Saturday 1, Feb 7

What a fantastic start to our SAVY adventure! 
This week, our young scholars started their journey into computer science! Their curiosity was sparked as they learned the basics of computers and coding.  They also worked like computer engineers to solve problems.   

We began by learning the basics of computers, defining hardware and software. We discussed the language of computing and learned about input and output. Students put their knowledge to use by coding with BeeBots! Teams designed obstacle courses and practiced coding the robots to buzz through the mazes. Students learned they had to debug their codes to get a correct result.   

Next, we delved further into coding by investigating block code. Students learned about different types of functions as well as loops and conditional statements. They also discovered how to write multiple scripts to enhance their programs. Students practiced writing block code using the Scratch Jr. app., again thinking like engineers when problems arose.   

Finally, students practiced their coding knowledge through various stations. Students accomplished different coding challenges with the app Rodo Codo, continued exploring with Scratch Jr., and explored binary code. In addition to our coding experiences, students were able to expand their thinking with puzzle activities like Q-Bitz and Kanoodle. Throughout the day, students also practiced following ‘code’ by playing several movement games!  

To wrap up the day, students reviewed the concepts we had discovered. They reviewed important vocabulary and answered the question they initially developed: How does a computer know what to do? In our last session we will continue to explore coding with Spheros. I can’t wait to see what coding creations these students develop!    

To further enrich your child's understanding of these concepts, consider the following activities:  

• Review this fun introductory video that the students LOVED!  

• Download the Scratch Jr. and Rodo Codo apps at home! These are wonderful beginning apps that reinforce basic block code concepts.   

• The first ‘computers’ were people who performed calculations! Check out this history of computers video.  

• Continue to encourage coding concepts with these unplugged activities:  

• Play Simon Says! This is a great way to practice following directions (algorithms), using loops (motions can continue until new directions are given), and using conditional statements (IF I say Simon Says, THEN you follow the direction).  

• Create a toy maze and code your way out. Create a 7x7 grid with playing cards. Use painter’s tape to secure the cards to the floor. Pick a starting card and an ending card. Place a bunch of toys on top of many of the cards such that it would be difficult for your student to easily figure out how to get from start to finish through the remaining cards. Use an action figure or toy car as the ‘robot’ that will travel through the maze. Ask your student to create a code to get the ‘robot’ through the maze using such directions like ‘move forward’ or ‘turn right’.   

• Cook together! Following a recipe is like following an algorithm. For even more fun, ask your student to give you the ‘code’ to make their favorite snack. The results might be very interesting!  

Thank you for your continued support and encouragement. I look forward to another week of discovery!   

Saturday 2, Feb 14 or 21

We had a wonderful final week in SAVY! 
This week, students continued their journey into exploring the world of coding. Students worked as engineers as they used problem solving skills to complete coding challenges.   

We reviewed our learning from last week and played Simon Says to practice our understanding of coding. Next, scholars were introduced to the four pillars of computational thinking-decomposition, pattern recognition, abstraction, and algorithm creation. Students practiced these concepts through hands-on practice with Marble Run and Lego construction. After that, scholars practiced coding skills and collaborated with the Code Monkey app! 

As we continued our learning, scholars identified the steps of the Engineering Design Process and listened to the story How to Code a Sandcastle, which demonstrates the way computer programmers work through problems. Scholars practiced an unplugged version of coding by providing partners with step-by-step instructions to create an illustration. There were very silly results! Finally, students then turned their attention to the universal theme of patterns and created pattern problems for their partners.   

After exploring patterns, students were introduced to Spheros. First, they used a drawing app to guide their robots into different designs. Next, students attempted to use block coding to send their Spheros through student-made maps. Students practiced debugging as they used problem solving skills to improve their designs. This was an incredibly advanced coding challenge, and I was very impressed at the perseverance demonstrated! 

To wrap up our time together, students reviewed important computer science vocabulary and learned about Charles Babbage and Ada Lovelace, pioneers in the field. Finally, students reviewed coding concepts learned through Scratch Jr., Rodo Codo, and Code Monkey.    

To further enrich your child's understanding of these concepts, consider the following activities: 

• Download the Code Monkey app at home! This is a wonderful beginning app that reinforces basic block code concepts. 

• Review the four pillars of computational thinking with these activities: 

• Decomposition- Ask your scholar to break down a large task into smaller steps. For example, use step-by-step instructions to create a Lego creation. 

• Pattern Recognition- Go on a pattern hunt! Where can you find patterns? What is repeated? What comes next? 

• Abstraction- Direct your scholar to focus on the important details, not the distractions by playing games like I Spy. 

• Algorithm Creation- Ask your scholar to give step by step directions for simple tasks such as getting dressed for school or getting ready for bed.   

• Visit Hello Ruby – “the world's most whimsical way to learn about computers, technology, programming, and mathematics.”  

• Check out Little Bins Library Club Info Page for a great unplugged coding activity plus many more fun STEM projects! 

I’m so proud of the computer science knowledge gained and the coding accomplishments of your scholars!   

Saturday 1, Feb 7

Today marked the beginning of our exciting SAVY adventure into the world of Matter Mysteries! We started by exploring one of the most fundamental concepts in science: everything around us is made of matter. From the air we breathe to the chair we sit on, matter is everywhere—and it exists in different states. 

Students learned about the three primary states of matter—solids, liquids, and gases—and we also introduced an additional, fascinating state: plasma! Through hands-on activities and group discussions, we sorted everyday examples into these categories and uncovered what makes each state unique: 

• Solids have a definite shape and volume. Their particles are packed closely together, which is why solids feel rigid and stable. 

• Liquids have a definite volume but take the shape of their container. Their particles are close but can move past one another, allowing liquids to flow. 

• Gases have neither a definite shape nor a definite volume. Their particles are far apart and move freely, so gases expand to fill any space available. 

• Plasma is the fourth state of matter. It forms when a gas becomes so energized that its particles break apart into charged particles. Although it’s less common in everyday life, plasma is all around us in the universe—like in the Sun, lightning, and even neon signs! 

We also began thinking about why these differences exist—hint: it all comes down to how particles behave in each state! This idea will be central to our investigations as we move forward. 

Students were curious and asked great questions like: 
“What happens when water turns into steam?” and “Can something be both a solid and a liquid?” These questions will guide our future experiments as we explore changes in states of matter and the energy involved in those transformations. 

With these ideas in mind, we conducted two exciting experiments that brought these concepts to life: 

1. Ice Melting Challenge

We explored how temperature affects the state of matter. Watching ice change from solid to liquid reinforced the idea that energy drives changes in matter. 

