Monday (June 22)

Although the weather was dreary, we had a sunny day in class. We started our day getting to know each other and reviewed the rules and expectations. I was so impressed by our students respectfulness and articulateness.

Afterward, we learned what a scientist is, about the Scientific Method, and started our science journals. One big concept this week is change. We defined change and wrote about what we liked about change and don’t like about change.  We know that change is everywhere, is related to time, may be random or predictable, and can be natural or manmade.

We then read an article, “Naturally Selected to Survive” and defined important vocabulary for the week. To finish the day, we broke into groups and researched food chains, ecology, natural changes, and human changes to the environment. The students created a poster with key points from their articles. Tomorrow they will be the teachers and share their article with the other students.

The first day or two is building background knowledge. Once we have a universal understanding of key vocabulary and concepts, we can begin exploring, creating, and discovering. Also, the scissors we have are quite small. If your child has a pair of child size scissors and wants to bring them in to use, that is OK with me. Just make sure their name is on them so they can get back home.

Questions to ask tonight:

What is change?

 Why do you like /don’t like change?

What does adaptation mean?

Why do animals adapt?

Tuesday (June 23)

What a terrific Tuesday! I was so excited this morning when we did our Social Emotional check-in and all the kids said they were happy and “excited”. I am modeling for them that AI is a great tool and resource, but it does not replace your mind. I have left errors in certain things and explained to the students that I didn’t check it, I just used the slide and looked at what happened. I feel that actually interacting with the AI errors goes much further than just lecturing them on the proper use of AI.

We finished our reports this morning and did a gallery walk for the students to teach others about their article. The students were so articulate and informative. We then moved into learning about biomes and ecosystems. Each pair of students was assigned an ecosystem, and they were to illustrate the living and non-living parts of that system. They had books and articles on the ecosystem. We worked on using text evidence to support our illustrations and writings.

We finished the day reading and focused on appendages and how appendages can be used by the animal as a superpower!

Questions to ask:

What is a biome as compared to an ecosystem?

What is ecology/ecologist?

What is an appendage?

Which ecosystem did you have?

Wednesday (June 24)

Welcome to Wednesday! We were so sorry to miss a few of our friends! I hope everyone is feeling better and can join us tomorrow.

We began our day by reviewing movement. Yesterday we read the book “The Gruffalo”. Today we reviewed the movement of the characters.  We had lots of fun moving the way the mouse, fox, owl, snake, and gruffalo do. We also discussed what the mouse used to survive his walk through the deep dark woods. We then began making origami characters starting with the mouse. Next, we watched The Grufallo movie and completed a Venn Diagram comparing the book and the movie.

We moved into body coverings today. We watched live cams of various zoos and aquariums and completed a concept map of body coverings. Afterwards, we took some time to answer the question, “If you could have any body covering what would it be and why? How will it help you survive in your ecosystem?" and then illustrated ourselves as that animal with the body covering.

We completed a short multiple-choice survey that I will input tonight, It asked questions such as  what’s the first thing you do if you wake up as an animal, if you had a superpower what would it be, pick a place to explore for the day, what’s your motto, etc. Tomorrow we will find out what animal it is, based on their choices.

We ended the day beginning to watch Hoppers. In this movie, Mabel is a passionate animal lover who uses a new technology to “hop” her consciousness into an animal to experience the natural world from that animal’s point of view.

Questions to ask:

What body covering did you choose? Why?

How does fur/hair, scales, feathers, and shells help the animal survive?

Which did you like better, the book or the movie?

Thursday (June 25)

All our Nature Detectives are here today! We started our day making an origami fox, the first character the mouse meets in The Gruffalo. We then played Guess in 5, a game where the children read clues about an animal, and the others had to guess what animal it was. This was super fun!

We reviewed the results of our surveys. Then we created posters of our animal with its features and superpowers. I was so interested in the choices the students made in the survey, they were very self-reflective and I could see them choosing the ones they made based on their personality. Many different animals were represented: birds, amphibians, mammals, fish, and insects. I can’t wait for you to read the survey answers and see their animal poster!

We continued watching “Hoppers” and discussed that animals talk to each other. Then, we turned and talked to our neighbors about which animal we would want to talk to and what we would ask. We then continued our deep dive into animal adaptations and why they adapt.

We finished the day working on our 3^rd origami character from The Gruffalo, the owl.

Questions:

What animal were you?

What was your animal's superpower?

What happens if an animal doesn’t adapt?

