March-April
Volume 34, Issue 4
The
Meadows Mirror S.T.E.A.M. Edition
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Introducing S.T.E.M. at a Young Age by Sara Carlson, Director of the Beginning School
Beginning School students learn by doing when it comes to science, technology, engineering, and math. Experimenting, building, and manipulating objects is not only educational, but a lot of fun as well.
Science and math combine with art when mixing colored liquids. Learning to measure equal parts yellow and green using a measuring cup and mixing to make green liquid was fun. It also reinforced mixing primary colors to make secondary colors.
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Jelly beans make fun hands-on manipulatives for math. One-toone correspondence of numbers using candy made a memorable lesson.
Block structures are great for budding engineers to hone their skills. Beginning School students love to make castles and figure out how to build bridges that do not fall down. These Vegas kids are also known to build casinos from time to time!
Touching materials helps to solidify mathematical concepts. Comparing numerals and quantities of objects can be an up-close experience.
An egg experiment to test the strength of egg shells was exciting. Books were placed on four eggs to see how many books the eggs could withstand. This experiment included making predictions and a bit of giggling.
Fractions come to life when they include something to hold in your hands. Students also learn to divide other objects into fractional parts.
The Importance of S.T.E.A.M. Education by Shana Marek, Lower School Director, and Susan Washburn, Lower School Science Teacher
“The true sign of intelligence is not knowledge but imagination.” Albert Einstein To thrive in today’s world, both creativity and knowledge are essential. The Meadows Lower School understands the importance of infusing art and design in STEAM education. Science, Technology, Engineering, the Arts, and Math form the acronym STEAM which was coined by Georgette Yakman to acknowledge the significance of design in STEM studies.
CREATE: Follow your plan and create something. Test it out! IMPROVE: What works? What doesn’t? What could work better? Modify your designs to make it better. Test it out!
Importantly, there is a profound connection between art and engineering. Creating art and inventions in engineering require a deep level of understanding of our world’s ambiguities. Engineering research and the act of creativity in the arts require insights into problem solving through an inductive process. At The Meadows we understand that reading thought-provoking literature, creating/ examining art, and learning foreign cultures contribute to our students’ inductive reasoning skills. Leonardo da Vinci, revered for creating the Mona Lisa, also conceptualized flying machines, solar power, and the calculator. Leonardo did not see the divide between art and science; he viewed these disciplines as intertwined. Acquiring knowledge through observation was essential for da Vinci’s success in sculpting and inventing as demonstrated by Leonardo’s notebooks filled with sketches of anatomy, geology, aeronautics, and physics. Lower School students infuse their creative talents with scientific design in Mrs. Washburn’s science lab. Our Engineering is Elementary curriculum, developed by The Museum of Science, Boston, provides engineering activities for grades K-5. Three units are presented per academic year, expanding and enriching the areas of earth science, physical science, and life science. Weekly lessons incorporate the five-step engineering design process: ASK: What is the problem? How have others approached it? What are your constraints? IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one. PLAN: Draw a diagram. Make lists of materials you will need.
Lower School science continues to be rigorous and engaging. Mrs. Washburn’s students recently designed and built walls out of rock and mortar. Students began by learning about the imaginative and inspiring engineering feat of the Great Wall of China. Then, they worked with basic earth materials, such as soil, clay, and sand, to observe and test the properties of materials. Students then designed their ideal mortar mixture, tested it, and improved it, before building their walls. The final session was testing the walls. Each wall was put through several rigorous tests, including an earthquake test and a “wrecking ball” test, after which students reflected on/ summarized their findings. The majority of students felt that how the materials were used and the structure of the wall determined the success of their wall designs. And fun was had by all! At its core, EiE is designed to give students engineering activities. Interesting problems and contexts are introduced, and the students use their knowledge of science and engineering to design, create, and improve solutions. The EiE units harness the natural curiosity of children to promote critical thinking, collaboration among classmates, and the learning of engineering concepts.
