Spring 2019 Kinetics

SCDS

SPRING 2019

SEATTLE COUNTRY DAY SCHOOL MAGAZINE

FUELING (K-8) INQUIRING MINDS

DEAR SCDS COMMUNITY, Kinetics /k ’nediks/

Kinesis comes from the Greek word for motion, and “kinetics” is used in the vernacular to describe mechanics associated with the forces that cause motions of bodies. At SCDS, we’re all about energy and active learning. Every day, SCDS teachers engage students’ minds and bodies through inquiry-based teaching.

EDITOR Andrea Sanders DESIGN/PRODUCTION Christa Fleming Design CONTRIBUTORS Kirsten Camp, Claire Fallat, Megan Sandberg, Andrea Sanders, and Kimberly A. Zaidberg COVER Grade 8 students finalize their mural of the Seattle skyline. Photo credit: SCDS Advancement Office

KINETICS is produced by the SCDS Advancement Office for its current—and former—families and friends. Inquiries may be sent to: advancement@seattlecountryday.org

Kinetics is Digital!

Read the latest issue of Kinetics on your phone, computer, or tablet: www.seattlecountryday.org/Kinetics

THE SCDS MISSION

Inspiring gifted children to reach their potential through inquiry, curiosity, and wonder. www.seattlecountryday.org

It seems like just a few short weeks ago that we were welcoming everyone back to campus for the start of the school year. Now, we are poised to graduate 37 eighth grade students and celebrate the year’s accomplishments.

Reflecting on the 2018-2019 school year—and looking to 2019-2020—we have much to celebrate and of which to be proud. Our community welcomed its new Head of School, Kimberly A. Zaidberg. We continue to be impressed by Kim’s vision, passion, and enthusiasm for inquiry-based, gifted education. Under Kim’s leadership, and in collaboration with schoolhouse leaders and the Board of Trustees, we will have a more robust program going forward that enhances the experience of our gifted students and provides them with enriching opportunities to be curious, inquire, and wonder. The new electives program will offer students the chance to explore coding and Model UN, Mandarin and Algebra 2, ceramics and theatrical arts, and even golf! Additional staff will join the community next year to ensure SCDS is supporting its students, teachers, and parents to the greatest extent possible. New faces we will see in the fall include a Director of Teaching and Learning, a full-time Learning Specialist, Lower School Associate Teachers, and Lower School Math and Science Specialists. It’s an exciting time to be a Wildcat!

We are coming to the end of our 2017-2020 Strategic Plan update and we are busy beginning to plan for the next major strategic plan initiative. There will be various opportunities for community members to participate in this exciting process, and we look forward to sharing more details with you in the fall.

On behalf of the Board of Trustees, I would like to thank every SCDS community member, near and far, for your dedication to—and support of—the school.

We look forward to continuing to partner with you in the months ahead.

Go Wildcats!

Warm Regards,

Kirsten Camp

PRESIDENT, SCDS BOARD OF TRUSTEES

DEAR SCDS FAMILIES AND FRIENDS, This March, the schoolhouse was treated to a performance by The Spizzwinks, a Yale a cappella group featuring SCDS alumnus Brian Kirkman ’13.

Brian’s story—inspired by the lessons he learned at SCDS to pursue his goals at Yale University—is not unlike many other narratives we have heard from our esteemed alumni. Brian is an Economics major whose visit was a full-circle moment that perfectly encapsulated SCDS’s goal to inspire our students to reach their potential.

Whether it’s in a computer lab, math class, or science lab, our core subjects often interconnect to engage each and every student.”

HEAD OF SCHOOL, KIMBERLY A. ZAIDBERG

Whether it’s in a computer lab, math class, or science lab, our core subjects often interconnect to engage each and every student. I invite you to sample a few of these lessons by looking through this issue which showcases teacher collaboration, innovative learning opportunities, and the impact of an SCDS education. In our classrooms, third grade teachers combine math with environmental studies, technology teachers incorporate music, and math and art teachers come together to illuminate the intersectionality of their disciplines. Faculty champion interdisciplinary curriculum as part of SCDS’s inquiry-based approach, encouraging students to see the connections between—and among—ideas, as well as to realize their own capactiy to engage in multiple ways of knowing.

This type of curriculum also allows students to embrace their mistakes. These “beautiful oops” moments occur in every classroom, regardless of grade level or subject area. Our faculty celebrate and encourage these mistakes in order to help students form their own curiosities and solutions. SCDS’s ability to nurture students K-8, whether it be through hands-on lessons, extracurricular activities, or off-campus programs, is what makes SCDS such a fitting school for gifted students.

The outcome of our continued pursuit of student-centered, interdisciplinary learning is evidenced in a reflection from Brian: “Never underestimate what you can do if you enjoy and believe in what you are doing.”

I look forward to continuing to see the successes—and beautiful mistakes—that arise from our inquiry-based, K-8 model.