Friday (June 26)

Fabulous Friday and Wonderful Week! We have had so much fun learning about different animal adaptations and how animals use them as a superpower to survive and thrive.

This morning the campers finished their origami owl and snake to complete The Gruffalo. Then, we drew the Gruffalo onto the scene. Ask them to tell you the story! We began sketching our animal that we want to make out of clay.

During the next part of the day, we made clay animals and then did stations.

• Station 1: Hibernation: campers snuggled up in blankets and pillows and colored an animal that hibernates
• Station 2: Camouflage: campers looked through an ecosystem seek and find book to find the animals camouflaged in the pictures
• Station 3: Animal Attributes: campers played a board game where they had to answer questions about certain animal's attributes.

Finally, students ended their day with a presentation from the Nashville Zoo. We met and learned about three animals – a tarantula, a snake, and an owl. We met a tarantula named Hagrid who is about 6 years old. We learned that the hairs on its back legs are used to deter predators by landing on the predator’s face and making the predator itchy and uncomfortable. We met a Kenyan Sand Boa named Logan and learned that these snakes live in the desert and burrow under sand. They are ambush predators that hide and wait to strike. The last animal was an animal named Owlivia and we learned that her eyes are fixed in her skull, so to see, she can turn her head up to 270 degrees around!

Monday (June 22)

Welcome to Animal Superpowers! Today, our rising 1st and 2nd grade scientists kicked off the week by getting to know one another and learning how real scientists work. We started with a Morning Meeting where students shared introductions and co-created our classroom rules and expectations. We also explored the importance of science safety through discussions, demonstrations, and a fun science safety song. Students discovered that scientists follow rules to keep themselves and others safe while making exciting discoveries.

Next, we began our journey into the world of scientific investigation. Students completed an activity about scientists to help us understand their current thinking about science and animals. We read What Is a Scientist? by Barbara Lehn and discussed the many ways scientists observe, ask questions, investigate, and learn about the world around them. Using the Wheel of Scientific Investigation, students followed the steps scientists use and created a page in their scientific logbooks showing themselves as scientists exploring something that interests them.  Be sure to check out the self-sketches and see if you can find your learner!

In the afternoon, we focused on one of the big ideas of our Animal Superpowers unit: change and adaptation. Students explored how things change over time by observing an orange with their five senses and discussing changes they notice in their own lives. We then learned about animal adaptations- the special physical traits and behaviors that help animals survive in their habitats. We started discussing how animals have features that help them survive and began to brainstorm some animals we’d like to learn more about. We are excited to continue exploring the incredible adaptations that make animals true superheroes of the natural world!

Dinnertime Questions:

What super animal did you learn about that has eight little legs and walks like a bear, even though it’s much smaller than a grain of sand? (tardigrade)

What are your five senses and how do they help scientists make observations?

What are some examples of change? (Does the change occur over time? Is it a physical change? Life cycle change? Behavioral change?)

What animal are you interested in learning more about? What adaptations does it have? Is it a predator/prey?

See you tomorrow, scientists!

-Ms. Courtney and Ms. Kenya

Tuesday (June 23)

Today in Animal Superpowers, our young scientists began the day by reconnecting with classmates, reviewing classroom expectations, and revisiting some of the big ideas we explored on Day 1. Students tested their knowledge with a fun “Who Am I?” challenge and learned about the microscopic rotifer! Ask your learner about their rotating “crown” of hairs that sweeps food into their mouth. Through discussion, videos, and hands-on activities, students learned about life cycles and that all living things grow and change throughout their lives. We discussed cycles such as time, traffic lights, moon phases, and seasons. We explored the life cycle of plants, frogs, chickens, and salmon, and discovered that while life cycles can look very different from one organism to another, all living things move through stages of growth and development. Students also reflected on their own lives by creating personal life cycles showing themselves as babies, children, teenagers, adults, and elderly individuals. We considered if you could skip stages in a cycle and what might prevent a cycle from continuing.

Next, we investigated what living things need to survive. Students worked together to sort items into "needs" and "wants" categories and engaged in thoughtful discussions about how we determine the difference between the two. We learned that all living things, including humans and animals, require basic needs such as food, water, oxygen, shelter, and a place to grow. Students sketched their homes and identified the features that help meet their survival needs. During a gallery walk, they noticed many similarities and differences among their homes and discussed how shelters can change over time to meet different needs. We then connected these ideas to animal habitats and considered what our chosen animals need to survive in their ecosystems.