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Teaching Science: Competitions as a Pathway by Scott Trujillo, Middle School Science Teacher
We’ve completed our first competition launch in our inaugural year doing the Team America Rocketry Challenge. Here are some highlights: •
Students researching impulse values on rocket engines. A major constraint of this project is that rocket engines are expensive and proper launches are time consuming. You can’t trial and error your way out of this one. Students order a range of engines based on research to fit the criteria of 800m altitude and 42-second decent time. A critical decision is made based on research.
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Students are crunching data from Rocksim, our rocket simulator, to try and best predict what rocket engine size will get us to our target altitude. We launch a few tests and try to correlate the field test data from our digital altimeters with our simulation data. Our field data is about 15% off from the simulator. Nonetheless, it looks like we’re going to need to step up to 29mm class engines. Final assembly of engine mounts occurs. A data driven decision helps make this crucial step.
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It was March and windy; not the best scenario for launching rockets in a confined space like the baseball field. We had run tests with smaller rockets back in first semester and gathered wind data. We realized that 2.5 degrees into 10mph wind correlates to recovery within a 100m zone. That was much needed confidence when setting up those first test launches using our precious competition rockets. Another tough decision made, this time correlating cause-and-effect relationships into a predictable pattern.
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3D printers were going non-stop to try and sort out the fit and finish required to finesse these rockets into a straight trajectory. The students kept Mrs. Stewart busy in the library as they tweaked their CAD files constantly. Each team had a 3D printing specialist to take on that duty. That kept the rest of the team productive, a valuable lesson in teamwork.
When the dust settles at the end of each day, I’m often amazed at what’s going on in here. As much as I’d love to win every competition, the value of simply being engaged in them is what makes it worthwhile. I see practical problem solving. I see application of science concepts. I see design and engineering pathways strode in abundance. I see the challenges of cooperation bear fruit. In short, I see students doing science. Science education has come a long way for me, and that says a lot coming from a millennial. I recall my education filled with worksheets and vocab terms at worst and cookbook style labs at best. I remember my first years teaching over a decade ago thinking
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that the new inquiry method was groundbreaking. Each chapter in our textbook revolved around a central question we tried to answer. Then, I remember being introduced to project-based learning. Imagine a module that taught physical/chemical properties through a forensics project where the students tried to identify a stolen piece of artwork. Pretty clever! Now, I’m fully engaged in science competitions that push the limits of what schools are capable of doing. We’re gathering digital sensors, 3D printers, tools, and raw building materials. Laptops are downloaded with data logging software and simulators. Students are organized into teams with managers and specialists. Teachers work side by side acting more like mentors than a lecturer. It’s as amazing and stressful as it sounds! One moment stands out from my pedagogy that rings through my memory more than most: I had a professor who hated to tout that if a founding father were to time travel to today, he would find everything in our society so bafflingly advanced. That is, except our classrooms. Those, they would find, would be exactly the same. A decade past, full of experience, I’m starting to think we can finally prove that professor wrong in our science classrooms.
Emphasizing the E, and Putting the A in S.T.E.M. by Matt Schafer, Science Department Chair
STEM (Science, Math, Engineering and Technology) has been the buzz acronym in science and math instruction for quite a few years. We now find STEM academies, STEM programs, STEM clubs and STEM competitions, all used to promote the sciences in the education of our young people. Too often, however, using STEM has been simply applied as a branding tool, as opposed to highlighting the actual changes in philosophy behind the STEM movement. I see it happening with textbooks, and I hear about it at science conferences and seminars. In an effort to move past the simple brand and impart the classroom methods that actually address the STEM philosophy, the National Research Council, the National Science Teachers Association, and the American Association for the Advancement of Science developed the NGSS (Next Generation Science Standards) based on the NRC’s K-12 Framework for Science Education. When examining the NGSS with regard to our program here at The Meadows, we were pleased that our history of integrating math and technology and providing hands-on investigative labs already fulfilled many of the NGSS recommendations. One area that we decided needed some more emphasis, however, was providing opportunities for our students to develop skills and an appreciation for engineering. The approach, essentially, is one of designing for problem solving. Engineers use science, math, and technology to create solutions for serving people and society; and students seem intrinsically motivated to create solutions to making life on our planet more sustainable, healthy, secure, and fun. Our Middle School has taken the initiative with its competitive science course and adoption of an instructional series that requires our students to take what they know and engineer ideas, both on paper and in practice. We have also added an engineering elective in the Upper School, and are continuing to seek out professional development opportunities that support us in our efforts to weave the ‘E’ into our already strong and successful AP program. The approach is new and the transition has had its bumps in both teaching and learning, but we are confident