Sincerely,

Kimberly A. Zaidberg HEAD OF SCHOOL

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FUELING (K-8) INQUIRING MINDS

Grade 3 students observe red worms.

Photo credit: Andrew Storey

Since its founding, SCDS has emphasized inquiry-based lessons in its classrooms. Teachers rarely seek one specific answer from their students, but rather a description of their path—perhaps a circuitous one—to explain how they arrived at a solution. Inquiry-based learning asks, The inside of a compost worm bin.

Photo credit: Moriah Grey “Why?” or sometimes, “Why not?”, and in each division, teachers harness the power of these questions through collaboration. By engaging in interdisciplinary studies, teachers provide opportunities for students to see connections across subjects as they grow in their understanding of what it truly means to inquire.

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INTEGRATING MATH, SCIENCE, AND ENVIRONMENTAL STUDIES: LOWER SCHOOL All grade 3 students rotate for science class, becoming privy to Grade 3 Teacher Moriah Grey’s annual unit on wormery. Each class adds compostable material to a giant worm bin, contributing different food items to see what the creatures will favor. Ms. Grey encourages students to explore variations of the same food and hypothesize about the different results. Each month, students look inside to see how much their class’s worm bin has changed. “One of my favorite things is showing them the worm bin,” Ms. Grey says. “Hearing their gasps or ah’s of amazement.”

The students also construct individual worm bins, which consist of newspaper, water, and subsoil layers. Ms. Grey connects these to ratios they have been learning in math, instructing students to put three times the amount of water to newspaper. “Newspaper and water aren’t easily weighable in the same manner,” she notes. “How do you figure that out?” They also experiment with different types of food in their own bins, including fruit and vegetable scraps, orange and banana peels, and even edamame.

They are then asked to record variables like the food and thickness of subsoil layers to see what the worms consume.

“After we conduct the wormery unit, third graders tell me, ‘Oh, I saved a worm!’ It’s a tiny little creature that you can walk past or step on. So that’s really sweet,” Ms. Grey says.

This awareness of their environment ties in with Grade 3 Teacher Sherral Hartung’s unit on eco-friendly cities. Ms. Hartung asks students to design futuristic, sustainable towns, encouraging them to pursue questions that may arise, including, “Why shouldn’t we build a concrete city?” or “Why do you need a certain percentage of vegetation in your city?”

A model of a sustainable city, created by grade 3 students in Ms. Hartung’s class.

Photo credit: SCDS Advancement Office

Grade 3 Teacher Moriah Grey digs in with students.

Photo credit: Andrew Storey

Ms. Hartung explains that the wormery unit helps students see the benefit of plants around us. “They talk about the whole cycle,” Ms. Hartung says. “Where do the worms belong in the food chain? In science class, they make a hypothesis, then we inquire by looking at online resources and ask, ‘How do they contribute to the cycle?’” This research leads to a discussion on the food chain, photosynthesis, primary and secondary reproducers, and decomposers.

To bring math into the equation, Ms. Hartung also asks her students to create a model of their city, utilizing their study of area and perimeter. She asks them, “Why are we leaving space for nature? Why do we care? If we do care, how do we reduce our trash?” Answers surfaced while designing their projects and one third grade student noted that “you can make a difference by recycling materials instead of putting them in the trash.” Finally, Ms. Hartung connects their work to language arts, asking them to identify the difference between fact and opinion.

They must prove they can distinguish between the two by providing evidence from a reliable source.

As one third grade group thoughtfully reflects, “Our city is based on the future in Seattle.” Their model, built entirely from recycled materials found in the junkyard, was constructed with one primary purpose in mind—to “educate others.”

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MERGING TECHNOLOGY WITH LANGUAGE ARTS, LIBRARY SCIENCE, AND MUSIC: INTERMEDIATE SCHOOL

Grade 4 student Remy L. photoshopped an image to place himself in the setting of his favorite book.

Grades 4-5 Technology Teacher Lisa Lewis has overseen the Armchair Journey project for several years. In pursuit of “meaty projects,” she asks students to present on their favorite book and uncover why they connect to it in a deep way. “I want the kids to have a chance to reflect on the transformational nature of books,” Ms. Lewis says. To do this, they learn Photoshop and PowerPoint to create a non-linear presentation, complete with self-designed navigational icons, hyperlinks, designs, and a musical soundtrack.

Ms. Lewis also did not want to isolate her students to traditional technology lessons for this project. “It’s this incredible creative process,” she says when explaining why she integrates technology with so many different subjects.

“Everything is a part of everything else. Even if you are a scientist, you need to know how to write. Even if you are a writer, you need to know the technical elements. Having the knowledge of both allows your creativity and personality to shine through.”

The first interdisciplinary connection takes place in Librarian Debbie Pearson’s class, where students use carefully selected web resources and print materials to find in-depth information about the author of their favorite book. After researching the author, they answer more open-ended questions, like, “What would you say if you could meet the author?” Some even write the author personally to gain more insight.