To conclude the day, students explored the difference between surviving and thriving. They discussed what happens when the needs of living things are not fully met and designed a plant experiment to test how different growing conditions affect plant health. Some plants will receive all of their needs, some will receive extra nutrients, and others will have certain needs limited. Students made predictions about what might happen and will continue observing the plants throughout the week. We also continued developing our habitat designs by adding terrain features, food sources, shelter, and other important elements that help animals survive. Our scientists are beginning to see how life cycles, habitats, and basic needs all work together to support life on Earth! We ended the day with a special read aloud, shared by a classmate, Inky’s Great Escape! We talked about adaptations that octopus have that help them survive- from camouflage, strong suckers, to self-repairing tentacles. We love the connections students are making between what they learn and what they see at home!

Dinnertime Questions:

• How is change connected to life cycles?
• Why do living things adapt or change during their lifecycle?
• What is one adaptation you learned about? (Ex. physical, life cycle - tadpoles grow gills to breathe underwater, salmon change color to match their surroundings as they move from rivers, streams, and oceans)
• What is the difference between something you need and something you want?
• What will happen if our needs are not met?

See you tomorrow, scientists!

-Ms. Courtney and Ms. Kenya

Wednesday (June 24)

Today in Animal Superpowers, our rising 1st and 2nd grade scientists continued exploring the incredible adaptations that help animals survive and thrive in their environments. After reviewing key concepts from Day 2, we collected data from our ongoing plant experiment, comparing which plants were surviving and which were thriving. Then, students investigated how animals look different from one another. We learned about physical characteristics and biodiversity, discovering that animals can vary in their body coverings, habitats, behaviors, movement, and food sources. Through hands-on "touch and feel" stations featuring samples of fur, scales, shells, and bristles, students explored how different body coverings protect animals, regulate temperature, and help them blend into their surroundings. Using live animal webcams from the San Diego Zoo, students observed animals in action and recorded evidence of how their body structures support their survival.

Our young scientists also explored the many changes animals experience throughout their lives. After reading The Ugly Duckling, students discussed how animals may shed, molt, hibernate, or even change color to adapt to changing conditions. These conversations helped students understand that adaptations are not just physical traits but can also include behaviors that increase an animal's chances of survival. Students practiced making observations, asking questions, and connecting animal characteristics to the environments where those animals live.

In the afternoon, we shifted our focus to appendages—the body parts animals use to move and interact with their environment. Students learned how wings, fins, tails, legs, and other appendages help animals fly, swim, crawl, walk, and complete important tasks. Inspired by stories of animals overcoming challenges, including examples of prosthetic devices for injured animals like in the story Beauty and the Beak by Deborah Rose, students discussed how adaptations and engineering can work together to solve problems. Tomorrow, we’ll begin building our clay animal models that showcase the animal’s body coverings, appendages, and the unique "superpowers" their chosen animals use to survive.

Check out the San Diego Zoo live web cams here: https://zoo.sandiegozoo.org/live-cameras

Dinnertime Questions:

• How do animals behaviors help them survive?
• What features do animals have that help them survive and thrive?
• What body covering and appendages does your chosen animal have? How will these features help them survive against your partner’s animal?

See you tomorrow, scientists!

-Ms. Courtney and Ms. Kenya

Thursday (June 25)

Today in Animal Superpowers, our rising 1st and 2nd grade scientists explored how we can classify animals and how all living things depend on healthy habitats to survive. We began by learning that a habitat is a place where plants and animals live, and students discovered that animals can be grouped in many ways based on where they live and what they need. Through a fast-paced and engaging “Find Your Habitat” game, students practiced identifying forest, ocean, desert, and grassland animals while moving like animals themselves. This helped reinforce the idea that every animal belongs to a specific environment that provides food, water, and shelter. We discussed the differences in wild animals and tame animals and how environments must meet an animal’s needs to be suitable places to live.

Later, students reflected on how animals survive when their habitats change and discussed ways animals may adapt to challenges in their environments. Students shared thoughtful ideas about how animals might find new food sources, relocate, or change behaviors to survive. We explored different animal eyes and animal hair to see how these adaptations help the animal survive in their habitat. Did you know that chameleons can move each eye individually to look in two different directions at the same time?

Students then spent lots of time applying their learning by creating detailed 3D clay animal models, carefully designing body coverings, features, and adaptations that help their animals thrive. It was a creative and meaningful way to connect classification, habitats, and adaptation as students continue building their understanding of how animals survive in their habitats! Check out some of the creations below!

