in the workforce: through team effort, exploration, testing, and evidence-informed conclusions. Projects combine research, composition, public speaking, and presentation skills. Each project framework includes goals, methods, lessons, timeline and assessments.

The PBL Framework:
  • Driving Question
  • Learning Outcomes
  • Concepts Introduced
  • Technology Introduced
  • Vocabulary
  • Field Study
  • Presentation of Learning / Assessment
Photo – Julia, Sara & Mila Cloud Experiment Sara big smile

Project Examples


“Architecture & Geometry” - K

Students explore the purpose and process of constructing buildings. Students learn about a key feature of a building: the use of geometry. By the end of the project, students complete STEAM challenges, use Geometry and Symmetry in art, discover architectural tools, and build a city out of recycled materials.
Little Girl holding a Baby Chick

``Life Cycle of a Chicken`` - 1st

Students observe the incubation process of a chicken egg. Students learn about the life cycle of a chicken, chicken’s behaviors and characteristics, and factors impacting the incubation. Students learn to care for a chicken egg and chick. During the project, students participate in various STEAM challenges and science experiments and learn how to record data using graphing skills.

``The Earth Has a Fever`` - 2nd

Students examine the effects of global warming on the Great Barrier Reefs and how climate change effects different habitats. Students use graphing and measuring skills to calculate and compare temperature and precipitation of particular habitats today and when Earth gets 2 degree Celsius. Students develop action plans to reduce their families’ impact on the environment and create a flyer for the community to inform on different measures to protect the environment.

``Take Me To Rio`` - 3rd

Students explore tropical rainforests, often called the “lungs of the planet” because they draw in carbon dioxide and breathe out oxygen. Students uncover what lies within Brazilian rainforests through the examination of their animal lifecycles and adaptations, habitats, climate, and conservation. Students create rainforest terrariums to get hands-on experience with the climate of rainforests, and open up a dialogue about the layers of the rainforest, and the water cycle.

``The Wish Tree`` - 4th

Students learn about the wish tree tradition in several cultures and create the wish trees of different cultures. Students choose one type of oak tree and conduct research about it and its role to communities. Students create an artwork inspired by the key concept of the book: diversity and respect.
PhotoPass_Visiting_MK_411171875947 (1)-2

“Happiest Project on Earth” - 5th

Students study Disney parks around the world. Students use the principles of physics and design to learn about ride and theme park construction. Students explore the creation of classic Disney tales and design their own ride.