Tag Archives: discovery

Parents’ Day on Cowper

Parents Day: IMG_2011As the last month of school comes into view, Cowper Campus is bustling with events and activities. In the last few weeks, we have had wonderful opportunities to come together as a community. We have enjoyed parades, song and dance performances, and delicious homemade treats. This past Friday was another special day – it was Parents’ Day on Cowper Campus.

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During the week leading up to Parents’ Day, Cowper buzzed with excitement and anticipation. In many classes, students created beautiful works of art to give to their parents when they came to visit. In the Chinese Kindergarten classes, students had already spent many weeks creating elaborate, individualized needlepoint bags. The activity was a great opportunity for students to practice their small motor skills. The Chinese Kindergarteners also each created a hand drawn puzzle of their family, which they placed inside their bags. In the French Kindergarten classes, students prepared performances for their parents that included costumes and special games.

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The Nursery classes presented their parents with Modern Art paintings. They used bright paint and a Ping-Pong ball to create images with contrasting and crossing lines. In addition to the artwork, parents also received handmade flowers, pictures of the children in the garden, and charming poems.

Parents Day: IMG_2017The Pre-Kindergarten classes prepared both art and musical entertainment. They gave their parents hand-painted pen holders for their desks as well as picture frames and mosaic tiles. Jean-Batiste led the French Program Pre-Kindergarten students in a lively song and dance performance about how Zebras got their spots. It was inspiring to see how hard students had worked to create costumes and decorations and to memorize their lines. One could truly see how each student had grown more comfortable with his or her language skills. Each student memorized a line or two for the performance. When the performance was over, everyone was beaming with pride.

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After the gifts and performances were presented to the parents, everyone came together on the field to enjoy a gloriously sunny day. Each class set up its own canopy, with tables overflowing with treats made by the students and their teachers. The students, parents and faculty all socialized and played together in the sunshine. Some parents were quick to get up and play tag or hide-and-seek with their little ones, while others discovered the garden, played in the sandbox, or began making their plans for summer.

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A special thank you goes out to all the faculty and staff that helped make Parents’ Day such a great success. We are grateful for your efforts and the opportunity to further foster community on Cowper Campus.

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Guest Student Blogger Saxon H.: The Gym We Built in Costa Rica

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Right before Spring Break, a group of 7th and 8th graders travelled to Costa Rica for a service project. The 7th graders stayed with local families in the small village of Copey. The families were very kind and welcoming. Although it was hard at first communicating only in Spanish, it got easier as the time went on.

During our time in Costa Rica, the main service project for the 7th graders was the construction of a gym for the local High School in Copey. We spent three days working on it. The first day, we removed what was left of the remaining foliage on the building site, using pick axes, shovels and wheelbarrows.

The second day, we started mixing cement. The recipe required, per load, three buckets of gravel, two of sand, some water, and half a bag of cement powder. After shoveling the materials into buckets, we poured everything into a cement mixer. After this, we used the wheelbarrows again. The cement was poured from the mixer into the wheelbarrows. Next, we took the cement in the wheelbarrows to the opposite edge of the area and poured it out. Finally, we flattened everything over metal rod supports to make a strip of flat cement.

By the third and last day we had perfected the cement-making routine. However, a large number of us were sent out to the English learning center to help. This also happened the previous workday, but not to the same extent. By the end, we had finished four strips of cement floor. We unfortunately did not finish building the structure, but then again we did not have access to high functioning tools. We were able to imprint our hands and names into the wet cement, so the memory of our work there would last as long as the building itself.

Society’s normal perception of poverty, below a certain income, is that people live very difficult lives. However, this trip showed me that a strong community can fill in the places that might otherwise be filled with money. The people in Copey did not have many things that we in the Bay Area are fortunate to have, but their lifestyle was very nice, calm, and welcoming, and that cannot be bought with money.

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Earth Week on Cowper

During Earth Week on Cowper Campus, our students discovered the world around them and created wonderful memories. Our Earth Day – related activities included  earth science adventures during Mini-Camp, a new natural obstacle course, and our Earth Day extravaganza featuring an exciting visit from the ISTP 5th graders.

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Our activities began in the classroom with a unit on bugs and plants. Students were put in charge of taking care of their new bug friends, and they eagerly watched them grow and change. Some classes received caterpillars that eventually metamorphosizeded into beautiful butterflies. Others cared for lady bugs and ant farms. Each insect and plant brought into the classroom was treated with respect and care. Students learned how to take care of other living things, and were introduced to the process of making scientific observations. Students either drew or wrote their observations in special scientific notebooks.

