Bullis Charter Middle School Intersessions

Intersessions are one of the most unique tenets of the BCS middle school program. During these three-week sessions, students move beyond the classroom and engage in active learning in the real world. Students develop real life skills as they work through problems, helping them to become well-rounded students with the 21st century abilities needed to be successful in university and in the modern workplace.

For three weeks each trimester, the daily schedule is suspended while students engage in an extended inquiry process of an assigned focus area. Projects are organized around a driving question, requiring students to investigate, collaborate, design, and construct actual solutions to real-life problems. 21st century skills are more than academic, and hands-on Intersessions provide students the opportunity to practice and refine important ‘life’ skills such as empathy, creativity, rationality, determination, and resourcefulness.

The first seventh grade Intersession combines sewing, cooking, and woodworking. While not typical middle school content, these pursuits integrate math, design, problem solving, and fine motor skills.  “At BCS, we expose all, not just some, of our students to the arts, to making, to taking risks, and to trying things that they might not attempt to learn on their own,” explains Lisa Stone, a BCS seventh grade teacher.

In the second seventh grade Intersession, students tackle Engineering & Design in the school’s

FabLab, where they have access to a variety of technology and tools including 3D printers, laser cutters, design programs, power drills and more. As part of this intersession, students interview staff members and peers to learn more about real problems found in the school. They then choose which issue they want to work on and begin to devise solutions for this problem.  Solving a problem at this level encourages students to use their critical thinking skills and to continuously plan and reevaluate, as they tackle different issues that arise along way. For example, one group of students was tasked with how to transport rolling backpacks across wood chips. As a solution, the students designed and built a “backpack gondola.” These projects are what Intersessions are all about: finding solutions and working through problems, just as one does in real life.

For their third and final Intersession, seventh graders are asked to stage a 100% student-led performance of A Midsummer Night’s Dream. In addition to learning Shakespearean history and dialogue while performing the play, the students serve as the directors, casting crew, and light and sound engineers. They also build upon their previous Intersessions by sewing the costumes and designing and constructing the sets. Teachers are on-hand as advisors only and are part of the audience when the students perform their production on a professional stage at the Bus Barn Theater in Los Altos.

“Intersessions reinforce the students’ full year studies”, explains Ms. Stone. “At BCS, we focus on the interconnectedness of subject matter and integration. Even though students aren't going to their "regular classes" during this time, they can see that there are components of math, writing, and science in constructing a device to solve a problem. Intersessions help students understand the interconnectedness between the subjects.”

In addition to reinforcing regular studies, Intersessions extend the learning of skills and concepts through authentic, real-world applications.  For example, seventh graders learn composition in weekly music classes and are then required to score The Midsummer Night’s Dream production during Intersession.  Eight graders learn coding as part of the core curriculum and then apply those skills when designing educational apps at Intersession.  Students are encouraged to consult with industry experts as they seek to refine and improve their outcomes, and these same experts often provide feedback at the end of a project.

Intersessions are a critical part of the BCS curriculum. They offer the middle school students the opportunity to gain exposure, interact with experts and audiences, and be accountable for their ideas and projects. 



BCS Founding Principal/Superintendent Wanny Hersey explains the thinking behind these authentic learning opportunities, “We believe that in creating connections, relevance and meaning are discovered, and the rate of retention improves dramatically. Our students are empowered to design and lead their own education, thereby developing adult leaders with the ability to thrive in an ever-changing world.”

1st Grade Biomimicry PBL Unit

BCS first graders are engaged in a new biomimicry PBL unit where they are creating solutions to the driving question: “How can we use what we know about how animals and plants protect themselves to safeguard a human baby or child?”

To help formulate a solution to this question, the students first investigated the different features plants and animals use as protection against hostile elements. They dissected the bulb of an iris flower to examine its function in the plant’s survival and they explored various animal adaptations including camouflage, quills, smells, and more.

A pregnant teacher also spoke to the students about how the body is designed to protect an unborn baby and the first graders had a thought-provoking discussion about what parents can do to keep a baby safe once it is born.

Incorporating what they learned about plants and animals, the first graders then applied their design thinking skills to the driving question, and engaged their critical thinking and problem solving skills to create solutions for this real world scenario. They researched different ways a human baby or child can be injured: falling, choking, being exposed to cold, having damage to a baby’s soft spot, etc. Each student then presented ideas for how to prevent these injuries and keep the child safe.

