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Rowland Hall’s young women in computer science have continued their outstanding track record of earning accolades from the National Center for Women and Information Technology’s (NCWIT) Aspirations in Computing (AiC) annual awards program.

This year, six Winged Lions earned awards from our regional Northern Utah NCWIT Affiliate: senior Maddy Eatchel and junior Irenka Saffarian secured wins; sophomore Ane Hernandez and freshman Sophie Zheng earned honorable mentions; and junior Tianyi Su and freshman Claire Wang were named rising stars.

Our students’ AiC success is due in part to the efforts of computer science (CS) teacher Ben Smith ’89, himself a past winner of two educator honors at the affiliate level. Ben always encourages promising CS students to apply for the awards; this year, he’s glad that many still did, despite the challenges of the pandemic. “It’s really a testament to the school's dedication to make computer science, robotics, and technology an accessible and exciting option for all students,” the teacher said.

Senior Maddy Eatchel, an affiliate AiC winner, is now captain of our robotics team after helping to start the team last year. She wants to study CS in college, and is working on a research project applying machine learning to data in order to find new compounds for batteries.

This year’s recognized group from Rowland Hall skews younger than usual, and that bodes well for our CS program’s future, Ben said: students who receive higher levels of recognition typically apply for the awards two or more years in a row. For lone senior Maddy, a 2020 honorable mention recipient, this year’s win is a natural progression: she’s now captain of Rowland Hall’s robotics team after helping to start the team last year. She wants to study CS in college, and is currently working on a research project applying machine learning to data in order to find new compounds for batteries.

"Maddy took my intro to Java course on a whim as a sophomore, with very little interest other than the need to fill a class period," Ben said. "She has gone on to take my AP Java class, and to be an integral member of the new school robotics team, leading the team in a very challenging year."

Rowland Hall students will attend the regional affiliate’s virtual award ceremony on March 20. In addition to recognizing awardees, the ceremony will include a panel of college students and networking opportunities with women in the tech industry.

Ben started encouraging his students to enter the AiC awards back in 2014. Since then, 19 Winged Lions have earned a collective 25 awards, including one win and two honorable mentions at the national level. Under Ben’s leadership, Rowland Hall has been committed to ensuring all students—especially young women, who are underrepresented in computing careers—feel welcomed and supported in CS.

stem


Top image: The Rowland Hall robotics team at the Freedom Prep Academy FIRST Tech Challenge state qualifier in Provo, Utah, on March 13. From left to right: senior Yuchen Yang, sophomore Jordyn VanOrman, freshman Gabe Andrus, freshman Adam Saidykhan, senior captain and regional AiC winner Maddy Eatchel, senior Daniel Carlebach, and freshman Joey Lieskovan (cut off on the right edge).

Six Upper Schoolers Take Home Regional Aspirations in Computing Awards

Rowland Hall’s young women in computer science have continued their outstanding track record of earning accolades from the National Center for Women and Information Technology’s (NCWIT) Aspirations in Computing (AiC) annual awards program.

This year, six Winged Lions earned awards from our regional Northern Utah NCWIT Affiliate: senior Maddy Eatchel and junior Irenka Saffarian secured wins; sophomore Ane Hernandez and freshman Sophie Zheng earned honorable mentions; and junior Tianyi Su and freshman Claire Wang were named rising stars.

Our students’ AiC success is due in part to the efforts of computer science (CS) teacher Ben Smith ’89, himself a past winner of two educator honors at the affiliate level. Ben always encourages promising CS students to apply for the awards; this year, he’s glad that many still did, despite the challenges of the pandemic. “It’s really a testament to the school's dedication to make computer science, robotics, and technology an accessible and exciting option for all students,” the teacher said.

Senior Maddy Eatchel, an affiliate AiC winner, is now captain of our robotics team after helping to start the team last year. She wants to study CS in college, and is working on a research project applying machine learning to data in order to find new compounds for batteries.