in our progress and the forward motion into a more substantial program. When observing some of our STEM-aligned student projects, I have marveled at the creativity and validity our students demonstrate in their design solutions, but sometimes there seems to be a lack of appreciation for aesthetics in the final product. While surfing the Internet for engineering ideas, I once read a line that said, “everything in the world that is not completely natural was designed by someone.” It caused me to pause because there are a lot of ugly things out there. Consideration and inclusion of art and design are important when engineering solutions. Clearly, engineers and planners are not always designers, but what a difference a beautiful design makes when combined with problem-solving engineering: Elon Musk would not be a household name if his cars were ugly. You may have seen the acronym STEAM and wondered if someone made a typo when they really meant STEM. I assure you it was not. The art-science connection has been long-standing in the way we illustrate nature and systems in our texts, as well as add symmetry and adornments to architecture. By adding the A to STEM, we are further acknowledging this connection and building it into our instruction. Years ago, I had a student who was accepted to a top design school not only for her art portfolio, but also for her AP biology notebook. The admissions committee was impressed with her knowledge of science and her ability to express it through her art. From that experience, I have used this connection between the arts and sciences both to encourage my science-minded students to consider appearances, and my art-minded students to consider how they show scientific understanding through the arts. Fortunately, here at The Meadows, we have a broad spectrum of students who work well inspiring each other with their various gifts. It’s my vision that we create a STEAM program through our science labs, art studios, and maker spaces that not only works on solving 21st century problems but does so beautifully.
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A Busy Year for the National Honor Society by Gary Kaempfer, Social Studies Department Chair, National Honor Society Advisor
The Meadows chapter of National Honor Society is the most active student organization on the Meadows campus. Serving their school and community, the society has already completed, to date, fifteen major projects prior to the induction ceremony. The ceremony took place at 6:30 pm on Thursday, April 19th, in the CFA and was by invitation only. A guest speaker highlighted the program. Students who have academically qualified for admission must fill out appropriate paperwork, including a variety of essays, to complete their application process. That information then goes to the Faculty Council for the selection process. Not all students are accepted, as NHS looks for those with leadership skills, community service, and a willingness to serve their school and community. NHS is open to all sophomores and juniors who have a 3.5 or higher cumulative GPA in their core classes only. NHS also looks for those who have the drive to work for their community. This is a mandatory component of membership in this chapter. As you can clearly see from the list below, there are quite a few projects that NHS has taken on during the course of the year. Here is a brief summary of our activities to date: Miracle League – September 23 - NHS engaged in a baseball game with close to 100 individuals of all ages with emotional, physical, and mental handicaps.
as a community service. Lummis Elementary Halloween Carnival – October 21 - NHS put on their best costumes and assisted neighborhood Lummis Elementary with their Fall Festival to help ensure success. Juvenile Diabetes Research Fund (JDRF) Walk in Support of the JDRF community. – we joined over 5,000 individuals at UNLV for their yearly program. NHS has participated in this program since 2009. Thanksgiving Baskets - With the help of donated turkeys from the faculty, NHS put together individual baskets for four families and donated over 900 cans and various food items to Catholic Charities and their food bank. Winter Coat Drive - Collecting 291 items from all divisions, NHS spearheaded this drive to help those in need during cold weather. All items were split between the Salvation Army and Catholic Charities.
assisted lower income families with school supplies and clothes shopping. Registration at Bishop Gorman HS for State Spelling Bee – February 23 - We assisted in the registration process for the State Spelling Bee with contestants from across all of Nevada. Letters to the Military – February 14/15 Not forgetting our national heroes, NHS took two days and wrote over 100 letters to our military heroes in all parts of the world. Students got very creative in their letter writing as they made their notes with their own special wishes. Promise PACC Blankets – February 21 Learning how to make a blanket from scratch was the biggest challenge, but once they got the hang of it, NHS created some twenty blankets for children with cancer. As you can see, NHS is the most active organization on campus, and we are proud of that distinction. It is an honor to be selected to this organization, but it is an even bigger honor to serve. We still have two projects to complete prior to our induction in April. This year, forty-seven students have been invited to join and, as active as this organization has been, we will need each and every student. I hope all of them are selected.