2. Balloon Expansion and Contraction

Students observed how gases respond to temperature changes—expanding when warm and contracting when cool. This experiment showed how particle movement changes with energy. 

Key Takeaways 

• Matter exists in different states, and each state has unique properties. 

• Changes in matter often involve energy and can produce observable effects like melting, expansion, or bubbling. 

• Careful scientific observation helps us understand why these changes happen. 

Looking Ahead: The Matter Conference Project 

Next week, our young scientists will be taken on an exciting journey as we explore how matter moves and reacts through a lively Dancing Raisins experiment. We’ll then dive even deeper into the magic of density and molecular motion by creating our very own lava lamps that students can observe, analyze, and enjoy. Students will also begin working on their culminating project, the Matter Conference, which will conclude in our final class next week! The goal of this project is to deepen their understanding of the three states of matter—solid, liquid, and gas—through hands-on scientific inquiry. Students will actively engage in the scientific process by designing and conducting a simple experiment, then presenting their findings in a collaborative setting. This project will allow students to apply what they’ve learned in a meaningful way, practice critical thinking, and share their discoveries with peers—just like real scientists! 

Reflection Questions for Home 

To keep the learning going, here are some questions you can ask your child: 

• Can you name three examples of solids, liquids, and gases from around our home? 

• Plasma is made when things get REALLY hot and full of energy. What do you think might happen to particles when they get that much energy? 

• Why did the balloon expand when it was warm and shrunk when it cooled? 

• What kind of experiment would you like to design for the Matter Conference? 

Saturday 2, Feb 14 or 21

Over the past two weekends, our young scientists have embarked on an exciting journey to uncover the mysteries of matter! We’ve investigated the three states of matter—solid, liquid, and gas—and discovered how particles behave in each state. Along the way, we explored key vocabulary, observed real-world examples, and learned how matter changes through processes like melting, freezing, evaporation, and condensation. 

This session, we also revisited the fourth and fascinating state of matter: plasma! Students learned that plasma forms when a gas gets so much energy that its particles break apart into charged pieces. Even though we don’t see plasma in our everyday life as often as solids, liquids, and gases, it’s actually all around us in the universe—like in the Sun, lightning, and even neon signs! 

Building on these ideas, we explored two hands-on experiments that made our learning come alive: 

• Lava Lamp Experiment:Students watched how liquids with different densities separate and how rising gas bubbles create motion, helping us see how density and gas formation cause noticeable changes in matter. 
• Dancing Raisins Experiment:Students observed gas bubbles clinging to raisins, lifting them up and letting them sink again, offering a fun and memorable demonstration of how solids, liquids, and gases can interact in unexpected ways. 

We also wrapped up our learning by completing interactive lap books, which organized and illustrated these concepts in a creative and meaningful way. These lap books serve as a visual summary of everything we’ve learned and will be a great resource for students to share at home. 

To conclude our course, students participated in our Matter Conference, showcasing their knowledge through experiments and presentations that demonstrated how matter changes between states. This culminating project gave students the opportunity to: 

• Share their discoveries with peers.
• Explain scientific processes in their own words.
• Celebrate their growth as thinkers and problem-solvers!

Reflection for Home 

As you review your child’s lap book and hear about their Matter Conference presentation, consider asking: 

1. What was the most interesting fact you learned about matter?
2. How does understanding solids, liquids, and gases help us in everyday life?
3. Which experiment did you enjoy the most, and what did it teach you?
4. If you could design another experiment, what question would you explore?

Celebrating Success 

We are so proud of the curiosity, creativity, and collaboration students demonstrated throughout this course. They didn’t just learn about matter—they experienced science in action and practiced the skills real scientists use every day: observing, questioning, experimenting, and communicating. 

Thank you for supporting your child’s learning journey. We hope these experiences spark continued curiosity about the world around them! 

.    . 

Saturday 1, Feb 7

It was a delight getting to know our Geologists on Saturday. After introducing ourselves, we went over the norms for working productively together. 

The lesson began with discussions about what scientists and geologists do, along with a definition of geology as the study of the solid Earth, including its rocks and minerals. Students explored how geologists use science process skills in their work, including making observations, asking questions, learning more, designing and conducting experiments, creating meaning from observations, and sharing findings with others. 

Next, students observed photographs of the Wall Arch in Arches National Park taken before and after its collapse. Many insightful observations and ideas were shared, leading to a discussion about how the collapse represented change caused by weathering and erosion. The class examined how change can be natural or manmade, as well as random or predictable. Students then examined an assortment of rocks, including some containing fossils, and identified the changes those rocks had undergone over time. 

Finally, students learned that rocks are made up of minerals and that geologists classify rocks into three categories: igneous rocks, which form from intense heat when molten magma cools; sedimentary rocks, which form when sand, mud, and pebbles from erosion are pressed together and cemented over time; and metamorphic rocks, which change in structure, composition, or texture due to heat and pressure. The lesson concluded with a study of the rock cycle. Our eager Geologists identified four samples of Igneous, Sedimentary, and Metamorphic rocks, trying to memorize each. 

After lunch, we were visited by a professor of Chemistry and Prof. Matusik showed us many samples of fossils and rocks and explained the science behind each. We ended the day with an overview of minerals, and we observed samples of a variety of minerals. It was a day filled with curiosity, hard work, and discovery! 

Questions to ask your Geologist: 

• Which poster of your norms did you create with your group? 

• What is a scientist who studies rocks, soils, and the earth called? 

• What is an example of change? Is it natural or manmade? 

• What cool thing did you notice in the rocks you observed for signs of change? 

• What samples did Prof. Matusik show you? Could you recognize any of the fossils? 

• What do you remember about Igneous, Sedimentary, and Metamorphic rocks? 

• Can you name any of the Igneous and Sedimentary, and Metamorphic rocks that you observed? 

• What did you think was cool about the minerals you handled? 

Saturday 2, Feb 14 or 21

It was a busy and exciting day in the “Earth Science Rocks” class! 

The unit began with a review of previously studied rocks and minerals. 

Next came a closer investigation of weathering and erosion through hands-on experiments demonstrating erosion caused by water, wind, acid (vinegar), and friction. Soil horizons were also examined, linking observations of the different soil layers to the overarching concept of change. 

Edible experiments helped illustrate the three types of rocks. Hardening chocolate topping (representing magma) poured over ice cream created edible igneous rocks. Rice Krispies and Skittles symbolized sand and rock fragments, and when pressed between graham crackers, they modeled the formation of metamorphic rocks. 