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Students that attended our Spring Break Mini-Camp continued the earth science theme. Campers learned all about the layers of earth and sediment. They also constructed their very own volcano! Each recess the mini-campers made new discoveries, gathering new plants and insects to identify. Mini-campers also excitedly watched the construction of Cowper’s new obstacle course made of logs and tires. But it wasn’t until our special Earth Day gathering that we were able to put the new obstacle course to use.

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The special gathering took place on Wednesday of Earth Week. In the morning, the Kindergarten classes prepared to receive the 5th graders. A bus pulled up to Cowper Campus around 10:30 a.m., filled with students, teachers and lots of flowers for planting. The excitement was tangible. Activities were separated into six different stations manned by parents and faculty alike. All of the activities reflected Earth Day themes, and included team building, discovery, and games.

 

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The 5th graders bonded with the younger students by reading Earth-themed stories.  After the stories, students visited the sack races and cheered their team members on to the finish line.

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Meanwhile, in the garden the students planted flowers in hand-painted pots. Elsewhere, students created quilting squares with multi-colored beans and painted beautiful water colors with vegetable juice paint.

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The most impressive project was stationed in the sand box, where students were introduced to Land Art, creating colorful art sculptures with natural objects.

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Students of all ages shared smiles, love and laughter as they gathered around the painted murals that the 5th graders had created for the Cowper garden.

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Each group sat in a circle to admire the mural and give thanks to the earth. Within the circles the students discussed the discoveries they had made, and how to use these discoveries to help the earth.

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It was truly a wonderful week that would not have been possible with out the help of faculty, staff and parent volunteers from both Cowper and Cohn Campuses. Our community has truly been enriched by this experience. The Early Years students solidified bonds that will continue to grow as they make their journey from Cowper to Cohn.

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Guest Student Blogger Alix: My International Service Project in Costa Rica

Hi ISTP community, my name is Alix and I am a 7th grade student. For the past two months, I have been working on my Girl Scout Silver Award Badge as part of Troop 60585 in Palo Alto. A Silver Award Project is one of the highest achievements a Girl Scout can earn. It requires at least 50 hours of work and it needs to influence peoples’ lives for a long period of time.

As you may know, ISTP organizes a trip to Costa Rica for the 7th and 8th graders every two years to better understand their culture and help improve the local population’s lives with community service. Sustainable Horizon organizes the trip with the goal to help the community through teaching skills, sharing experiences, and helping with needed work.

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For my Award, I decided to use our community service trip to help the students in the two towns we were planning on visiting: Copey and La Cima. I needed to have a core theme for the project and then it came to me: I could expand the students’ interest in the English language. I asked permission from Mme. Greiner, Mimi Leary (my troop leader), and different people at ISTP and the local community to help me make the project happen successfully.

I started to meet with Monica Martin, our amazing ESL (English as a Second Language) teacher at school, and with Jean François Merckling, the Middle School Dean of Students. Monica and I made ESL games like Bingo, Go Fish, and Memory for the students to help them through their English curriculum. The entire ISTP community also contributed to a very successful Bake Sale to raise funds to buy needed ESL materials, school supplies, and sports equipment for the 2 communities. The teachers and I really appreciated everyone’s spirit and contributions! I also sent emails to Roselyn Nair, the Assistant Store Manager at Office Depot in East Palo Alto, and to Bart Peterson, the Community Marketing Manager at Sports Authority in East Palo Alto, to ask for donations for our required supplies. Roselyn Nair offered us very nice discounts for glue sticks, pencils, pens, markers, highlighters, scissors, and many other school material that we often take for granted in our society.

In total, we left Palo Alto with seven Bingo games, four Go Fish games, two Memory games, school materials, soccer balls, and volleyballs for both communities.  When we arrived, in Costa Rica on April 10th, we decided to present our donations on our last day. On Monday, April 15th, we presented the students the ESL game materials and played some games with them so they would know how to use them after we left. The students in Copey and La Cima, Costa Rica were so happy with all the gifts that they rewarded ISTP with a certificate signed by Seidy Rodriguez, the Program Director of the Copey Learning Center, and Gloria Gamba, the Assistant Director. They were so glad to receive such presents and teaching assistance from all of us.