Utilizing language arts skills, students construct four essays, one in which they write a scene that requires them to take a particular moment in the book and write from the perspective of a character. “I want students to understand the motives and perspectives of the character to learn lessons in empathy,” Ms. Lewis says.

To further empathize with the characters, Grades 4-8 Music Teacher Susan Ellis asks students to choose one composition that best reflects the tone of the book.

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They start by listening to pieces by classical composers, then discuss what kind of emotion the different pieces of music evoke. “This is a piece of inquiry,” Ms. Lewis notes.

“What makes you think that [piece of music] is better at conveying a specific emotion than this one?”

After listening to a variety of compositions and music genres, students create their own storylines behind each piece, asking one another what they heard in the music. “They begin to realize that all music can pass along an emotion, that often composers have an emotion in mind,” Ms. Ellis explains. The music overlays the beginning of their PowerPoint presentations to set the tone for the individual listener. Though this project focuses on their favorite book, Ms. Ellis notes that interdisciplinary studies “give them the context of how everything comes together.”

All of this culminates in an evening of presentations. Students dress in costume and present their speech while parents guess the book and character. After the presentations, students go to the lab and share their PowerPoints with parents.

When asked why she makes these projects into presentations, Ms. Lewis explains, “I’ve always believed in a celebration of efforts. I think culmination creates a memory that lasts a lifetime.”

The ultimate goal of this project is to blend creativity and technology. “Everything that I do allows students to have the choice in where they want to take the project,” Ms. Lewis says.

“There’s the framework, but how they execute their vision is their choice. I hope they begin to see technology as a creative extension of themselves.”

PAINTING A MATHEMATICAL PICTURE: MIDDLE SCHOOL Grades 4-8 Art Teacher Megan HoschSchmitt and Grades 6/8 Math Teacher Eddie Feeley actively seek ways to connect math and art. This year, they combined Mr. Feeley’s unit on geometry with the 8th graders’ desire to leave an artistic mark on the school. While the teachers provide the frame, Ms. Meg says they “try to leave [students] space to facilitate the making.” These ideas culminated into what will become a Seattle skyline in the stairwell between the third and fourth floor of the Middle School building. Students will use their fine arts skills to draw and paint the image, then use geometry skills to create star constellations and geometric, three-dimensional shapes to be hung from the ceiling.

Mr. Feeley notes that this kind of collaboration allows “students to explore math in an artistic way.” For example, students generated the idea to use digits of pi to create random sequences, which in turn will be used to create star constellations above the skyline. Starting with the twodimensional shapes, the circles and lines will gradually move up, cubes and dodecahedrons beginning to emerge.

To finalize this project, students will also use maker tools to laser cut acrylics and three-dimensional shapes.

The stairwells at SCDS have been used for many other artistic projects.

This year, one stairwell was home to puzzle pieces, a chance for students to express individuality while creating a piece of art collaboratively. Ms. Meg also sees the Seattle skyline project as further inspiration for the top stairwell, where they could perhaps start building sculpture pieces.

Ms. Meg says Mr. Feeley’s strength in math and her experience in art makes them a great pair. Mr. Feeley explains

Grade 8 students outline grids in the third-floor stairwell to prepare for their mural of the Seattle skyline.

Photo credit: Megan Hosch-Schmitt

this type of project was something he wanted to do, but, he said laughing, “I had no idea how to make it happen, and Meg said, ‘Oh just make a grid, it’s easy.’”

Ms. Meg previously taught her grade 8 students how to use grids to frame their artwork. She integrated this lesson with the mural project, allowing students to take ownership of their work. Mr. Feeley also emphasized how much of a hand the students had in developing the artwork. “The idea of pi-inspired constellations was purely from students.”

“Since we ask students to collaborate often, it’s good for the students to see their math and art teacher collaborate. It’s good for the students to see this role modeled,” Ms. Meg remarks.

Mr. Feeley’s room is already decorated with student artwork, including another math-art connection: a “factor tree” made out of papier-mâché and a tiling pentagon, which was made by students in the welding club.

Mr. Feeley says he likes seeing creative student work and “expanding that beyond my room is what I’m excited for.”

Ms. Meg echoed this sentiment. “It’s really liberating for them to be drawing on the walls. It’s an unconventional surface, but they’re leaving their mark on the school.”

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A place to share epic fails and spectacular discoveries in Grades K-3 Technology Teacher Alice Baggett’s room.

Photo credit: SCDS Advancement Office

B E AUTIFUL MOME NTS So often we may find ourselves shying away from perceived failure, however “failure” is a key ingredient of the learning and discovery process. As Barney Saltzberg reminds us in his beloved children’s book, Beautiful Oops!, mistakes can serve as a conduit for adventures or as portals of discovery. In this issue of Kinetics, we gathered reflections from students and teachers on their beautiful oops moments with the hope that it might inspire the next great success!