Further exploration included testing various soils to determine how much water each type could hold. Gravel, silt, sand, and clay were examined, with groups recording their data and sharing their findings. 

The unit concluded in an exciting way with the cracking of geodes. Equipped with safety glasses, young geologists split open their stones and expressed great wonder at the beautiful crystals hidden inside what appeared to be ordinary rocks. 

The goal throughout this study has been to inspire a lifelong fascination with earth sciences. 

Questions to ask your Geologist about today:

• What do you remember about weathering and erosion from the experiments you did that showed water andwind’sinteraction with rocks? 
• What results did you observe with the experiment with acid (vinegar) and chalk? How does this result apply to erosion of rocks? 
• What results did you observe with the experiment with friction and rocks? 
• How is soil different the deeper down you dig?
• In the experiments with different soils and water, which soil absorbed the most water, leaving the smallest amount of water filtered through the funnel? 
• Which soil do you think would be best for plants’ survival?
• How did you break your geode, and what did you discover inside?

Saturday 1, Feb 7

Dear Savy Families,  

Being with your children on Saturday was such a joy for me! Throughout the class, we noticed patterns and how they are extended or how they grow, explored mathematical talk as a way to manipulate, organize, consolidate and clarify thinking, and experienced how mathematical reasoning and language can help us make sense of the world.  From the moment they walked in, the children were cheerful and engaged in the activities of the day.   

We began by sharing 3 things about ourselves--our favorite number and why, our favorite math skill or one we would like to learn, and one non-math activity that we enjoy.  Many of the students had already taken the opportunity (unprompted by me!)  to introduce themselves to the people sitting around them, but we continued to enjoy learning more about one another through the simple game of guessing whose responses to the 3 questions were whose.  As a class, I introduced, and the students embraced, the motto of “Everyone’s thoughts matter, even if they are different than mine.”   

Next, I asked the students to show me their problem-solving skills by walking around the room and solving a set of problems that required them to use their mathematical reasoning abilities.  This was an opportunity for Madi, our classroom assistant, and me to observe their thinking and notice which students might be paired well together.  Speaking of Madi, she is a Vanderbilt junior studying to be an elementary education teacher and was an immense help in our classroom.  After getting out of our seats to do that activity, the students each received an Adventures in Algebra journal.  We completed three of the activities in that book yesterday-Lunch at the Deep Sea Cafe, What’s Next, and Hundreds Charts Discoveries.  In all of these activities we practiced noticing patterns and then developing an equation that would allow us to extend that pattern far out into the future.  Some of the patterns were pretty straightforward, and some of them taxed my 53-year old brain, yet many of the children grasped them readily!  It was a sight to behold! 

At one point in the day, we stopped to read a book about the mathematician, Paul Erdos, that made him brilliantly endearing and relatable to us!  If your child is interested in exploring more math at home, I would recommend these online resources, which include a few competitions or weekly problems sets to solve together with an online community. 

By the end of the day, the students were understandably getting a little tired! It was a long day, but it gave us the opportunity to talk about, as best we can, continuing to produce quality work.  Using the analogy of a hamburger, we talked about the difference between a bare minimum, thin bun and patty versus a big, juicy hamburger with lots of toppings!  How can we make our work as quality as that delicious burger?   

I think the students enjoyed themselves, made some new friends with shared interests, and they were engaged with the math topics from start to finish.  As one student said at the end of the day, “I loved today, because I was able to do math, not just 5 days a week this week, but 6!”   

I look forward to seeing your students next time!   

Saturday 2, Feb 14 or 21

It was a day full of patterns, puzzles, and powerful thinking in our SAVY Adventures in Algebra course! The classroom buzzed with curiosity, creativity, and collaboration as scholars explored mathematical ideas through hands-on challenges, games, and meaningful conversations. 

 
As students arrived, they engaged in pattern block explorations and challenges, discovering properties of symmetry and continued growing patterns. After some time to freely explore, students worked in small groups to tackle two special challenges: 

 
Symmetry Challenge: Students used pattern blocks to create intricate designs on one side of a line of symmetry, then mirrored the design on the other. This activity helped students visualize balance and understand how shapes reflect across a line. 
 
Growing Pattern Sequence: Students used pattern blocks to build complex repeating patterns, then challenged classmates to extend the patterns created. They stretched their thinking by predicting and building the next three steps in their sequence. 
 
These challenges strengthened students’ understanding of patterns, spatial reasoning, and mathematical prediction. 

 
Next, we met as a whole group and reviewed the plan of the day. Then for a little fun and creativity, we played Math Pictionary. Students took turns drawing mathematical concepts on the whiteboard while classmates guessed. With no words allowed, students relied on visual clues and prior knowledge. Students demonstrated impressive mathematical vocabulary and communication skills during this activity. 

Following that, we dove into Hundreds Chart Discoveries: Finding Hidden Patterns 
Students continued their work with hundreds charts, using colored pencils to explore number relationships and patterns. They completed journal pages and reflected on questions that encouraged deeper thinking. 
 

Students discovered fascinating connections, including: 

• Patterns in numbers when counting by different intervals

• Relationships between rows and columns

• How numbers change when moving vertically, horizontally, or diagonally 

They recorded their observations in journals and shared their ideas with partners, strengthening both mathematical reasoning and communication. 
 
Next, students built on knowledge and understanding of patterns to stretch their thinking. They eagerly tackled challenging Puzzling Puzzles designed to promote logical reasoning and flexible thinking. These puzzles encouraged students to try different strategies, persevere through challenges, and explain their thinking. 
 

Refueled by a delicious lunch and energized by time with their peers, students returned to the classroom eager to take on new mathematical challenges. They started with Arrow Math activities, where they used coded arrows to show how numbers change through addition and subtraction. This activity strengthened their understanding of number relationships and mental math strategies. 

 
Following this challenge, we explored tessellations - patterns made by repeating shapes that fit together without gaps or overlaps. After watching a demonstration, students created their own tessellation art using a sticky note, paper, and colored pencils. As they worked, students noticed how tessellations connect to repeated addition and patterning. The final outcomes were vibrant and creative! 

 
The final activity of the day was a game of Adding Up. Students worked with partners to practice and strengthen mental math by adding three randomly selected 2-digit and 3-digit numbers from a set of game cards. They worked on combining numbers efficiently and recording their thinking in journals.  