Catholic Charities Holiday Gift Baskets - HoHoHo as NHS got to play Santa. We adopted two families, and then members of NHS went shopping for the parents and children of the families. The items were put together with food baskets for the holidays. Three Square – January 20 - This was another opportunity to serve on the food line for those in need.
Salvation Army Community Meal – October 7 - This was our opportunity to give back by helping to serve food to those in need
Three Square – January 25 - We had so many volunteers that we needed to schedule an additional day. Assistance League of Las Vegas – January 27 - NHS helped out in the thrift shop and
CONGRATULATIONS TO THE CLASS OF 2018 NATIONAL MERIT FINALISTS
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Celia A. Tucker H. Jeffrey N.
Joshua O. Garrison R.
Middle School Third Quarter Honor Roll - Honors Class of 2024 • Evan B. • Karolina D. • Skye D. • Athena H. • Ryan H. • Morgan L. • Isabella L. • Joanna M. • Reza N. • Gia O. • Williams Q.
• Sophie S. • Zoe Z. Class of 2023 • Faris A. • Aashman B. • Kyra Leigh B. • David C. • Benjamin E. • Andrew K. • Phillippe K. • John M. • Dagny M.
• Campbell N. • Karissa N. • Zack R. • Brandon R. • Riley S. • Christopher S. • Ray T. • Malia T. Class of 2022 • Alexander C. • Roman C. • Lauren E.
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Brooke F. Marcus L. Danielle M. Isabella M. Alexanna M. Jacqueline R. Melanie R. Emma T. Vanessa V. Julia W. Tianhao Z.
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Corey B. Ainsley F. Justin H. Sofia K. Veena K. Patrick K. Sophia L. Adriana M. Anna M. Rahul M. Kristine N. Jenna O. Nishelle P. Nashrah Q. Niccolo R. Rachel R. Hailey S. Mathew S. Lyla W. Madelyn W. Luke Y. Erica Y. Lauren Z.
Middle School Third Quarter Honor Roll - High Honors Class of 2024 • Robert B. • Dylan B. • Laura C. • Meher D. • Jake E. • Alexa G. • Benjamin G. • Yasamin G. • Isabella H. • Payton H. • Cole K. • Aaron L. • Brandon L. • Alexander L. • Raunaq M. • Laasya M. • David M. • Ryan N. • Zachary N. • Mizara N. • Rocco S. • Aanya S. • Zaan T.
• Michael T. • Cole V. • Benjamin V. • Mariam W. • Beverly W. • Brandon Y. Class of 2023 • Shazray A. • Joseph B. • Brinley B. • Jasmine C. • Amy C. • Manat C. • Iris C. • Peter D. • Sanjana D. • Elizabeth D. • Emily E. • Chloe G. • Sean G. • Madeline H. • Ashley H. • Sabrinna I. • Mandalay L.
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Cody L. Caroline L. Sam L. Leighton L. Julianna L. Sophie M. Noor N. Sierra N. Dominic P. Phoebe S. Bree S. Sydney S. Edwina S. Ellen S. Elle T. Lynsey T. Lauren W.
Class of 2022 • Amanda A. • Alex A. • Jacqueline B. • Elizabeth B. • Amira B.
Good Citizen Award Recipients The following students were awarded the Good Citizen Award from January 19, 2018 through March 2, 2018. Class of 2030 • Isabella A. • Savannah E. • Kennedy F. • Alexander G. • Kira H. • Mikayla I. • Evan K. • Kiara K. • Brooklynn L. • Fiona S. • Sophia S. • Samyuktha S. • Maxwell T. Class of 2029 • Jackson A. • Madalynn D. • Tobe E.