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NAME: Rory Leonard ‘20 SUBJECT: Grade 7 Science BEAUTIFUL OOPS: “We were learning about

circuitry and light bulbs in science class. The class had set up a circuit, but the light bulb exploded in a not dangerous way. Then we troubleshot the parts of the circuit to see what might be causing the circuit to malfunction; after everything hadn’t worked (e.g. the battery, wires, switch etc.), the class determined it was the wrong light bulb. In the end, we got it working with the correct light bulb!”

NAME: Grades 7-8 PE and Life Skills Teacher

Shiloh Greenhaw

SUBJECT: Grade 8 Off-Campus PE BEAUTIFUL OOPS: “After our first couple of introductory days of rowing, we finally set out on the open water. The boat was gently placed in the water, oars were locked in place, the coxswain took a seat, and the rowers—after completing a standing shove off the dock— took their seats. The ‘beautiful oops’ moments surfaced when students realized their hands were not level while sitting in the boat, creating a large off-balance feeling! Only until they relaxed and worked together as a group to balance the boat could we move forward!”

NAME: Grades 6-7 Science Teacher Ellie Peterson SUBJECT: Middle School Illustration Elective BEAUTIFUL OOPS: “In a recent illustration elective, I was trying to draw my character (an anthropomorphic piece of broccoli) giving a sly look—and totally failing at it. Someone told me the way I was drawing it made it look more like a vampire. ‘Should I draw it as a vampire?’

I asked. ‘YES!’ they all shouted back. With their encouragement, suggestions, and lots of laughs, we ended up with Broccula, a folate sucking vegvamp. I’m always amazed at how the creativity and positivity of our students can motivate me through tough teaching moments.”

NAME: Audrey Smith ‘26 SUBJECT: Grade 1 Free Choice BEAUTIFUL OOPS: “During our class free choice time, I was trying to create an elevator for my brother’s cars and trucks out of paper and tinfoil.

I kept on trying and it wouldn’t work and finally I made a big box that was strong enough to hold things up. It can hold about five cars now!”

NAME: Grades K-3 Technology Teacher

Alice Baggett

NAME: Cyrus Oommen ‘22 SUBJECT: Grade 5 Social Studies BEAUTIFUL OOPS: “Our class was working on our Canada projects and I decided to do the War of 1812. I was writing about the War of 1812 and then I accidentally posted both my picture and writing upside down. There was enough time to correct the mistake, but I chose to showcase it upside down at the back of my book showing how I messed up at the beginning of the process.

It is a good way to explain how you can make a beautiful oops and it still turns out okay.”

SUBJECT: Grade 2 Technology BEAUTIFUL OOPS: “The second graders were making robots that interact with characters the kids created and coded on the screen. They were selecting characters based on favorite books. Some students chose the book Beautiful Oops! for their inspiration, built a pencil robot that moved around, and then coded drawings to appear on the screen as if they were created by the robotic pencil. The drawings at first didn’t look so good, and then, through the magic of coding, they changed into something great.”

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Intermediate School students help pack food at Food Lifeline.

Photo credit: Miriam Ayala

LESSONS LEARNED

OUTSIDE THE CLASSROOM This year, SCDS’s Service Learning and Outreach Coordinators—Lower School Division Head Tom Darlow, Grades 4-5 Spanish Teacher Miriam Ayala, and Grade 7 Language Arts Teacher Joseph Tchen— developed new partnerships to best meet the needs of the community. Split into intentionally smaller groups, students across divisions participated in focused service learning programs, offering insight, building empathy, and fostering civic mindedness.

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LOWER SCHOOL:

QUEEN ANNE FOOD BANK

Lower School students carry donations to the Queen Anne Food Bank’s truck.

From mid-November through mid-December 2018, jars of peanut butter, fruits, vegetables, and an assortment of canned goods lined the hallways and circled into Lower School Head Tom Darlow’s office. The Lower School Food Drive officially launched following a visit from Tom Walsh at the Queen Anne Food Bank in October 2018. At the end of the drive, students worked in teams to carry the myriad of paper bags to the Upper Courtyard, where they filled Mr. Walsh’s truck to the brim with donations.

Specialists and classroom teachers also built upon the service learning curriculum in their own classrooms.

Librarian Debbie Pearson, along with the Community Service Team, identified story books with themes that tied carefully into the unit.

Grades K-3 Technology Teacher Alice Baggett also integrated one of her technology units—a study of the retro vending machine found in the Lower School hallway—into the service learning program. “We were thinking about how the original purpose for a vending machine was to provide food,” Ms. Baggett said. “And

since our community service was all about collecting food for the Queen Anne Food Bank and learning about food insecurity issues, we thought ‘wouldn’t it be cool if the vending machine could dispense either information about how we could help with food insecurity issues, or produce a product that would make the world a better place in some way?’”

The students used their imagination to create just that.

Out of wooden figures, foam, glue, and other decorations, they devised “community superheroes,” small enough to be dispensed in the vending machine, with powers big enough to make a difference. Coming full circle, the proceeds from the vending machine will benefit Queen Anne Food Bank.

Grades K-3 Technology Teacher Alice Baggett assists students as they exchange change for change at the vending machine.