This year’s recognized group from Rowland Hall skews younger than usual, and that bodes well for our CS program’s future, Ben said: students who receive higher levels of recognition typically apply for the awards two or more years in a row. For lone senior Maddy, a 2020 honorable mention recipient, this year’s win is a natural progression: she’s now captain of Rowland Hall’s robotics team after helping to start the team last year. She wants to study CS in college, and is currently working on a research project applying machine learning to data in order to find new compounds for batteries.

"Maddy took my intro to Java course on a whim as a sophomore, with very little interest other than the need to fill a class period," Ben said. "She has gone on to take my AP Java class, and to be an integral member of the new school robotics team, leading the team in a very challenging year."

Rowland Hall students will attend the regional affiliate’s virtual award ceremony on March 20. In addition to recognizing awardees, the ceremony will include a panel of college students and networking opportunities with women in the tech industry.

Ben started encouraging his students to enter the AiC awards back in 2014. Since then, 19 Winged Lions have earned a collective 25 awards, including one win and two honorable mentions at the national level. Under Ben’s leadership, Rowland Hall has been committed to ensuring all students—especially young women, who are underrepresented in computing careers—feel welcomed and supported in CS.

stem


Top image: The Rowland Hall robotics team at the Freedom Prep Academy FIRST Tech Challenge state qualifier in Provo, Utah, on March 13. From left to right: senior Yuchen Yang, sophomore Jordyn VanOrman, freshman Gabe Andrus, freshman Adam Saidykhan, senior captain and regional AiC winner Maddy Eatchel, senior Daniel Carlebach, and freshman Joey Lieskovan (cut off on the right edge).

Explore More STEM Stories

Rowland Hall beginning schoolers tackling mathematical thinking while building with blocks.

Blocks are everywhere in the Beginning School.

Every classroom has shelves full of them, available for students to build whatever their imaginations desire. If you go into a classroom while school is in session, you’ll likely have to step over at least a couple walls or towers as you maneuver the space. In doing so, you are stepping right into the middle of a math lesson.

“We use the blocks to teach math concepts like half and whole and fractions,” said kindergarten lead teacher Melanie Robbins. “We start with a student exploring with blocks and expand that experience by asking questions and exploring new ways to look at things.”

Research shows that an early focus on math helps not only with mathematical cognition later, but also with overall learning throughout a child’s education.

Math isn’t a subject that you normally think of being taught in an early childhood setting. For decades the focus has been on literacy for younger children. Research shows that an early focus on math helps not only with mathematical cognition later, but also with overall learning throughout a child’s education. It’s something kindergartener Aria S. seems to realize, even though she’s only six. “I love math because it helps organize your brain,” she says. “It clears your brain and makes it so you can think easily.”

The ways math is taught in early education don’t look like what you might imagine. Yes, if you ask the students if they are learning math they will say they are, and will tell you all about addition and subtraction, how one plus one equals two, and the differences between working with “big” numbers and “small” numbers. What they won’t mention, though, is that they are being taught that math is all around them, in every part of their daily lives—that’s because it’s so naturally woven through the curriculum.

“We are a math community. We do math workshops, but we also use the language of math when we go on shape walks, or during dramatic play time,” Melanie said. “We do so much of our math through stories. It allows math to fluidly enter their brains.”

A preschool girl playing with building blocks.

Teaching math through storytelling also allows the students to teach each other. In one recent lesson students listened to a story about a baby’s adventure as he explored his backyard. While they listened, they drew maps of where the baby went, how his movement formed shapes, and how far he traveled. Then they compared what they had each drawn.

Teaching math through storytelling also allows the students to teach each other.

“We look at how everyone thought about it differently,” Melanie said. “The students explain their thinking, and other students can collaborate and expand on concepts. It brings a joyful energy to math.”

While communal lessons are a cornerstone of teaching, there is also value in the smaller teachable moments. “We as teachers are always looking at how our students are exploring and how we can expand those experiences with questions,” said Melanie. “It’s about giving them choice and voice in how they learn and retain those lessons. We are intentional with our actions, but we are teaching in a way they aren’t thinking, ‘We’re doing math right now.’”