They explored different strategies, including: 

• Breaking numbers apart 

• Making friendly numbers 

• Adding in flexible ways 

This activity helped students build confidence and fluency in mental addition. They also shared strategies and discussed which strategies may be more efficient.  

At the end of the day, students gathered to reflect on their experiences. Many shared that they enjoyed creating tessellation art, solving challenging puzzles, and playing Math Pictionary.

Our session was filled with joyful learning, creative exploration, and deep thinking. Students demonstrated curiosity, collaboration, and resilience throughout the day. Their willingness to take risks, share ideas, and support one another was impressive. I hope that Adventures in Algebra continues to inspire students to see math not just as numbers, but as patterns, puzzles, creativity, and discovery. 

Saturday 1, Feb 7

We had a fantastic first day here at Space Academy! We spent a little time in the morning getting to know one another and then jumped right into our study. We started with a discussion of “What does exploration mean?” We brainstormed ideas such as “finding new things” and “learning about new places.” We also came up with our own metaphors for astronauts, such as, “If an astronaut were an office manager, they would send a memo to Neptune and type at the speed of light.” Ask your student to share their astronaut metaphor. What would they do? 

We had a morning snack break and then took a virtual field trip to the Kennedy Space Center. The students were introduced to our challenge for the rest of our course: The Cosmic Cadets program. The imaginary scenario is focused on training children to go into space! We learned about some of the training that is involved for prospective astronauts, including physical fitness, mental intelligence, adaptability, and teamwork. We completed a few tasks to determine our physical fitness and worked on a creative thinking exercise as part of our mental fitness. I am happy to share that all students “passed” both of these portions of their Cosmic Cadet training!  

Following our lunch break, students completed a teamwork challenge involving a human knot! We tested our adaptability by coming up with new ways to use familiar objects. For example, how would you use a roll of tape in space? Ask your child how they would use various household items in space. Next, it was time to explore the two remaining jobs that can be held by Cosmic Cadets. In addition to the role of space explorer, students could choose to participate in Mission Control or as a Media Ambassador. To train for a potential role in mission control, we practiced our communication skills. Students worked in pairs to build matching structures with Legos. They were to communicate with their partner using words, but a tall barrier between them would mean no visuals. Ask your student what they built with their Legos. Was their partner able to build a matching item? Finally, in training for the media ambassador position, students worked to design a new logo for the Cosmic Cadets program. We shared our designs, as well as our thought process, justifying the thinking behind our design choices.  

After learning about the different roles of the Cosmic Cadets program, we were thrilled to learn that most of our students were chosen for the role of Space Explorer! A few students preferred the role of Mission Control or Media Ambassador and will work toward those goals next week. Ask your student which role they will be filling.   We started Space Explorer training with a video simulation of a space shuttle launch and then “launched” into a discussion of the uniforms needed in space. We designed our own space helmets while watching a few short videos about how astronauts complete routine tasks, such as cooking, sleeping, bathing, and brushing teeth, in space. Ask your student to tell you about space toilets!   

We had such an amazing day. I am looking forward to seeing everyone back next week as we continue our space voyage and explore the planets.   

Saturday 2, Feb 14 or 21

We had a fantastic final day here at Space Adventures! We spent a little time this morning reviewing our mission and then it was time to begin our journey to visit each planet. First, we visited Mercury! We discussed how it got its name and created our own constellations. Ask your student to tell you the story of their constellation. 

After a quick snack break, it was time to continue our voyage. On Venus, we started with a discussion of “The Golden Record” and created a greeting to share on our own recording.  We learned about the “War of the Worlds” on Mars and discussed what a Martian might think of some common places when seeing them for the first time.  We had some trouble with the audio, but you can ask your student why this radio show caused humans to believe extraterrestrials had invaded Earth. We crossed through an asteroid belt on our way to Jupiter! After landing safely, we spent some time learning facts about Jupiter and comparing the planets we had visited so far.  

We took a midday break for our lunch, followed by a visit to Saturn. On our way to Saturn, we encountered technical difficulty with our space shuttle. We discovered a need to reset our navigation system. Flight crew students worked together to brainstorm ways to press a button or turn a lever in microgravity, mission control drew up the schematics to clearly define the problem, and our media ambassadors prepared a press release to share, telling about the emergency on board. Ask your student what role they played and to share their favorite solution. 

With the technical difficulty resolved, we took a well-deserved break. We went outside and enjoyed some time to run and play together. Afterward, we returned to class and continued our space journey. On our way to Uranus, we ran into another problem – a small water spill on our space shuttle. Students brainstormed solutions using the using the materials that we had available and discussed what astronauts do when the unexpected happens. Ask your student how they cleaned up the “water droplets.” 

Our journey to Neptune took us out of our classroom and into the hallway. We used beads, marbles, playground balls, and a beachball to create a scale model of our solar system. Students used rulers to measure distances and accurately place their “planets”. After landing safely on Neptune, we collected lots of new information and began our next leg of the journey – Pluto! We watched a quick video about the characteristics of a planet and why Pluto is now considered a dwarf planet. 

Finally, we were ready to head back to planet Earth! We had a great time together at SAVY Space Adventure. I have enjoyed spending this time with your future astronaut. Please congratulate your student on completing their mission! 

Saturday 1, Feb 7

Hello SAVY families!   

We had a really exciting first day in SAVY yesterday. We kicked things off by getting curious about space—what students already know, what they wonder, and what they hope to discover next. They jumped right into early research and then loosened up with a fun “Would You Rather” icebreaker, where they shared their opinions about space themed choices involving astronauts, planets, and even everyday tasks in zero gravity. Ask your child what their favorite choice was! From there, we reviewed our class expectations for SAVY: be kind, be safe, be respectful, and be responsible. Students brainstormed real examples of what those expectations look like in action. 

We then continued with a discussion about the word “exploration.”  Students shared thoughtful interpretations of what exploration means, and they were spot on with their understanding. Ask your child what the word Exploration means! Together, we identified five generalizations that are true across all types of exploration: exploration helps us learn about unfamiliar things; it takes courage and curiosity; it happens for different reasons; it can occur alone or in groups; and all living things explore their environment in some way. Ask your child what some of these generalizations are! I was so impressed with their ability to connect these ideas to real examples. 

After that, we shifted into understanding scientists, astronauts, and NASA’s role in studying space. Students learned what the acronym NASA stands for and discussed its purpose, where it’s located, and fascinating details like the weight of a NASA space suit. They then took a virtual tour of the Kennedy Space Center.  Working with partners, students developed their own research questions about NASA and astronaut training and then used the NASA website to search for answers. We also talked about the skills astronauts need—especially clear communication and problem solving. Students practiced these in both a communication challenge and a logical thinking challenge. Ask your child about these two challenges and what skills they practiced! 