We said our goodbyes to Copey and La Cima on the last day and thanked them for the wonderful time we shared together in their village. Overall, this trip was very successful and very well organized by ISTP and Sustainable Horizon.

Find out more about Sustainable Horizon at www.sustainablehorizon.com.

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Iranian New Year Presentation

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On Friday, March 1, students and teachers on Cowper campus were delighted to take part in a celebration of the Iranian New Year. Melody Skhiri, an ISTP parent and Iranian-American, and her children Millo and Noor presented the early years program with a cultural feast.

Introductory presentation by Melody, Millo and Noor.

Introductory presentation by Melody, Millo and Noor.

As the students arrived in the social hall they were met with the beautifully percussive sounds of traditional Iranian music. After the students, faculty and staff settled into their seats, Melody, Millo and Noor began by teaching everyone a bit about Iran. They taught students where Iran is geographically situated in relation to California, and explained the Iranian solar calendar. We also learned about the Persian New Year holiday, Nowruz (meaning “The New Day”), a celebration that traditionally marks the first day of spring.

Solo dance routine preformed by Fatima.

Solo dance routine preformed by Fatima.

Next, we were presented with three delightful traditional Persian dances. The first dance was a beautifully performed solo dance. Following the solo were two duet dances incorporating traditional Persian drums. The music and movements were mesmerizing. It was wonderful to see the children applaud the dancers and join in the festivities.

Children were in awe of Fatima's tricks.

Children were in awe of Fatima’s tricks.

Mélanie and Stéphanie’s Pre-Kindergarten class concluded the presentation with their own skit explaining important elements of the Iranian New Year feast. Each student was dressed to symbolize a different element of the feast. Seven of the students were adorned with the items that make up the Haft Sin, the traditional table setting of the Persian New Year meal. The elements on the table symbolize the seven elements of life: fire, earth, water, air, plants, animals and humans. The Pre-Kindergarteners were excited to to share their knowledge with the rest of the Early Years students.

Mélanie and Stéphanie's PreKindergarten students present the elements on the new year table.

Mélanie and Stéphanie’s PreKindergarten students present the elements on the new year table.

After the presentation, students were able to ask questions and meet the dancers. The girls all adored the dancers and their sparkly costumes, while the boys were excited to take a turn at playing the drums. Our Nowruz celebration was a wonderful opportunity to learn more about the many cultures and traditions present in our school community.

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Everyday Life at ISTP – 6th Grade Chinese Humanities Class

One of the main reasons I love my job is because I am able to see the rich education that our children are receiving. I decided to do a new series of blogs posts in order to share with you what I see on a daily basis: I’m fortunate enough to be able to go into the classrooms and see what our students are learning and how engaged they are with their teachers. The focus of my series is to give you insight into the everyday moments at ISTP. At first glance, it may seem so simple… an art project, a book report, a math lesson… but within these simple, everyday moments, you’ll get a glimpse as to what makes ISTP so special and why our students are happy and enjoy learning at ISTP.

6th Grade Chinese Humanities 

Quite honestly, I don’t remember what I studied in history when I was in 6th grade.  Although, I’m pretty sure it wasn’t to the breadth and depth to what our 6th grade Chinese students are covering.

Last week I peeked into  Huo Lao Shi’s 6th grade Chinese Humanities class.  ISTP’s middle school is structured in a similar manner to other middle schools. Students attend classes based on subjects and their teacher changes depending on the subject matter.  Specifically for our Chinese program students, they will take four courses in Chinese – language arts, humanities (focusing on China), art, and music.  In addition to these courses, they take additional courses in English ranging from math, science, English language arts, humanities (World History) and physical education.

In the video clip above, Huo Lao Shi is discussing Ancient Chinese history.  She started the school year by discussing the origin on humans and guided her students through discussions regarding the various eras.  For example, man discovering fire and then learning how to make clothes and farm his own food.  In my brief time with Huo Lao Shi and her students, they were discussing what life was like 6000 years ago in Ancient China.  In particular, they were discussing the types of pottery they made, and one student questioned how they were able to get brown shades in their pottery.  Thereafter, they moved on to a discussion bout how Ancient Chinese honored their loved ones after they passed.  Similar to Ancient Egyptians, they buried their loved ones with objects from their lives, duly noting that they were not just jewels or treasures.