That brings us back to the blocks. As the kids get them out to build the city of the day, they are talking about their design ideas and who or what will live there. But they are also talking about how many blocks they will need to complete the various parts, and how to brace those blocks so they won’t fall down easily. It’s play, but math is also at work.

“The block building piece of the Beginning School is very mathematical,” said Melanie.  “You can always identify Rowland Hall students by their block-building abilities.”

STEM

A Rowland Hall Debugging Club member works on a project.

Every day at Rowland Hall, students have their limits tested by a challenging curriculum and by mentors. It helps them grow. But what happens when the curriculum and mentors are pushed by challenging students?

More growth.

At the beginning of the school year, members of Rowland Hall’s technology team were approached by a number of ninth-grade students who had a complaint: they wanted to be able to do more on their school-issued laptops, but the current administrative settings wouldn’t let them. The restrictions were impeding their ability to grow as coders, they said. They didn’t just want more access, they needed it to learn.

The tech team is used to complaints, but not like this. They decided to try something new. They came to the students with an offer they couldn’t refuse.

“They challenged us to hack through the protections,” said Eli Hatton. “They said if we could do it they would let us keep the access instead of revoking it.”

This isn’t to say the tech team didn’t have their reservations. And they had very good reasons to say no. But they also knew this was an opportunity.

This isn’t to say the tech team didn’t have their reservations. And they had very good reasons to say no. But they also knew this was an opportunity. “We are always interested in cybersecurity,” said Alan Jeppson, associate director of technology. “Sometimes the only way to know if our security is working is to try and break it.”

Break it they did: the ninth graders were able to gain the access they desired, and then walked the tech team exactly what they had done so the weakness could be resolved. And thus the Rowland Hall Debugging Club was born.

“First thing we did was have them write a contract for acceptable use with their new machines,” said Alan. “Then we started looking around the school for more projects.”

Members of the Rowland Hall Debugging Club, working on the Lincoln Street Campus in Salt Lake City.

Debugging Club members met in late April to choose upcoming projects.


It didn’t take long to find them. Upper School Assistant Principal Bernard Geoxavier needed a solution for tracking students needing physical education credits while not playing a sport or taking a class. The Debuggers figured out a solution: students needing the credits can now log time in the weight room with just a swipe of their student IDs when they exit and enter. It was a learning experience for the club members they wouldn’t have gotten otherwise. “We learned about readying software for very specific hardware and then deploying it,” said Eli. “Then we had to test it and see if it worked.”

Cybersecurity is a growing issue worldwide, and the club, along with members of the tech team and faculty, are looking at ways to improve their skills and the skills of the school community.

That was the first of many projects. Now the club is working on building a chatbot that will help students with everyday tasks, like navigating schedules, reviewing assignments, and performing other functions they would normally have to log in to the student portal to complete.

The opportunities are multiplying too, for both the benefit of the students and the school. Cybersecurity is a growing issue worldwide, and the club, along with members of the tech team and faculty, are looking at ways to improve their skills and the skills of the school community.

“We are looking at how we can get more kids involved, and how we could eventually compete in events like hackathons as a school,” said Ben Smith ’89, Upper School computer science teacher. “This would help these kids grow in areas where they could have real professional success in the future.”

Of course, the founding members of the Debuggers may have a future in store that no one has yet imagined. “This is a good group of super smart kids,” said Chief Information Officer Patrick Godfrey.  “It’s put all of us back on our toes how advanced they are and how they take a project and go after it.”

Added Alan, “These kids are crazy smart and talented. I really am interested in where they go from here.”

STEM

Rowland Hall kindergarten teacher Melanie Robbins speaks with a student.

Research is clear: Investing in early childhood education is a smart move. Not only is it one of the surest ways to set students on paths of lifelong curiosity and well-being, but it’s also been proven to enhance both individual lives and society at large. At Rowland Hall, thanks to a focus on evidence-based education, we have long been crafting a top-tier early childhood program centered around best practices for young learners during crucial years of their development. As a result, students leave the Beginning School viewing themselves as capable knowledge-makers, ready to thrive in the next stage of their joyful educational journeys.