We wrapped up the day with aviation science, daily life in space, and an introduction to the sun. The class learned that astronauts must know how to fly a jet, so we discussed the four forces of flight and participated in a demonstration to see them in action. Ask your child what the four forces of flight are! We also talked about how astronauts complete everyday tasks—like brushing their teeth or sleeping—while living in microgravity, and students added their own ideas about how other familiar routines might change in space. To finish the day, we began our study of the solar system, focusing on the sun: how long sunlight takes to reach Earth and what fiery events occur on its surface. Ask your child how long it takes the sun’s light to reach Earth! Students observed looping solar “rain” and compared its scale to Earth before wrapping up with research about the sun and moon using books. Ask your child one interesting fact they learned about the sun or the moon! 

It was a full day of learning and fun, and I am so excited to continue our journey through space next week.  Thank you for supporting your child's learning at home! 

Saturday 2, Feb 14 or 21

We had another exciting day in SAVY, picking up right where we left off from Day 1. We kicked things off by reviewing our learning and continuing to build our classroom community. One of the highlights was another round of space‑ and life‑themed “Would You Rather?” questions—students had a lot of opinions and loved explaining their reasoning.  We also revisited our Exploration definition and generalizations, and students impressed me with how much they remembered. They’re already using this big‑picture thinking to deepen their understanding of space science. 

Our first topic of the day was diving into the relationship between the sun, earth, and moon. Students worked through a hands‑on demonstration using a flashlight (the sun), a mirror (the moon), and a ball (the earth) to explore how moonlight is actually sunlight reflected toward Earth. We even attempted to model the moon phases—definitely a challenge, but students stuck with it and made great observations. A great question to ask your child tonight is: How did the mirror and flashlight demonstration show how we get moonlight? 

The exploration continued as we compared and contrasted the rocky planets—Mercury, Venus, Earth, and Mars—and later the gas giants: Jupiter, Saturn, Uranus, and Neptune. Students took notes, collected interesting facts, and engaged with visuals showing what each planet looks like through different space tools. They were especially fascinated by temperature differences and the wildly different numbers of moons each planet has. Try asking- Which planet surprised you the most today, and what made it so interesting? 

We wrapped up the day with our final project of the unit: designing and building a model of a space habitat for astronauts on either the Moon or Mars. Students selected their destination, justified their choice, identified three major challenges astronauts would face, and created solutions before sketching and building their models using makerspace materials. These models went home at the end of the day—hopefully you’ve already gotten a peek! I was genuinely blown away by their creativity, problem‑solving, and application of everything they’ve learned. During presentations, students proudly shared their ideas and asked thoughtful questions of their peers. To bring their learning full circle, you might ask: What challenges did your space habitat have to solve, and how did your design help astronauts live safely on the Moon or Mars? 

My hope is that our two days of learning in Space Academy sparked a lifelong desire to explore beyond what we know in space and in life!  Thank you for sharing your children with me these past two Saturdays.  They are truly special and I hope to see them back at SAVY soon! 

Saturday 1, Feb 7

Saturday was an exciting and productive day in Coding and Robotics! Students began with a quick “tallest tower” challenge, but with a twist—they could only use certain colors. This helped them experience how criteria and constraints can differ from team to team, making a build more challenging. It also reinforced an important community norm: all students’ ideas and opinions deserve to be heard and treated fairly. After this warmup, students worked vigorously with their partners as they explored the basics of their SPIKE Prime kits and prepared for a friendly “hopper race” competition—a frog style jumping challenge powered by their own programming and design choices. 

Throughout the lesson, students met key objectives by investigating how robots can use music and sound, collaborating to synchronize robotic movement to a beat, and reflecting on teamwork, timing, and design decisions. Their focus, creativity, and persistence were outstanding. Students also earned Minion stickers along the way as recognition for effort, problemsolving, and positive teamwork. 

Students ended their day by building a dancing robot, adding music and different dance movements to complete their designs. They then selected a gaming robot that their team will use to create an original game the next time we meet. 

Some key concepts from this lesson that students will continue thinking about as we move into our next session include: 

• What design decision made the biggest difference in your robot’s performance? 

• How did you balance creativity with practicality when building or programming? 

• What surprised you about how the robot, sensors, and code interacted as a system? 

• What role did you naturally take on in your group, and how did it help the team? 

• What is one thing your team did well that you want to repeat in future projects? 

I truly enjoyed having your students in class and look forward to welcoming them back on either February 14th or 21st for our next big events: a robotics gaming competition and a “Battle Bots with Medical Usage” challenge. It’s going to be an exciting continuation of their learning and engineering growth! 

Saturday 2, Feb 14 or 21

Coding & Robotics Update: Creativity, Collaboration, and Real‑World Innovation 

Our second Coding and Robotics session was packed with imagination, teamwork, and hands‑on engineering as students continued developing their skills as young designers and problem‑solvers. Each activity built on the last, guiding students from playful creativity to purposeful engineering and finally to real‑world applications of robotics in medicine. 

Starting Strong with Bricktionary 

We opened class with a high‑energy round of Bricktionary, a LEGO‑based twist on Pictionary. Students built mystery objects out of LEGO bricks while classmates tried to guess what they were creating. This warm‑up challenged students to: 

• Think visually and spatially 

• Communicate ideas through design 

• Practice quick, iterative building 

• Strengthen classroom community 

It was a fun and fast way to get everyone thinking like engineers. 

Designing Their Own LEGO‑Based Games 

Next, students returned to the games they selected last week. Their task was to: 

• Complete a LEGO build that could be incorporated into their chosen game 

• Establish their own rules, criteria, and constraints 

• Prepare their game for classmates to play later in the day 

This phase encouraged students to blend creativity with structure—an essential engineering habit. They had full ownership of their designs, and it showed in the variety and originality of their builds. 

Game Rotation & Collaborative Game Fusion 

After lunch, students rotated through each other’s games, experiencing the creativity of their peers. Then came the big challenge: 

Partner Up & Combine Two Games Into One 

Students teamed up with a partner of their choosing and were tasked with merging both of their games into a single, cohesive final game. This required them to: 

• Blend two sets of rules and mechanics 

• Integrate both LEGO builds 

• Communicate clearly 

• Make design decisions together 

• Create a unified, interactive experience for others 

This activity pushed students to think like real engineers—balancing ideas, negotiating constraints, and designing something better together than either could have built alone. 