In the makerspace, the students developed designs to protect a child from one of the identified risks, incorporating two animal adaptations they previously researched. The students sketched out one of their ideas, and made a prototype of their design. They presented their models to their teachers and peers, analyzing which aspects of the prototype worked or didn’t work. Meeting Common Core criteria, they also labeled the function of the different parts of their creations. 
   
The students have been very active uploading pictures of their completed work to Freshgrade so their parents can follow their progress and learn more about how they are succeeding on personal FLGs such as working well with others, communicating with team members, and/or collaborating on investigations.

PBL units, such as this one, provide BCS students with the skills they need for the 21st century, including creativity, problem solving, and critical thinking. PBLs allow students to be engaged actively in their learning, giving them a deeper understanding of the content and helping them to retain this knowledge longer. Most importantly, PBLs teach students initiative and responsibility, helping to build confidence and encouraging students to problem solve and collaborate more effectively.

We are so excited by the progress these first graders have made on this new PBL unit and can’t wait to see what the rest of the year brings!

7th Graders Compose Musical Motifs for "A Midsummer Night’s Dream"

 

BCS 7th graders are studying the art of ‘soundtracking’ – creating music to accompany a dramatic performance. First, they created their own dramatic scenes to act out alongside pre-existing soundtracks, then they developed electronic soundtracks for Lego stop action films using GarageBand.

The class is now working on its third project, composing motifs (musical themes) for various characters in A Midsummer Night’s Dream.  These motifs will be used to introduce characters, to serve as a character’s theme, or to acknowledge a transition between scenes. The students are creating these motifs based upon their analyses of the various characters in the play and the music they compose will directly reflect the characters’ personality, attitude, and/or actions. 




During this creative process, students are divided into small groups of varying musical ability in order to learn from each other and bring different ideas and experiences to the activity. Each group is assigned two characters from the play and tasked with creating a motif for these characters. Everyone in the
group is required to play some sort of instrument, and they may use anything that creates a musical sound.

The students are having an amazing time experimenting with sound and with various instruments.  Whether destined to become first chair in the San Francisco Symphony Orchestra or the one who sings off-key in the shower, every student has the opportunity to learn about theatrical music and to contribute to the musical melodies of their upcoming performance of A Midsummer Night’s Dream on Monday, June 6 and Tuesday, June 7. 


Scientific Discovery: Being Right or Finding the Truth?

BCS's 6th grade math and science teacher, Midori Hosobuchi, shares her students' scientific journey to discern 'finding truth' from 'being right'.

 

I recently started a new unit on density with my 6th grade science class and began the lesson with the usual hook by presenting a demonstration lab.  I asked the students to predict what would happen when I dropped two items, a candle or a steel washer, in a beaker of water.  Students worked hard and silently for about a minute, and then the questions began at rapid fire. “Is the water room temperature?” “Is the wax soluble in water?” “Will you leave the washers in long enough to form rust?” The students wanted to make sure that their predictions were specific, detailed, and, most importantly, correct.

I stopped the class. How, as a previous practicing scientist could I instill in these students the idea that a hypothesis is a tool, not a judgment or an answer?  In science, we use hypotheses to frame thinking about a problem and create a structure for an experiment, but frequently, as predictions, they fail.  How could I help the students see that there is much to be learned in the face of this type of “failure” and to not be invested personally in a concept or claim that must change as new data is obtained?

In the end, we had a great discussion about being right vs. finding the truth.  In a way, being invested in “correctness” looks backwards at knowledge produced by others. It’s much easier to memorize the “facts,” process and interpret them, and come up with what is perceived as an “answer.” Far more difficult is the mind shift required to look at old knowledge as a ladder to finding a novel truth, which then may subsequently require adjusting our old knowledge. 

Although our experiment with the candle and the beaker of water will not bring earth-shattering or life-saving discoveries, if I can help students feel comfortable with the idea that finding new truths may mean discarding previous ideas in the face of new evidence, then I will have moved them one step further in their development as scientists.

Written by: Midori Hosobuchi

Turtle Camp at BCS

As part of BCS' Environmental Science curriculum, 4th and 5th graders hosted a "Turtle Camp" for younger students. During this unique cross-grade level learning opportunity, kindergartners visited student-run stations in different classrooms and outside to learn about Leatherback sea turtles, our Watershed, plastics in the ocean, and keeping the ocean clean.  Working across grade levels further strengthened students' sense of community and the experience was enjoyed by all!

