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.

Author Brian Selznick Visits BCS

Celebrated author Brian Selznick visited Bullis Charter School last Tuesday to talk about his new book The Marvels, the final book in the trilogy that includes bestsellers The Invention of Hugo Cabret and Wonderstruck. This amazing event was co-produced by Linden Tree Books in Los Altos.

The Marvels begins with almost 400 pages of illustrations that tell the story of a family of stage actors in 18th and 19th century London. Switching from pictures to words, the book jumps to the year 1990 and follows a runaway who is trying to solve a family mystery. The two stories come together at the end of the book.

BCS students watched with fascination as illustrations from the beginning of The Marvels played across the screen. Then, the author asked the students how many had read the book The Invention of Hugo Cabret. More than two thirds raised their hands. “Well, I am the author of that book.” Gasps of excitement spread through the room. The children were now hooked on every word he had to say.

The author discussed his inspirations for his books and the sources of his different story influences and illustrations. His books are filled with real references and real places and the children sat captivated while viewing photographs of these places and their transformation into one of their beloved books.

One of the most interesting aspects of the event was when the author shared his process for creating a book. He explained that he always starts a book by developing a rough draft of both the story line and the drawings. First, he writes his ideas in a notebook. Then he types up these ideas and sends them to his editor, who sends them back to him with notes, just like teachers do on their students’ papers. He asked the children if they like writing rough drafts. A resounding “Nooooo” filled the room. “And how many rough drafts do your teachers make you write? One? Two? Well, I make 200-300 rewrites per book!” And he proceeded to show the students examples of his rough drafts covered from top to bottom, front and back with his editor’s notes scribbled in blue pen. In the end it takes Mr. Selznick, on average, three years to create a book, partly because of all of these notes and rewrites. Although he sometimes gets frustrated by all of this work, he has learned that the notes and the rewrites help to make the story better. Thanks to this hard work, he eventually produces a final draft he is proud to share with the world.

The lecture was followed by a question and answer segment and the author was asked how he felt when The Invention of Hugo Cabret was made into a movie. Mr. Selznick was, of course, thrilled by the movie and then he graciously shared pictures and videos from the movie set including the construction of the set and how special effects were created. It was amazing to learn about how one can implement creativity and innovation in unusual ways. The entire lecture reinforced the lessons and experiences explored every day by BCS students.

Thank you, Brian Selznick, for this incredible insight into your creative process!