A Quick Note 

I did have to leave unexpectedly before lunch due to a sudden illness. Our classroom aide—who has previously taught robotics for Savy—stepped in and continued the lesson. 

Extend the Learning at Home 

I’ve attached the Lumio presentation used during both days of instruction. Students can revisit the activities, play the embedded games, and explore additional challenges. Encourage your child to think about: 

• How robotics can be used in different careers 

• How their own builds could be improved or expanded 

• New game ideas or engineering challenges they’d like to try 

Exciting News for Summer Robotics! 

I’m thrilled to share that I’ve been accepted to work with the U.S. Navy this summer on underwater robotics. I’ll be bringing what I learn directly back to our SAVY students during the summer program. 

Students who plan to return this summer may enjoy researching: 

• Current underwater robots 

• How they’re used in exploration, rescue, and environmental science 

• New ideas for underwater builds they might design 

This is a wonderful opportunity for students to begin imagining the next generation of robotics—and their role in creating it. 

Thank you again for joining us for our Spring Savy Coding and Robotics program. I have enjoyed having your child in my classroom these past two Saturdays and hope they have enjoyed the class as well.  

Lumio Day 1 

Lumio Day 2 

Ms. Moore 

Saturday 1, Feb 7

We started the day with a classroom discussion on whether math was discovered or invented and what evidence students could present to support their statements. Shortly afterwards, students were introduced to both sides of the ongoing historic dialogue of whether the math has been invented, discovered, or a combination of both, including key points in the argument for math being discovered and key points in the argument for math being invented. Students had an opportunity to take notes in their research journals and start working on their Concept Map where they were organizing their thoughts, questions, and findings on the origins of mathematics. Additionally, students were divided into random groups of 4, to start working on a project of creating two unique number systems for 0-100: one based on visual reference to quantity or one based on a cultural reference to quantity or both with ability to perform four basic operations and express fractions and decimals. Our marvelous groups worked in cultural isolation for most of the day. Towards the end of the day each group sent one student ambassador/spy to visit two other groups' mathematical worlds and learn about their number systems. The student ambassador/spy was able to talk and ask questions while visiting one group but only looked and did not receive any explanations from the second one. When visiting students returned from their trip to another mathematical world, the student-visitor's group was allowed to borrow only one idea from one visited group to improve their own system. Students will complete and present their systems on the last day of class. To slow down, not solve all the mathematical secrets in one day, and leave a few problems untackled for the future Abel Prize winners, we also took breaks.  

After lunch, students were introduced to Egyptian number system and had to answer a few questions: Did Egyptian Mathematicians invent mathematics to meet their needs for accounting and record keeping or did they discover natural cycles in nature that can be observed as patterns or systems? ​What patterns did Egyptians discover?​ What mathematical systems did they create based on the natural world? ​What do you think about the Egyptian Number System? Is it based on a visual reference to quantity (how many) or a cultural reference to quantity? ​We used the newfound knowledge to complete further work on the Number Systems and to add on to the Concept Maps. To create more connections to the nature of mathematical language and its history, we explored the use of the symbolic nature of mathematical language to solve grade level 7 – 12 deductive thinking puzzles, logic problems, and use historic math symbols from different countries throughout the history of math. We specifically engaged in solving Mensa math puzzles that replaced numbers with symbols and worked to solve Robert Femiano’s level 3 algebraic balance equation puzzles. Just as the students were hard at work unravelling mathematical puzzles, we started a conversation on what it takes to become a mathematician who makes groundbreaking discoveries, the importance of mistakes and perseverance — all to help students understand that self-actualization, contribution to society, and potential eminence in the field of talent and interest are achieved through normalization of hard work, failure, mistakes, and time commitment.  

Just as we were discussing whether mathematical objects would cease to exist if human beings had never existed; would mathematical proportions still exist in nature if humans disappeared, and what would be different about mathematics if intelligent creatures had never existed, students were asked if they believed that before Newton discovered gravity humans could fly. Answers varied, but my lips remain sealed, and all of Newton's secrets are safe with me. 

Overall, it was a great day! We learned a lot, had fabulous smart conversations, and did not fall off the edge of the Earth, finding our way to the cafeteria and back again. See you all next Saturday, or the one after that. Come for knowledge and to win some more vintage marbles! 

Saturday 2, Feb 14 or 21

I do not know if there is a better way to show one's commitment than to spend a whole Valentine's Day learning about the Origins of Math. One may say it is a bit irrational but definitely prime level of dedication!   

As the students were arriving, we started the day playing the "Genius Star", everyone's favorite cognitive game. We then moved on to the history of mathematics, building paper airplanes, and solving Mensa and other cognitive puzzles where SAVY students were encouraged to collaborate in learning and benefit from each other's strengths.   

Our big question of the day was: Do we see mathematical patterns in nature because they are there or because it is all that our brain allows us to recognize? Are we inclined to see systems and patterns in the world around us? Students wrote in their Researchers' notebooks, and we held classroom discussions on these topics before learning more about it from Hannah Fry ("The Magic Numbers") and Marcus du Sautoy ("The Story of Maths"). Students discovered the history of Platonic Solids, how the ancient Greeks viewed geometry, and the shape held by the common cold virus — one of Platonic Solids — incredible discovery that we spent time analyzing.   

Every time students delivered their opinion to the class, they had to provide evidence to support their thinking and explain which parts of their argument were the strongest and where the potential weakness hid, to avoid confirmation bias in their current and future research. However, leaning into the confirmation bias, we made a few groundbreaking discoveries: glasses protect from the flu and eating ice-cream causes spring to turn into summer. Students worked on their Concept Maps, making connections between their questions, new information, and outlining areas of potential future research.  

To give our brains a break, students had a fun quest: Using a basic paper airplane model — same for all students, improve it so it can fly diagonally across the entire classroom and land on Ms. McKenna's desk or near it. Two students achieved it; others came very close; all learned a lot about airflow, force, and gravity.  

The part of the day that absolutely blew my socks off was the presentations of the Number Systems. In TWO DAYS, these children came up with original, clever, and creative Number Systems: one based on cultural references to quantity, another on visual connection to quantity. They were able to add and subtract using these systems; some even had division and multiplication, fractions, decimals, and roots. Students presented absolutely marvelous examples of sophisticated but logical and easy to follow systems that they were able to explain to everyone in class. Many vintage-colored marbles were won that day. At the end of the day, all the students headed home with extra marbles: all honestly gained through hard work and perseverance. 