After I left the classroom, I unfortunately missed Huo Lao Shi discussing how archeologists discovered that some people had more objects buried with them than others.  The students were asked to consider various reasons why this happened and they concluded that the buried individuals were probably wealthier than the others.  Huo Lao Shi challenged the children to think a bit deeper and asked them how, even back in ancient China, some individuals or families could be wealthier than others and asked what they could have that others did not.  It was concluded by the students, which was the ultimate objective of that day’s lesson, that due to agriculture, the ones who could grow food were considered richer than the ones who could not. This lesson was so exciting and engaging that I was disappointed that I couldn’t stay to tape that portion of the class, as that is when the “interesting” debate between the students took place.

I look forward to my next blog where I get to share more every day moments with you… so stay tuned!

 

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How Bungee Jumping Barbies Help Teach Math Concepts

Getting ready to Barbie bungee jump!

Georgia (second from left) and Katie (third from left) are eager to see if their calculations are correct.

International middle school 7th grade students, Georgia B. and Katie F. excitedly explained a recent math project where students were given “Barbie dolls” and rubber bands, and had to calculate how many rubber bands it would take (to string together like a bungee cord) so the dolls could “safely” bungee jump from the top of a flight of stairs.

Their math teacher, Valerie Publicover, said, “the project used students’ knowledge of linear equations to predict an outcome for a real-life situation. Using experimental data, the students determined the relationship between fall distance and the number of rubber bands used to make the bungee cord. The students graphed the data and found a linear equation that models the data. The equation was used to predict the number of rubber bands needed for a safe, but thrilling jump from a height of 400 cm. Finally, the students tested their predictions by having ‘Barbie’ and ‘Ken’ bungee jump off of the stairwell.”

Measuring and calculating averages.

“We collected data by using a giant post-it note and marked where the Barbie fell by using one rubber band,” Katie continued. “Then we’d let her fall three more times and mark where she fell each time, taking the average of the three.”

Georgia smiled widely when talking about the project, saying that, “it was so active. I’m more prepared for the test because I remember things better when I know exactly how to do them. It’s more fun to learn something in a group and easier to remember it working together instead of your own.”

Georgia (left) and Katie (right), 7th grade.

The girls said there was healthy competition amongst their classmates.

“The goal was for Barbie not to hit the ground, and we wanted to make sure we were the closest to the ground without hitting it. We took videos of it and it’s a little bit of a competition. We watched it in class to see who was the closest. It was a lot of fun,” Georgia said.

Katie added, “we learned that 34 rubber bands was not a good choice! They almost always were a millimeter off the ground!”

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Discovering the world

Today on the way to work, a few ideas I had been having clicked together, thanks to a “Perspective” on KQED.  It all centers around the idea of discovery as the key aspect of learning.

A man named Mike Newland spoke about “Citizen Scientists”, and how he wishes there were a greater sense of “curiosity and love of exploring, science, and discovery” in the country.  It led me to think of how much I love that in the earlier grades in the French curriculum, there is a subject called “découverte du monde” – discovery of the world.  It combines what Americans learn in subjects like social studies, civics, and science.  I would like to borrow that idea for the whole curriculum, or for all of grade school – it is all about discovering the world.

Mr. Newland also mentioned how he sees this love of exploration and discovery, and scientific method in the daily life of his three-year old, and I immediately pictured Ellen, now almost 21 months, and how her days are almost entirely comprised of experimentation, trial and error, and sheer delight in discovery.  As we get older, we often lose track of this continual learning and delight.  Even in an elementary classroom, we (teachers and parents) can lose sight of this.  We need to remember that it is okay to get messy, figuratively and literally, in the name of exploration and discovery. We need to keep the emphasis on learning the skills that enable us to explore, discover, analyze, and connect.  Maybe it is okay to memorize less and explore more.

Of course we do need to learn the content as well, but with the intention of enabling our discovery, not just for the sake of knowing it.  We need to learn math facts not because it is impressive when a young child knows multiplication tables, but because understanding how math works and its role in so much else in life is crucial to further learning.  We need to learn to read not to be able to decode high-level books, but because being able to read opens up new worlds to explore.

In our independent school, we have the opportunity to be innovative, to spark young minds and keep the flame burning throughout school years. I hope that teachers and parents alike will join me in celebrating the exploration and discovery aspects of learning, and in putting more emphasis on this than on memorizing facts “because we should know them”.  School (and much of the rest of life) should truly be about discovering the world.

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