This afternoon, we started to learn about the impact of humans on animals and their habitats. Tomorrow, students will participate in an interactive simulation called “Habitat Trouble,” where they experienced how changes to the environment affect animal survival. We’ll learn more about biomes and animal habitats to help our creation of our 3D animal dioramas, listen to a presentation from the Nashville Zoo, and give our own final presentations about our animals and their superpowers!

Dinnertime Questions:

• What impact do humans have on animals and their homes?
• How do animals adapt for survival?
• What adaptations does your animal have to help it survive? What superpowers are you thinking about giving your animal to help it survive?

See you tomorrow, scientists!

-Ms. Courtney and Ms. Kenya

Friday (June 26)

Happy Friday! Today in Animal Superpowers, our rising 1st and 2nd grade scientists continued building their understanding of how animals survive in changing environments. We began by reviewing key ideas from previous lessons and engaging in a “Who Am I?” mystery animal challenge featuring the fascinating blobfish. Students used clues and video observations to think critically about unusual animal adaptations and how those traits help animals survive in very specific habitats. We also checked in on our ongoing plant experiment, collecting new data and discussing which plants are surviving and which are thriving under different conditions, and exploring why.

Next, students participated in an exciting hands-on simulation called “Habitat Trouble!”, where they experienced how environmental changes impact survival. In round one, students collected food in a healthy habitat, but in later rounds they saw what happens when habitats are reduced, polluted, or affected by climate changes like extreme heat or dryness. This powerful activity helped students understand concepts such as food scarcity, habitat loss, and competition in a meaningful way. Ask your learner which animal they chose to be and why. Did they collect enough food to survive? What impacted their ability to gather enough food? (scarcity, pollution, lack of space with the building of a new city). This helped reinforce the importance of caring for the environments animals depend on.

To finish the day, students worked with their partner to design and build their own animal habitat dioramas, carefully considering the features their animals need to survive. They then wrote explanations describing their animal adaptations and even imagined new “superpower” adaptations that could help their animals thrive in their habitats. Finally, students ended their day with a presentation from the Nashville Zoo. We met and learned about three animals – a tarantula, a snake, and an owl. We met a tarantula named Hagrid who is about 6 years old. We learned that the hairs on its back legs are used to deter predators by landing on the predator’s face and making the predator itchy and uncomfortable. We met a Kenyan Sand Boa named Logan and learned that these snakes live in the desert and burrow under sand. They are ambush predators that hide and wait to strike. The last animal was an animal named Owlivia and we learned that her eyes are fixed in her skull, so to see, she can turn her head up to 270 degrees around!

Thank you for a WONDERFUL week of learning. We hope to see you at another SAVY session soon!

-Ms. Courtney and Ms. Kenya

Monday (June 22)

Culinary Chemistry – Day 1 Recap

Dear Families,

What an exciting first day of Culinary Chemistry! Our young scientists jumped right in and began exploring how food changes in surprising and delicious ways.

Today’s focus was on:

• States of Matter (solid, liquid, gas)
• Physical vs. Chemical Changes

Students discovered that cooking is really a form of science! We talked about how some changes can be reversed (like melting chocolate), while others create something completely new (like cooking sugar).

Students observed and experimented with:

• Chocolate melting (solid → liquid)
• Sugar heating and changing color and smell

Before each activity, students made predictions like real scientists:

“What will happen when we heat this?”
 “Will it change shape or become something new?”

Then they tested their ideas and recorded what they noticed!

We also introduced our “Scientific Tasting Lab”—a favorite moment of the day!

Students had the option to:

• Taste solid vs. melted chocolate
• Describe differences in texture, taste, and smell

We discussed:

• Why melted chocolate feels smoother
• How temperature affects what we taste

Students did a wonderful job using descriptive words like creamy, soft, sweet, and warm!

Ask your child about these big questions:

• Why does chocolate melt but still taste the same?
• What is the difference between melting and cooking?
• Can all changes in food be reversed

Tomorrow, we will explore how heat changes flavor—including why toasted foods taste so different from their original form!

Thank you for allowing your child to be part of this fun and engaging experience. We are already off to a fantastic start!

Ms. Tiffani Norman

Tuesday (June 23)

Culinary Chemistry – Day 2 Recap

Dear Families,

Today in Culinary Chemistry, our young scientists explored the exciting question:
 How does heat change the way food tastes?

Our focus was on:

• Heat energy and cooking
• How heat can change both flavor and texture
• The beginning idea of why foods brown and taste richer when cooked

Students learned that heat doesn’t just make food hot—it actually changes the food itself!