Saturday 1, Feb 7

In our first Threads of Change: Sustainable Style Unraveled Saturday session, we interspersed learning about sustainable fashion with related hands-on exercises. The slide presentation, titled “The Fashion System: What it Was, What it Is, and What it Might Be,” was broken into three sections and evoked a lot of questions and wonderful responses from the students. Before the slides, students wrote down five things they already knew about sustainable fashion. Student responses included upcycling, not wasting materials, and preserving the environment! It was wonderful to hear that students already had ideas on this topic. Responses to What it Was included their newfound knowledge about the fashion designer who developed the Haute Couture fashion system, Charles Frederick Worth, the invention of the sewing machine in 1846, and the idea that fashion changes and trends in the 19th and 20th century moved much more slowly than today. These ideas set the background for a better understanding of fashion today. After this first set of slides, the student expressed their eagerness to start sewing! They chose a printed cotton fabric, cut out a small pillow from a provided pattern, and learned to thread a needle, knot the thread, and do a basting stitch across one side of their cut fabric. They chose a button color and sewed that onto their pillow square over their basting stitch. 

After section two of the slides, students shared written responses about what fashion looks like today. Their ideas included the rise of the fast fashion system, the massive waste it creates, and the way fashion has become more democratic compared to the past, when wealthy and poor people dressed very differently. 

Students also described what fashion might look like in the future. Their responses included biodegradable protein based textiles, virtual fitting technologies such as those being developed by Couture Technologies, and recyclable, circular approaches to fashion design and manufacturing. 

Eager to get onto the sewing machines, we began with a safety and threading lesson. They learned about the “right” and “wrong” sides of the fabric, how to properly pin their fabric to prepare it, stitch length, backstitching to lock their stitches, pivoting at the corners, and leaving a hole through which to turn their pillow inside out. They stuffed their sewn pillow and sewed it closed either by hand or machine. The excitement in designing and making something by themselves, start to finish, was evident. This project, which they took home, turned out wonderfully! Many later said this was their favorite part of the day.  

After lunch, the students drew fashion sketches using a provided template of figures, tracing paper, and wonderful thick and thin black markers that allow for expression. Some experimented with making their own sketched fashion designs. They had a draping demonstration on half scaled dress forms, then copied the examples of a draped basic sloped with bust and waist dart using muslin. Then came I believe the most energetic part of the day! The students dove into a box of washed, used jeans, and started cutting them up, upcycling them into ½ scale draped 3-d skirts, dresses and jackets. It was amazing to see their excitement for working in 3-dimensions. 

We had a busy, active day! It seemed the students responded wonderfully to doing tactile projects to reinforce their learning, and especially to expressing themselves through textiles and design. I look forward to continuing our journey next week exploring sustainable fashion and design through slides on and a written response to a variety of textiles and design elements, applied to making more things using recycled textiles! 

Connected questions to discuss with your child related to our course objectives:  

• How does the past give us clues to the present and future of sustainability? 

• How can we change our response to the fashion industry’s current system of producing items that are designed to be thrown away? 

• How can we be critical consumers who understand how the industry manipulates us into being mindless consumers? 

• What would our day and world look like if we things we used were designed for reuse rather than disposal? 

• What value does designing and making things hold for you?  

• What are your special strengths as a designer and maker?  

• How does it make you feel to show and share things with people that you designed and made yourself? 

Saturday 2, Feb 14 or 21

In our second Threads of Change: Sustainable Style Unraveled Saturday session, we continued our textile journey. The students let me know as soon as they arrived that they were eager to improve the sewing skills they gained the week before. 

We began with a design project. Each student chose a fabric from which to make a 3D stuffed dinosaur. Developing skills from a pillow to a dinosaur include sewing curves, cutting the right and left side, and attaching multiple pieces by careful pinning. All the students chose to make their dinosaurs from the soft plushie fabric bin. It was exciting to see how much confidence the students demonstrated working on the sewing machines and hand sewing, based on the skills they learned the week before. 

To put the dinosaur project into the context of a broad range of textiles, we looked at slides to learn distinct characteristics that differentiate one fabric from another, and how to label them with the fabric name, fiber content, and weave. We looked at a range of natural fibers and where they come from, including cotton from the cotton plant, linen from the flax plant, and wool from a variety of types of sheep, as well as distinctions of synthetic petroleum-based fabrics including polyester and nylon. Students completed a textile identification handout, stapling a fabric swatch next to their written identifications, to reinforce written learning with tactile materials. 

Working from the skills gained above, in teams, the students conceptualized a sustainable fashion line, including a company name, visual approach, intended audience, color palette, textiles, and usage. 

We finished our very busy day by making bags in the shape of fish to hold a water bottle. Students chose their fabrics, mixing recycled denim, cotton, fleece, and parts of gently used felted cashmere sweaters. 

Overall, I have been amazed at the students’ enthusiasm for and focus while making things. I have watched the student’s excitement for the “findings and special things” drawer, in which they’ve discovered bits and pieces to add to their projects, utilizing their imagination in turning old earrings into decorative pieces and a sparkly belt buckle into a dinosaur necklace. They have been excited to find the perfect fabric and to upcycle pockets from old jeans into pockets for their bags. I have had a lot of fun watching them express themselves through the design of their pillows, dinosaurs, and fish water-bottle bags. By becoming more aware of the design theory behind and process of making things, many with upcycled textiles, the students have explored elements of sustainable fashion design, which I believe will make them more informed and thoughtful consumers and stewards of our planet. 

Your children’s enthusiasm for discovery, learning, and making has been energizing for me. I have greatly enjoyed watching their personal connections to the class materials, and I look forward to seeing what they create next week! 

Connected questions to discuss with your child related to our course objectives 

• When you check your clothing tags, do you notice a connection between fiber content and your favorite pieces of clothing? Do you see connections in your usage and comfort wearing distinct textiles like cotton and polyester? 

• How has learning to sew and making things by upcycling existing items sparked your imagination? 

• Do you have more appreciation for the items you buy knowing more about the materials they are made from and what has gone into sewing them? 

• What are your special strengths as a designer and maker? 

• How does it make you feel to show and share things with people that you designed and made yourself? 

Saturday 1, Feb 7

Today, the students jumped into the deep end and kickstarted their bright futures as bold, authentic screenwriters (+ beyond)! We began by learning how to dissect a scene, taking note of contextual clues on how to identify, theme, stakes and characters' wants and needs. Afterwards, students were introduced to story components essential for crafting a compelling screenplay.  Students were able to put their skills to the test by working in groups to critically analyze summaries of unknown films and craft their logline.  