In Melanie Robbins and Mary Grace Ellison’s kindergarten classroom, a small sign hangs over a row of student cubbies. It’s inconspicuous, but, once noticed, seems to summarize the day-to-day happenings of the energetic and vibrant room.

“Play,” it states, “is the work of childhood.”

This Jean Piaget quote, beautifully succinct, is a reminder that the activities that take place in Melanie and Mary Grace’s room, and in all Rowland Hall Beginning School classrooms, are not just fun—they’re incredibly meaningful, and essential to children’s development. By tapping into the most natural and essential of early childhood activities—play—educators are building crucial connections in young brains and setting a joyful foundation for discovering, exploring, embracing, and creating knowledge.

On a Thursday morning in February, the Piaget quote kept watch over a bustle of activity among the kindergartners. Walking by, a casual observer may have thought the activity was free play, but there was a thoughtful academic purpose behind the fun: the five- and six-year-olds were busy making their way through an array of learning centers designed for their Animals in Winter unit, a study of how animals hibernate, migrate, and adapt during the coldest months.

It was a time of play—and yet it was about so much more than the play. The longer the class was observed, the more apparent it became that a trove of educational and developmental benefits were taking shape just below the surface.

At one table, two girls bent over the covers of the animal reports they were creating for the unit; using library books as guides, they illustrated their chosen animals, a chipmunk and a fox, on the report covers. Nearby, a group of students, sprawled across cushions, worked on core literacy skills on iPads, while another, more rowdy, group rolled an oversized die and moved animal figurines across a homemade playing board. On the far side of the room, students looked through a pile of materials—empty oatmeal canisters, bits of cardboard, string—to be crafted into an animal habitat. In between these stations, children sorted animal pictures into groups or practiced writing letters, some with crayons on paper, others with fingers in sand. For an hour, the students enjoyed the freedom to sample whatever most appealed to them at any given moment, and to take from the group what they needed—for a few, it was a time to step back to reflect and quietly work on activities alone; for others, to engage with peers.

It was a time of play—and yet it was about so much more than the play. Like taking a cursory glance at a frozen winter landscape, which doesn’t reveal the rabbit blending into the snow or the entry to an animal den, just glancing at the fun would have limited the viewer’s understanding of what was occurring in the classroom. The longer the class was observed, the more apparent it became that a trove of educational and developmental benefits were taking shape just below the surface: Students cutting materials for the animal habitat or practicing writing the letter S with stumpy crayons were honing fine-motor skills. Those at the game board were mastering math by matching the number of dots on the die to the number of spaces they had to move. And all around the room, students were building social skills, whether while waiting for a turn or while navigating a disagreement.

“This is the power of early childhood,” said Melanie.

A Solid Foundation

At Rowland Hall’s Beginning School, an emphasis on well-grounded early childhood research, such as that around the benefits of purposeful play, is at the heart of the student experience—and for good reason. Between the ages of three and six, the time during which they begin to attend school, children’s brains are in the midst of a tremendous evolution that educators need to understand to fully support.

Rowland Hall students enjoying outdoor classroom.

It's important that early childhood teachers understand young children's brain development to effectively encourage early learning. One best practice for this age group is to move outside—research shows that being in a natural environment heightens young learners' cognition.


“The three-to-six age range is marked by huge transformation in the architecture of the brain, and the structures that get laid down during that time will persist,” said Principal Emma Wellman, who has led the Beginning School since 2018, and, in the 2021–2022 school year, took on the expanded role of Beginning School and Lower School principal. During the preschool and kindergarten years, Emma explained, foundational behaviors, aptitudes, skills, and values are ingrained in the brain, so it’s essential that children’s first teachers know how to positively impact this development.

“Early childhood teachers are laying the foundation for lifelong learning in terms of how students relate to school and to one another, and to themselves as learners and workers,” said Emma.

During the preschool and kindergarten years, foundational behaviors, aptitudes, skills, and values are ingrained in the brain, so it’s essential that children’s first teachers know how to positively impact this development.