Ms. Baggett explained that service learning in grades K-3 includes three key components: awareness, action, and advocacy. Reading relevant stories in both the library and in classrooms raised the awareness; the action included the food drive and the vending machine; and the advocacy will come next when students write letters to members of City Council or Congress to suggest how people can experience less food insecurity.

Photo credits: SCDS Advancement Office

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I N T E R M E D I AT E S C H O O L : FOOD LIFELINE AND AEGIS LIVING

Intermediate School students took three trips to both Food Lifeline and Aegis Living in the fall, and will continue throughout the spring for a total of six trips to each location. At Food Lifeline, students repackaged fruit, chicken broth, and other food items that would have gone to waste. Volunteers then took the huge containers and repackaged them for shipment throughout Seattle and the surrounding area. In a debriefing afterward, students were asked what they took away from the experience; grade 4 student Elise said it “inspired her to help out more in the community!”

In 5th grade, students visited residents at Aegis Living in Queen Anne. Before their trip, students viewed three informational videos: one on service learning, one on Alzheimer’s disease, and another on Parkinson’s disease. The videos helped the students develop a better understanding of what someone who is living with these diseases might experience.

Once at the center, students played music from the 60s and painted with the residents. In an unexpected moment, one of the residents revealed she was a former art teacher, and Ms. Ayala asked if she would like to lead the students through a lesson. She quickly jumped at the chance. “This was especially precious since the lead coordinator told us that this resident, for the last few years, had been reserved, quiet, and resistant to participate in activities,” Ms. Ayala explained. “This visit from our children brought her a desire to engage and participate in the morning’s activity. Even the day after she was still reminiscing about our visit.”

An Intermediate School student comforts a resident at Aegis Living.

Photo credit: Miriam Ayala

During the visit, students also performed a Spanish song with the corresponding gestures they’d been learning, as well as the song, “The Dream of Martin Luther King” in sign language. Ms. Ayala said that everyone watched in awe. “You couldn’t hear anything—everyone was just moved by the children.”

Ms. Ayala witnessed many of her students participating and engaging with the residents. “It was really a remarkable thing to see the children so gentle, holding their hands, helping them paint, listening, and singing songs. It was absolutely beautiful.”

Intermediate School students help pack food at Food Lifeline.

Photo credit: Miriam Ayala

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MIDDLE SCHOOL:

M A R Y ’ S P L A C E , C I T Y F R U I T, A N D T H E S O P H I A W AY Grade 6 students partnered with The Sophia Way, an organization whose mission is to assist women from homelessness to independence. Students developed a sensible menu, and prepared and cooked food for 30-40 women. They could be seen cutting, chopping, and preparing several meals in the Lunchroom to provide to the organization. Mr. Tchen said that, “students not only prepared the food for others, but enjoyed the fruits of their labor at lunch, too.”

In 7th grade, students partnered with City Fruit, whose mission is to “nourish people, build community, and protect the climate.”

Students partnered with them for three seasons, with each season informing the type of service to perform. To start, City Fruit’s Senior Manager of Programs &

Grade 7 students learn how to prune a persimmon tree.

Education Natalie Place visited campus to discuss the organization, tree anatomy, and ecological sustainability.

Next, students applied these lessons firsthand to the fruit trees on the Burke-Gilman Trail, where they developed pruning skills and learned what it took to maintain the health of trees. Grade 7 student Logan said the most rewarding part was “helping the environment” and the fact that “we were cutting trees and actually helping, not just learning we should help.”

Grade 8 students continued their partnership with Mary’s Place, an organization whose mission is to “provide safe, inclusive shelter and services that support women, children, and families on their journey out of homelessness.” During their service days at the North Seattle Shelter, students connected with Mary’s Place guests, organized and sorted donations, engaged with children in the tots club, and shared lunch with the guests.

Grade 8 student Olivia said part of the reason they were helping out in the ‘tots club’ was to care for the children while their parents sought employment. “My favorite part was hanging out with the kids, and knowing I was doing something to help parents find jobs.”

Grade 6 Student Maddie S. and Grades 4-5 Spanish Teacher Miriam Ayala help prepare food for The Sophia Way. Photo credits: SCDS Advancement Office

These partnerships will continue to be implemented in SCDS’s service learning programs, providing additional opportunities for students to contribute to the local community.

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What’s On Your Bookshelf?

A glimpse of books within the shelves of SCDS’s Library.

Photo credit: Andrew Storey

Books provide the perfect outlet for inspiration, reflection, and creative escape. In an effort to further connect our community through the power of story—and the learning and discovery process found within a book’s pages—we asked staff and faculty, ‘What’s on Your Bookshelf?’

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Cultivating the Genius of Black Children

by Debra Ren-Etta Sullivan, EdD

Recommended by Grades K-3 Spanish Teacher Evelyn Cook

This book is written by one of my mentors, Dr. Debra Ren-Etta Sullivan. I appreciate how Dr. Sullivan recognizes that all children have gifts and the right to a learning environment where they can thrive. This book provides insight on how to create a more compassionate, learnercentered, and inclusive classroom through evidence-based practices. At the core of it all is love and inquiry!