After an abbreviated telling of the film production pipeline, a passionate discussion on the lack of authentic teenage storytelling was had amongst the students. To validate their frustrations, the instructor tasked the students to brainstorm a film they’d want to watch - taking the problem into their own hands. As the students worked, they were given one-on-one time with the instructor to share their ideas and ask for support. 

To flesh out their characters, a lesson on the nuances of character types was given. Students watched a clip from the Oscar-winning film Everything Everywhere All at Once was shown to encourage students to identify the characters’ wants, needs, and major flaws. After the clip, the students analyzed the script pages to notate the “script to screen” differences and implement the concept of “SHOW don’t Tell”. The students returned to their own film ideas and began mapping out their characters and creating character descriptions and backstories.  

Class concluded with the first half of students presenting their films to their peers and getting constructive feedback. Next week, the remaining students will pitch, and we will begin crafting their film outlines.   

I was blown away by the compassion, respect, and boldness each student possessed. Their creativity was awe-inspiring, and I can’t wait to see how their stories evolve. Strong work all around!!!  

χαη 

Saturday 2, Feb 21

Our young writers had a full, informative last day at SAVY! We began class with an emotional check-in hearing each other's roses and thorns and catching up on any exciting experiences since we last spoke. To get the writing juices flowing, students were given three journal prompts centered on self-reflection. The questions included “What do I love most about myself?”, “A unique skill I have is?”, and “My friends would describe me as…”. The last question opened up discussion for what it means to be seen by one's peers. Can we form opinions about others without it being rooted in judgement? How can we use language to celebrate our loved ones? 

 

After journaling, we did a brief overview of last week's lesson on story, character and theme. To test knowledge, students were asked the definition of theme and the logline formula (inciting incident + protagonist + action + states). We jumped back into film pitches so the second half of the class could present their ideas. The discussion was robust and full of creative support. At one point, an insightful conversation on research sparked a deeper understanding of the infinite limits of world building. 

 

The first lesson of the day centered on techniques to write authentic dialogue. The students discussed genres they were familiar with and some that were more niche (“road movie” and “single day film”). Under the umbrella of genre, the fluidity of tone (realism, heightened, abstract) was discussed to broaden the possibilities of communication between characters in a film. In order to create strong, compelling works of art we must all continue to push the boundaries of communication. Sometimes what must be said goes beyond words. Students were reminded the importance of authentic voice, relationship and environment as key factors when it comes to how characters communicate. For instance, a person will speak (and act) differently when communicating with their boss versus a close friend. An analysis of a scene from Celine Song’s award winning film Past Lives summed up the lesson, presenting a real world example of dialogue mastered. To aid in their own films, students were broken into groups for an improvisation activity where they switched off as Writer/Directors and gave scenarios for their classmates to act out. This gave way for potential dialogue moments they could use in their own films. Many laughs and discoveries were had!

 

The second half of the day consisted of a lesson on location's role in film, and how it can be used to lower or raise the stakes.  At one point students were paired up and given five scenarios (with mid states) to add locations that would lower and raise the stakes. To take the next step in plotting out their own films, the traditional three-act structure story arc was broken down. As a step further, students were shown how to use a beat sheet to map out major plot points.The final portion of class was dedicated to screenwriting software. This soft introduction has given the young writers a head start on their journey to becoming a professional screenwriter. I showed the initial pitch deck for the worldwide Netflix series Stranger Things to emphasize the advantage of creating a visually captivating pitch deck. 

 

As a parting gift, each young writer was given a “writers survival pack”, including a packet of tea, stress ball and tiger balm for self-care. It has been an absolute pleasure and honor to work with the students. Their passion and creative spirit has inspired me greatly and I hope to see them again in my summer course. With these young minds at the helm, what a bright future we have indeed. 

 

Keep writing and take care. 

 

Boldly, 

Teacher xan 

Saturday 1, Feb 7

Today marked an exciting start to the SAVY Program’s Invention and Innovation with Electronics series. From the moment the students walked in, curiosity filled the room as they began exploring how everyday technology actually works. 

We started with the fundamentals of electronics, introducing concepts like voltage, current, and how components work together in a circuit. With these basics in place, students were ready to meet their Arduino boards and take their first steps into programming.  

It didn’t take long before their screens turned into real-world action. One by one, LEDs lit up as students uploaded their first programs. What began as a single blinking light quickly turned into something more exciting. Students learned how to control brightness using pulse-width modulation (PWM) and discovered how timing and code can create smooth fades and patterns. 

By the end of the session, the classroom was glowing - literally! Students proudly built and programmed multi-LED traffic lights, experimenting with sequencing and fading effects. Watching their ideas come to life on a breadboard was a powerful moment. The excitement was unmistakable as students realized that a few lines of code, combined with simple hardware, could transform imagination into reality. 

The confidence and enthusiasm on display today set the tone for the rest of the program. Day 1 wasn’t just about LEDs and code — it was about showing students that they can build, create, and invent. 

As someone who pursued a career in medical electronics, I’m reminded of how early hands-on experiences like this can spark a lifelong passion. Seeing students light up alongside their circuits is exactly why programs like SAVY matter. We’re off to a bright start, and this is only the beginning! 

Saturday 2, Feb 14 or 21

Day 2 of our Invention & Innovation with Electronics course was all about control - both in the circuitry and within ourselves! We started the day by expanding our Arduino skills. Students first learned how to control LEDs with buttons, turning them on or off at will. But then we took it up a notch-multiple buttons gave them multiple levels of brightness, using pulse width modulation. Watching that LED fade up and down smoothly was like giving light a dimmer switch. 

We didn’t stop there. We introduced the potentiometer, a dial that can smoothly control brightness with analog inputs. Students quickly saw the connection: just like turning up the volume on a stereo or adjusting a light dimmer, they were now controlling electrical signals the same way. You could feel the lightbulb moment (literally and figuratively) when they realized these dials are all around them every day. 

Finally, we wrapped up with something personal - measuring our own heartbeats using a pulse sensor. Seeing the pulse waveform made our own biology part of the circuit! The students left excited and proud, seeing how tech and life are intertwined. 

Dinner Table Questions: 

1. Can you think of a dial or button you use every day at home that controls something’s intensity - like volume or brightness? 
2. If you could control any household item with an Arduino - what would it be? 
3. What did you learn about your own heart from seeing it displayed as a signal today?