Through thoughtful play and other proven early education tactics, educators can boost brain-building in ways that last: studies show that students who attend early childhood programs are more likely to later demonstrate high-functioning skills, such as strong emotional and social intelligence, curiosity, and discipline, and more likely to report high rates of fulfilling relationships and fulfilling careers. And it’s not just individual lives that benefit; there are also economic advantages to investing in early childhood education. Dr. James J. Heckman, professor of economics at the University of Chicago and an expert in the economics of human development, has found that investments in early childhood education result in the highest rates of economic returns, both for individuals and society at large. Simply put: investing in early childhood education is one of the best ways to greatly impact lives.

“You’re giving extra support in a time when it matters most,” said Emma.

An Emphasis on Relationship

When it comes to how children relate to school, teachers are often the key factor, and this is especially true in early childhood classrooms, where the trust educators build with young students sets them on paths of learning, curiosity, and self-discovery. In fact, said Emma, because warm, trusting relationships are strongly shown to be vital to early learning, they’re the first thing she recommends people look for when exploring preschool and kindergarten programs.

“The most important thing is the teacher-student relationship, because learning happens in the context of relationship,” she explained. “Everything is built on that.”

In the Beginning School, a focus on relationship, alongside an emphasis on reciprocal respect between teachers and students, guides everything from class sizes to division specialties; as a result, students remain at the center of decision-making. A focus on relationships also encourages more natural student participation in classroom happenings, an essential component to building brain connections in young learners.

PreK teacher Lynelle Stoddard reads to three-year-old preschoolers.

The Beginning School emphasizes relationships as well as mutual respect between teachers and students, alleviating tension around power struggles and showing students that their contributions to the classroom matter. "Children who are respected do amazing things," said Emma. 


“We want to make sure that kids remain in charge of big chunks of their own learning so that they don’t become dependent on the grown-ups to drive it for them,” said Emma.

This ownership over learning expands during children’s time in the Beginning School. As they build strong relationships with their students, teachers can encourage them to work on mastering both early academic skills and self-care activities. Through a process known as scaffolding, teachers support students as they make their way through the zone of proximal development—that is, the difference between what a child can do without help and what they can do with guidance and encouragement from a teacher. It’s a way to meet each learner where they are their own individual development, and it can be applied to both academic subjects, like building foundational skills in number sense and phonological awareness, or life skills, like putting on a coat or a mask.

“School is the perfect place for that practice to happen and to develop those skills, which are critical in other learning,” said Beginning School Assistant Principal Brittney Hansen ’02. “We take our time to let everyone learn that they can do an activity all by themselves and feel that confidence, that sense of pride, and carry themselves a little bit taller because of it.”

A Child-Sized Experience

It’s not difficult to find students owning their learning in the Beginning School: the process can be observed in the 3PreK student working to zip her coat, the kindergartner choosing a quiet-time book from the classroom library, and the 4PreK student sorting a pile of twigs, pine cones, and leaves gathered during outdoor classroom. Active learning is around every corner.

“All of our learning is entirely exploratory and we foster kids’ natural curiosity,” said Kelley Journey, the Beginning School’s experiential learning specialist. “We give kids a lot of authentic opportunities to learn in real-world situations.”

4PreK students peel and cut apples.

Faculty look for a variety of ways to actively engage students in learning, including by giving them access to tools and materials that build life skills.


The design of the building even encourages this exploration; you don’t need to walk far into the Beginning School to realize that the place is built for young learners. Bulletin boards, supplies, and books are set at the children’s eye level. Easy-to-access cubbies provide space for each person’s belongings. Child-sized restrooms are attached to classrooms, encouraging independence (while also providing reassurance that trusted adults are nearby, if needed). Simple decor and minimal reference material leave room for imagination. All of these choices, explained Brittney, are based on sound research and made mindfully and intentionally to encourage natural curiosity and to empower students to move effortlessly among spaces as they follow their interests or learn to manage their personal needs. 

“A key function of early childhood education is for students to learn, to be able to take care of themselves and their belongings, to feel ownership over their space and learning environment, and to feel confident navigating the school,” said Brittney.