Star Wars: The Thrawn Trilogy by Timothy Zahn

Recommended by Grades 6/8 Math Teacher Eddie Feeley

Also referred to as The Heir to the Empire Trilogy, these novels take place in the years after the events of movie number six. Your favorite Star Wars characters—Luke Skywalker, Princess Leia, Han Solo, and Chewbacca— return to help turn the Rebel Alliance into a governing New Republic. A new villain, Grand Admiral Thrawn, is the mastermind behind the Imperials’ push for power. If you enjoy the Star Wars stories, these are a great introduction to the extended Star Wars universe.

Unsheltered by Barbara Kingsolver

Recommended by Operations Manager Allison Freel

This novel tells the story of a 21st century woman and a 19th century man living on the same street in Vineland, New Jersey as their houses and lives are falling apart around them. Willa, in the present day, is dealing with her aging father-in-law’s failing health, and her two adult children whose own lives are hitting road blocks. In the 19th century, Thatcher is a science teacher who wishes to teach Darwin’s theories against the wishes of his superiors and the town at large. Both Willa and Thatcher are living in houses that are literally collapsing, with no solution in sight. This novel addresses timely issues such as scientific thought, women’s and girls’ education, and the generational divide between Baby Boomers and their children.

Short Nights of the Shadow Catcher: The Epic Life and Immortal Photographs of Edward Curtis

by Timothy Egan

P.S. Looking for a book by someone you may know?

Grades 6-7 Science Teacher Ellie Peterson is the illustrator for Bea’s Bees, a children’s book about a young girl who inspires her community to save bumblebees and preserve their environment.

Ms. Peterson shared that she was eager to join this particular project because it would allow her to make a tangible difference in the worldwide decline of bee populations. This will be her third publication credit, along with It’s a Round, Round World, to be released fall 2019, and The Reason for the Seasons, available spring 2020.

Recommended by Grades 6-7 Math Teacher Stephen Gussin

This is the nonfiction account of Edward Curtis. He was a photographer in the early days of Seattle who ended up taking on a massive project to record, photograph, and preserve elements of tribal life all over the nation in response to the loss of native lands and culture. It’s a great story of how someone’s passion led him to a purposeful calling, and it shines a light on the early history of Seattle.

The Girl You Left Behind by Jojo Moyes

Recommended by Grades 4-8 Art Teacher Megan Hosch-Schmitt

In The Girl You Left Behind, two stories are told—one in a French village during World War I and the other in London a century later. It is actually a painting that brings together these two women, and ultimately leads to turbulence in both of their lives. I thought it was an interesting read, especially if you enjoy a little romance, art, female perspective, history, and drama!

The Cycle of Cosmic Catastrophes: Flood, Fire, and Famine in the History of Civilization

by Richard Firestone, Allen West, and Simon Warwick-Smith Recommended by Grades 4-5 Science Teacher Meredith Olson

I have read books over the past few months that discuss how a huge comet may have hit the North American ice sheet 12,000 years ago, killing the giant mammals and the Clovis people, and initiating the Younger Dryas climate cooling period. Things happening on the sun and in our galaxy seem to affect our earth. The most exciting thing is the discovery of two craters beneath the Greenland ice sheet. This may be the evidence we need to solidify the theory. Careful analysis of geologic nanodiamond and “black mat” layers give evidence that something dramatic happened 12,000 years ago all over North America.

Grades 6-7 Science Teacher Ellie Peterson reads Bea’s Bees to kindergarten students February 2019.

Photo credit: SCDS Advancement Office

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AROUND

CAMPUS

SCDS is grateful to have welcomed GUEST SPEAKERS this season who have presented on various topics.

Additional information about these speakers—including children’s book illustrator Javaka Steptoe (pictured left)—can be found on SCDS’s website: bit.ly/scdsspeakers

This past fall proved to be busy on the PROFESSIONAL DEVELOPMENT front!

Conferences attended by SCDS faculty, staff, and trustees included: The Enrollment Management Association Annual Conference; Northwest Association of Independent School’s (NWAIS) Fall Heads Conference; The National Association of Independent School’s (NAIS) People of Color Conference; The National Association for Gifted Children Conference; The National Council of Teachers of Mathematics (NCTM) Regional Conference; and SXSW EDU Conference (pictured above).

Photo credit: SCDS Advancement Office

SCDS’s 2018-2019

MIDDLE SCHOOL DEBATE TEAM

participated in the Middle School Tournament at Seattle University on Saturday, December 8, 2018.

Twenty-two grade 7 and 8 students, led by coach Jennifer Perevodchikov, competed in three sessions (pictured right).

Two SCDS teams went undefeated, three students received first, second, and third place in the Experienced Speaker category, one received highest points in the Novice Debater category, and SCDS took 4th place overall.