• Alexander F. • Terrance H. • Arwen L. • Henry L. • Palmer K. • Mehtab K. • Alexander M. • Nicholas M. • Ryley M. • Sabree S. • Thomas S. • Evan S. Class of 2028 • Lilia A. • Audrey B. • Valentina B. • Madeleine B. • Wyatt F.
• Eva F. • Chloe G. • Ella M. • Ruby O. • Dylan O. • Adelaide P. • Tyler S. • Georgiana S. Class of 2027 • Mia A. • Cooper G. • Allen G. • Dylan H. • Ian K. • Patrick L. • Cameron P. • Aleissya R. • Ella S.
• Larissa S. • Ilana S. • Jude T. Class of 2026 • Charles A. • Brooklyn B. • Jahara E. • Adam H. • Faith H. • Kate G. • Brianna L. • James P. • Amaia R. • Jibran S. • Jasmine S. • Elias S. • Thomas S. • Caroline S.
• Cayla S. • Christian Z. • Sienna Z. Class of 2025 • Sienna A. • James J. • Jackson L. • Alexandra L. • Connor M. • Filip P. • Coleman P. • Meghna P. • Nimrah Q. • MyKinzee S. • Benett V. • Sophia Z.
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The 2018 Nevada State Thespian Competition and Conference by E’Dawn Severance, Theatre Teacher
The Upper and Middle School Theatre Departments had an outstanding showing at the Nevada State Thespian Competition and Conference held March 8th to 10th at Arbor View High School. The event hosted over 800 competitors, forty-five workshops, three One-Act plays, and two Main Stage shows that included students from across the state. Sophia L. ’22 was able to perform in the “Opening Number”: a performance at the onset of the conference in which approximately sixty students participated. Various scholarships and other recognitions are awarded each year during the closing ceremony. Our Assistant to Student Life, Rod Vollan, was honored with the award for Southern Nevada Administrator of the Year. Grace R. ’21 and Isabella M. ’21 received a perfect score for their Duet Musical performance, earning them a scholarship to the International Thespian Festival this June. Samantha S. ’18 also earned a perfect score and a Judge’s Choice Scholarship for her Solo Musical event. Zoe L. ’18 was awarded this year’s Technical Theatre Scholarship for her portfolio work and interview; Samantha S. was awarded the Acting Scholarship for her performances and directorial assistance. An amazing display of talent and achievement was demonstrated by the theatre students at The Meadows School. Excellent Solo Musical: • Adam C. ’18 • Talia S. ’22 • Giselle K. ’20 • Veena K. ’22 • Korie O. ’18 • Jacqueline R. ’22 • Maddie H. ’23 • Julia G. ’22 Monologues • Katie O. ’18 • Emily E. ’23 • Peyton B. ’20 Duo Scene: • Tanner R. ’19 and Bruce B. ’19 • Payton H. ’24 and Terra R. ’24 • Sabrina I. ’23 and Sophia L. ’22 Duet Musical • Amy C. ’23 and Sydney S. ’23 • Julia G. ’22 and Talia S. ’22 • Luke Y. ’22 and Marcus L. ’22 Group Acting: • Marcus L. ’22 • Julia W. ’22 • Sophia L. ’22 • Luke Y. ’22
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The Meadows Mirror
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Vol. 34. 4, S.T.E.A.M. Edition
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Invited to compete at the International Festival
Solo Musical • Samantha S. ’18 • Bentley J. ’20 • Ilana C. ’20 • Grace R. ’21 Monologues: • Samantha S. ’18 • Nishelle P. ’22 • Justin B. ’19 • Julia W. ’22 • Momina S. ’18 Duo Scene: Veena K. ’22 and Jacqueline R. ’22 Duet Musical • Grace R. ’21 and Isabella M. ’21 • Adam C. ’18 and Jeffrey N. ’18 • Spencer B. ’20 and Bentley J. ’20 Group Musical: • Katie O. ’18 • Giselle K. ’20 • Sire P. ’20 Stage Management: Zoe L. ’18