Educators in the Beginning School are very intentional about integrating areas of learning in meaningful, authentic ways for children.—Brittney Hansen ’02, Beginning School assistant principal

Beginning School days are also set up to harness the ways in which children learn best: there are moments of active play as well as quiet time, and educators stretch young brains with both structured lessons and space for choice and self-exploration—what Rowland Hall often refers to as choice and voice. This inclusion of choice, explained Kelley, is important for all students, but especially significant to young learners who often don’t feel they have a lot of control over their lives: when much of your day includes being told what to do, and when to do it, by adults, having choice in how you want to learn—alongside access to child-sized structures and materials that allow you to work without a grown-up’s help—you begin to view yourself as a capable knowledge-maker. Students given choice can see themselves as scientists, engineers, or artists, and they believe in their ability to find solutions, improve processes, or add beauty to the world.

And because Rowland Hall is an independent school, Beginning School teachers (like teachers across all of the school’s divisions) have the flexibility to explore the topics that spark their students’ interests. They’re naturals when it comes to identifying subjects that light up students’ eyes, and they enjoy the flexibility to adjust lesson plans in order to follow these paths, weaving foundational academic knowledge into the areas their individual classes wish to explore.

“Educators in the Beginning School are very intentional about integrating areas of learning in meaningful, authentic ways for children,” said Brittney. “We are less about saying, for instance, ‘Now is our time for science.’ Instead, we think of something that’s captivating and interesting for the child and then say, ‘It’s my job to figure out how to weave science into this.’”

A Community of Learners

There is a common refrain about Rowland Hall’s Beginning School: “This is a happy place.” Visitors frequently comment on the division’s warm atmosphere and often report feeling a sense of joy during their time there. For Emma and her leadership team, these reactions to the school aren't a coincidence; they’re confirmation that Rowland Hall is providing support exactly where it’s needed—for young learners, as well as for the adults who make their education possible.

Rowland Hall is so special. All faculty members are complete lifelong learners and continually challenge themselves to practice the best theories and pedagogies for children.—Kelley Journey, experiential learning specialist

“One way we show respect to teachers is by giving them opportunities and responsibility to be learners in their own right, to continue their own professional lives,” explained Emma. And this is important because early childhood programs that prioritize the well-being of their educators see numerous benefits—for instance, teachers with supportive administrators spend more of their time focused on students, and they’re more likely to stay with a school for the long haul. Professional development opportunities at Rowland Hall range from growing personal passions or areas of growth, like when kindergarten teacher Melanie Robbins helped incorporate outdoor classroom into the division’s curriculum, to exploring ways teachers can support Rowland Hall’s mission and strategic priorities, such as when 4PreK lead teacher Isabelle Buhler studied equity and inclusion in the early childhood programs.

“Rowland Hall is so special,” said Kelley. “All faculty members are complete lifelong learners and continually challenge themselves to practice the best theories and pedagogies for children.”

They challenge each other too: faculty are encouraged to share takeaways from their professional development experiences, a practice that supports one another’s engagement with, and investment in, their essential roles. It’s a practice that also ensures everything they do comes back to students: by staying current with early childhood research findings, the Beginning School team can provide the school’s youngest learners with what they most need, creating a solid educational foundation for those students and, at the same time, illustrating for them the value of learning.

4PreK students inspect a giant sunflower.

Teachers love to bring natural objects into the classroom to engage kids' senses while encouraging exploratory learning. Above, two 4PreK students practice observation and fine-motor skills while studying a sunflower.


And it’s perhaps this practice that best explains why the Beginning School is such a happy place: it’s a place that highlights the thrill of learning, where students see in teachers the lifelong benefits of staying curious, and where, through the eyes of children, adults are continuously reminded of the pure joy of discovery, of allowing curiosity to take you to new places, and of understanding just what you’re capable of.

It’s the magic of early childhood.


Looking for a preschool or kindergarten? Download Rowland Hall's tips for picking a top-tier early childhood program.