Photo credit: Danna Redmond

On Sunday, January 6, 2019, two grade 1 students Petra F. and Anushka V. (pictured left) came in 2nd place and two Middle School students came in 3rd at the SEATTLE PREP CLASSIC CHESS TOURNAMENT. The five-round Swiss tournament, broken up into six sections—K-1, 2-3, K-3 Open, 4-8, 4-8 Open, and 9-12 Open—served as the WA Elementary State Qualifier.

Photo credit: Om Vaiti

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Photo credit: Marianne Maes

Photo credit: SCDS Advancement Office

Ten Intermediate and Middle School students competed in the NATIONAL GEOGRAPHIC’S GEOBEE on Wednesday, January 23, 2019. Rounds included oral and written responses to questions encompassing state capitols, world geography, and the application of geographical knowledge to real-world scenarios by use of a map. Grade 6 student Mats M. and grade 8 student Griffin M. reached the championship round. Griffin became the school champion and— after passing an online qualifying test—was eligible to participate in the State GeoBee, where he made it to the championship round and placed second (pictured above left). Congratulations, Griffin!

Several SCDS students participated in the CENTRAL SOUND DESTINATION IMAGINATION REGIONAL TOURNAMENT on March 2, 2019. The team Cool Beans, including students Allison L., Anais L., Leah I., Milena S., Maya S., Oden S., and Theo L., took second place in the Elementary Level Technical Challenge, first place in the Instant Challenge, and qualified for the state competition held on March 30 in Kennewick. Another team, DI Dynamite, including Addison B. and Evelyn B., participated in the Medical Mystery category, where the team performed a skit about pirates and Vitamin C. A Middle School team, the Radioactive Lightbulbs, including Esme L., Mian O., Finn S., AJ H., and Zoe W. was awarded a Renaissance Award for a model of a heart they built. Another team, Thai Takeout, including William C. and coached by parent Anne Marie Canlis, qualified to the next round.

Lastly, the team Ambiguous with a Capital K (pictured right), including grade 8 students Nina K., Olivia R., Alex L., alumna Elliott C. ’19, and Ava B., participated in the North Sound Regional Tournament March 8-9, 2019.

They competed at the Middle School Level in the Technical Challenge and won the Instant Challenge, then took third place at the state competition.

Grades K-3 Technology Teacher Alice Baggett and Grades K-3 Art Teacher Celeste Macapia presented at The NATIONAL ART EDUCATION

ASSOCIATION CONVENTION

in Boston March 14-16, 2019.

Their presentation—“Inquiry in Motion: Making Automata with 2nd Graders”—led teachers through an inquiry-based process combining engineering and art to make fanciful moving machines.

Photo credit: Brett Leslie

This winter brought the biggest storm Seattle has seen in 70 years. Due to treacherous conditions, SCDS closed for several snow days, and we owe gratitude to our FACILITIES AND MAINTENANCE TEAM—Facility Manager and Transportation Coordinator Brett Leslie, Facilities Day Porter Alex Lucatero (above right), and Maintenance Lead Daniel Magana (above left)— for their help in making campus safe for students’ return. We also want to thank the volunteers who took the time to help clear the campus of ice and snow during the closures.

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CLASS

NOTES RACHEL TILLMAN ’79 and her son

recently returned from Australia and New Zealand, where they presented on NASA’s Viking Mission at the University of Queensland and Weta Workshop. They continue to curate documents donated to the company she founded, Viking Mars Missions Education and Preservation Project.

The biography Rachel helped publish, To Mars With Love, featuring the first woman to lead a Mars surface investigation, is now available in print.

SARAH (GOLDBLATT) EMERSON ’00 and her

husband Chris moved to Fremont in July 2018 and welcomed their second child, Archer, in September. Sarah is a Senior Product Manager on the Prime Video team at Amazon.

CAMERON MYHRVOLD, PHD ’03

was selected by Forbes Magazine in their annual “30 under 30” 2019 listing as an emerging leader in healthcare. Cameron is studying viruses at the Broad Institute in Cambridge, MA. BRIAN MASTERSON ‘08

completed his first semester of law school at the University of Virginia.

As an undergraduate, he ran on the Dartmouth University varsity track and cross country teams for all 12 quarters and is still running.

Brian was the first place American finisher in a 10-mile road race in Lynchburg, VA last fall, and he broke the course record in the Bellingham Bay half marathon in 2016.

ANDREA MASTERSON ‘11 won the individual title at the

Ivy League Cross Country Championship in Princeton, New Jersey this fall. She finished the 6K course with a time of

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20:43, making her one of the only women from Yale University to win this title in recent years and signifying her Yale cross-country career as record-breaking. She also went on to compete in the NCAA Cross Country National Championship in Madison, WI. BRIAN KIRKMAN ’13 returned

to SCDS’s campus March 2019 to perform with the Yale a cappella group, The Spizzwinks. Brian recalls when he was a student at SCDS and an a cappella group came and sang; he largely accredits his interest in the genre to that visit. He was honored to bestow that inspiration on a new group of students. Brian, a sophomore at Yale, also plays bassoon with the Yale Symphony Orchestra.