PBLs and FLGs Presented By BCS 5th Grader Kelly Yang

Our very own 5th grader, Kelly Yang, wrote and presented this amazing speech at the K-5 Parent Information Night earlier this week.  Kelly explains FLGs and PBLs in such a clear and understandable way that we felt we had to share!

Hi, I’m Kelly Yang, and I am in 5th grade. I have been at Bullis Charter School (BCS) since Kindergarten and I have enjoyed my experience here.This school has helped me to learn a lot, develop important skills and become a more well-rounded person. My favorite part of classwork is when we get to participate in things called PBLs, which stand for “Project Based Learning”.



Each year, we get to do several PBLs which help us to learn and remember better. For example, last year, I designed a habitat for a lemming and a vole. We used design thinking and were able to use the laser cutter and materials from the maker space to create our animal habitats. 


 
PBLs are very special because they cross over learning into several different subjects. For example, in 4th grade we had a Mission PBL. Students decided whether to design a Presidio, a Pueblo or a Mission . We used Lego Digital Design, a cool computer program to create the initial design. We used math skills that we were learning to figure out how large or small our buildings should be, and also used art techniques to figure out colors and the final design. However, the entire project was part of our Mission Unit in Social Studies.



PBLs are usually done in groups with other students so you need to have good teamwork and patience. I really enjoy PBLs because they are social, and I enjoy sharing ideas and collaborating with others. PBLs help me to think creatively and have an easier time remembering information.



Another cool thing that we get to have at BCS are things called FLGs or “Focused Learning Goals”. Students and teachers work together to create unique goals for each student. 



I think FLGs are important because we are not just going through the year, hoping for the best. We are actually striving for concrete and measurable accomplishments. We have a defined FLG for every subject including math, writing, reading, content and personal goals. 



This year, my FLGs include practicing to become a faster sprinter (my  content goal), writing a chapter book (my personal goal), or making less than 10% careless errors in math (my math goal). Every month, my parents, teachers and I look over my FLGs to help me make sure I am on track with my goals. This year, we are using an application called Fresh Grade to help track our goals. We use ipods to take videos or pictures and post it on Fresh Grade. We are also able to add comments to keep track of our progress. 



Some years, I have achieved all my FLGs and other years, I have not. But that’s OK! Part of the experience here is to help me understand how to achieve goals and avoid mistakes, and learn when things don’t go according to plan.


I think BCS is a great, the learning here excites me. Since my first day here, I have loved coming to this school every single day. Thank you!


Kindergarten Design Thinking Challenge: Help the Gingerbread Man Cross the River

In order to prepare BCS students for the 21st  century, Design Thinking is integrated into the core curriculum at every grade level. The Design Thinking process begins in kindergarten and even students at this young age are challenged to create solutions to real-world problems.

In December, kindergarten students were tasked with a fun holiday-themed Design Thinking challenge: Help the Gingerbread Man Cross the River.

Teachers provided students with supplies that included tinfoil, mini marshmallows, and toothpicks. Students were free to choose to work alone, with a partner, or in a group.

Most students first attempted to build a boat out of tin foil. When testing out their boats they observed whether or not the boat floated, and if the gingerbread man stayed dry. If the boat took on water the students had to decide whether to start over with a new design, or to fix the design they had already created. Some students added marshmallow floaters to their boats. They soon discovered that marshmallows, like the gingerbread man, melt in water. One innovative student suggested, “Maybe the foil can help to cover the marshmallow!”

Although in many cases the gingerbread man made it safely to the other side of the river, quite a few ended up crumbled into a wet, soggy mess. Sarah Flynn, a kindergarten teacher, said that both success and failure are important components of this lesson.

“Kindergarten students don't know how to fail,” she said. “They try an idea and if it works, great!  If not, they try another idea and they keep working at it until they finally achieve their goal. I love doing activities like this in kindergarten because the students begin to understand that making mistakes and getting the answer wrong is a part of learning.  As they continue through BCS and beyond, I want them to feel confident enough to take risks, to acknowledge failure, and to try again.”

In all, the challenge was a success and the students had a fantastic time designing, building, observing, and learning to accept both success and failure.