Academics

An eighth-grade Rowland Hall student in science class.

Teacher Sara Donnelly knows that the best way to help her eighth graders grasp scientific concepts is to connect their studies to authentic learning experiences. As a result, she’s always on the lookout for projects that transform science topics into “aha!” moments for students.

“I want them to see science as something that’s familiar, part of their lives, and useful—and not intimidating,” she said.

This year, she kicked off this approach by introducing students to the study of waves, or transfers of energy. An essential component of the study of physics, waves help scientists understand physical phenomena, and they can be found in many forms in our everyday lives, from the sounds we use to communicate to the lights we use to see.

“One of the reasons I start with waves is they offer a more qualitative experience and are more visual,” said Sara. This makes them especially useful for building scientific understanding and skills in middle schoolers: depending on students’ abilities, they can observe waves in a variety of ways, such as by listening to music or by observing colors made by light. These real-world practices, explained Sara, also help them learn to apply knowledge through unbiased observations, as well as practicing accurately recording data.

Eighth-grade science teacher Sara Donnelly with students in classroom.

Sara Donnelly with eighth-grade students in her classroom science lab.


The eighth-grade waves study is divided into three subunits (wave properties, sound waves, and light waves), and examines what waves are, the types of waves, how waves travel, and how, with different materials, waves can be sped up, slowed down, or amplified. The kids quickly picked up on the concept: during a Middle School dance that took place during the unit, Sara said students were commenting on the need for more absorbent walls in the gym. Students also discovered that waves were the reason behind some of their day-to-day experiences—eighth grader Sophia H., for instance, noted that the unit helped explain odd noises she’d heard: “I found out that sound waves traveled through vibrating particles, which definitely explained some of the weird sound phenomena that I have experienced in the past,” she said.

I want [students] to see science as something that’s familiar, part of their lives, and useful—and not intimidating.—Sara Donnelly, eighth-grade science teacher

The students also enjoyed opportunities to set waves’ paths in order to better understand them. In November, they demonstrated light behavior and the law of reflection via mirror mazes. And in December, in culmination of all they learned in the first unit of the year, they designed models of their ideal concert experiences, a project centered around how both light and sound waves can affect how a person experiences an arts event.

“They were really excited about it,” said Sara. “Eighth grade is a great opportunity for students to use their creativity, apply their understanding of something, and take it to a more abstract way of showing their understanding.”

For the project, students were divided into teams and tasked with designing 3D models of concert venues, complete with speakers and lights marked with the directions of their waves. Students had to think through how the movement of sound and light would affect the audience’s experience: Where should speakers be placed for optimal sound quality? How will sound travel around the venue? How does the shape of the stage, or the seating, affect sound? How do light and color mix? What building materials will produce the best results? How do you manage accessibility for all attendees? In addition to a writing papers outlining each choice and its scientific justification, students presented their models to their peers, incorporating 30-second clips of songs that complemented their venue designs—choices varied and included Offenbach’s “Can-Can,” 21 Pilots’ “Stressed Out,” and AC/DC’s “Thunderstruck.” It was a unique, and fun, way to tie together what they had learned.

View of "Thunderstruck" eighth-grade waves project.

Students illustrated directions of both sound and light waves in their venue models.


“It was an interesting unit and I expanded upon my knowledge of waves quite a bit,” commented student Kendra L.

The project was a great way to build students’ confidence as scientists while also preparing them for new challenges: since returning from winter break, the eighth graders have been immersed in a new unit around forces in motion—a more challenging topic that’s stretching their learning through studies around acceleration, friction, and inertia. And just like in the waves unit, Sara is incorporating activities—including one titled “How Slow Can You Roll?” in which students work to slow the movement of a ball—that bring learning to life while building skills like how to communicate effectively, how to work well with others, and how to use sound data to solve problems.

“I want them to be able to reason through different theories as to what a possible solution might be, and to avoid jumping to conclusions,” said Sara. “The unit is building up their skills to be good scientists and good observers who ask questions and design solutions.”

We can’t wait to see what they come up with.

STEM

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