RENZIN GRADY SHORT ’15, a senior at Mercer Island

High School, achieved the rank of Eagle Scout in January 2019. Grady received the Eagle Scout medal from his Scoutmaster and father, Floyd G. Short. The ceremony included an honor guard with brothers Thomas ’16 and Kalden ‘22 in addition to remarks from his grandfather, Dr. Floyd A. Short, a fellow Eagle Scout. Grady is grateful to the Mercer Island Parks Department, as well as the many Troop 457 scouts, families, and parents who supported his project (preventing erosion on a hillside by building check dams).

HAZEL PEARSON, ’16 will enroll

in the California Institute of Technology in the Fall of 2019 after applying one year early as a Junior at Garfield High School. She plans to major in Computer Science, a passion that was nurtured by SCDS technology teachers Alice Baggett, Lisa Lewis, and Vicki O’Keefe.

ALUMNI EVENT RECAP…

SCDS’s fourth annual ALUMNI TURKEY SCRAMBLE took place Friday, November 23, 2018. Thirty SCDS alumni played Ultimate, reconnected with classmates, and reflected on how aspects of Ultimate could be applied to making the world a better place.

Zahlen Titcomb ’96 and his brother Xtehn Titcomb ’98 of Five Ultimate and ARIA Discs helped lead the event with competitive play and the supply of discs.

Participants also brought food to donate to the Queen Anne Food Bank, with a total of 80 lbs. of food collected.

A crowd of alumni gathered for SCDS’s brand-new event, the

NEW YEAR’S EVE (EVE) ALUMNI GATHERING on Sunday, December

30, 2018. Attendees mingled over pizza at Flatstick Pub, South Lake Union, then played a few rounds of mini-golf to ring in the new year.

On January 25, 2019 over 60 alumni gathered at Crystal Mountain for SCDS’s 4th annual ALUMNI WINTERIM. In between ski runs, alumni mingled with students, faculty, and parents, keeping alive this annual tradition.

SCDS ALUMNI COUNCIL With 29 Class Agents and connectors, a Wildcat Tracks eNewsletter, and a variety of events throughout the year, SCDS’s alumni presence continues to grow.

Contact your Class Agents via the Connect tab of the SCDS website to learn more about how you can get involved. Don’t see your class year listed? Email us for information on becoming a Class Agent: alumni@seattlecountryday.org SCDS CLASS AGENTS:

1981: Anastacia Sims Dillon 1983: Jason Froggatt 1985: Karim Lessard and Wendy (Sunderland) McDermott 1988: Carolyn Holtzen 1989: Lisa (Narodick) Colton 1990: Sarah Leung 1991: Catherine (Burns) Humbert 1992: Amanda Carr 1993: Josh Donion 1996: Chris Loeffler 2000: Sam Fisher and Emily Hamilton 2001: Laurel Stewart 2005: Devon Thorsell 2012: Emma Gautier 2013: Emily Jordan and Emma Engle 2014: Cole Graham and Emmy Hunt 2015: Emme McMullen and Hayden Ratliff 2016: Nathan Burke, Suzanna Graham, and Jane Lord-Krause 2017: Tamarin Camp and Blake Weld 2018: Avi Berman and Lauren White

SAVE THE DATE!

Join SCDS alumni at 6:00p.m. on June 22, 2019 to watch the Seattle Cascades take on the San Diego Growlers at Memorial Stadium.

Reconnect with friends, grab the latest SCDS swag, and cheer on SCDS alums Will Coffin ’07, Henry Schneider ‘99, and Xtehn Titcomb ’98.

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Non Profit Org. U.S. Postage PAID Permit No. 6244 Seattle, WA

2619 4th Avenue N Seattle, WA 98109 206-284-6220 www.seattlecountryday.org

Photo credit: SCDS Advancement Office

DRAWING INSPIRATION FROM INQUIRY A puzzle installation created by middle school students encouraged passersby to take pause this fall. The theme for this project—input and output—challenged students to create one collective piece that reflected how they draw inspiration from the world, as well as how they contribute, connect, and share with others.

DIVERSITY STATEMENT SCDS actively seeks to increase the breadth of diversity and inclusion in our entire community: the gifted children at the center of a dynamic learning process, their families, and our faculty, staff, and Board of Trustees. We aspire to include a wide variety of backgrounds and perspectives; to foster a deeper understanding and appreciation of differences; and to cultivate diverse thinking essential for creative problem-solving. Read more here: bit.ly/DiversityatSCDS

NON-DISCRIMINATION STATEMENT Seattle Country Day School strives to maintain a diverse school community.

The school does not discriminate on the basis of race, religion, color, creed, national or ethnic origin, gender, sexual orientation, disability, or physical challenges in administration of its educational policies, admission, financial aid, or any other school-administered programs.