We conducted two delicious experiments:

1. Bread Experiment

Students compared:

• Soft, plain bread
• Warm, toasted bread

They observed:

• Changes in color (light → golden brown)
• Differences in texture (soft → crispy)
• New aromas when heated

2. Vegetable Experiment

Students explored how cooking changes vegetables by looking at:

• Raw vs. heated (or softened) vegetables

They noticed:

• Softer textures
• Sweeter or stronger flavors
• Changes in smell

During today’s tasting experience, students had the opportunity to:

• Taste plain vs. toasted bread
• Describe what they noticed using their senses

Students also explored the surprising effects of Miracle Berries by tasting sour foods and observing how the fruit temporarily changed their perception of flavor. Through hands on experimentation, they discovered how the berry binds to taste receptors and makes acidic foods taste sweet. This activity helped them connect real-world sensory science to the chemistry concepts we’ve been studying in class.

 We encouraged students to think like scientists by asking:

• Which one tastes sweeter?
• Why does toasted bread smell so strong?

Students used amazing describing words like: crispy, crunchy, warm, sweet, golden, and buttery!

You can continue the learning at home by asking:

• Why does toast taste different from regular bread?
• What happens to food when we heat it?
• Why do some foods smell stronger after cooking?

Students made thoughtful predictions before tasting

• Many noticed that heat brought out new flavors
• Great participation during our discussions and experiments
• Lots of excitement during tasting time!

Tomorrow, we will explore mixing and emulsions—students will discover how ingredients like oil and vinegar can come together (or not!) and even create their own mixtures.

Thank you for supporting your child’s learning journey. It’s been wonderful to see their curiosity grow as they connect science with everyday foods!

Ms. Tiffani Norman

Wednesday (June 24)

Dear Families,

Today in Culinary Chemistry, our young scientists explored a fascinating question:
 Why do some ingredients mix together while others don’t?

Our focus was on:

• Mixing and emulsification
• Why some liquids (like oil and water) separate
• How certain ingredients can help create a smooth, stable mixture

At the start of our day, students raced around in a lively game of tag, using pool noodles to act as the emulsifier that helped “oil” and “water” teammates mix. This hands-on experience taught them how mustard brings ingredients together by becoming the connector themselves. It was a playful way to see science in motion.

Students also discovered that even though some ingredients don’t naturally mix, we can use science to help them stay together!

During our experimentation labs, they predicted what would happen before mixing, then shook and stirred their ingredients. As they observed the results, they noted whether the mixture stayed together or separated. Students noticed that oil and vinegar quickly separated into layers, but when a stabilizing ingredient was added, the mixture stayed blended longer. They also observed that the texture changed from thin and runny to smoother and more combined.

During our tasting experience, students had the opportunity to taste a simple oil and vinegar mixture and compare it to a blended (emulsified) dressing

Afterwards, we discussed:

• How the texture felt different
• Why the blended version tasted more even and balanced

Students used great descriptive words like smooth, tangy, mixed, strong, and creamy!

Ask your child about:

• Why don’t oil and water mix?
• What helped the ingredients stay together?
• How does mixing change the way food tastes?

Tomorrow, we will explore why bread rises and discover how tiny organisms (like yeast!) create big changes in food.

Thank you for continuing to support your child’s learning. It’s been amazing to watch them grow as curious scientists and thoughtful observers!

Ms. Tiffani Norman

Thursday (June 25)

Dear Families,

Today in Culinary Chemistry, our young scientists explored one of the most exciting questions yet:
 How does bread rise and become fluffy?

Our focus was on chemical reactions in food—specifically how yeast creates gas (carbon dioxide) and how those tiny bubbles can completely change the texture of what we eat. Students discovered that yeast is actually a living organism, and even though it’s microscopic, it can make big changes by producing gas that causes dough to expand and rise.

To bring this concept to life, students conducted their own hands-on experiment using:
 • Yeast
 • Warm water vs. cold water
 • Sugar vs. no sugar

Our young culinary chefs made thoughtful predictions about what would happen when the ingredients were combined. They then carefully observed as bubbles began to form and grow. To make the process even more exciting, we used balloons to capture the gas being produced. Students were amazed to watch the balloons slowly inflate, providing clear, visible evidence of the chemical reaction taking place!

This activity helped students connect science concepts to real-world experiences, showing how ingredients work together in everyday foods like bread. It was incredible to see their curiosity, excitement, and scientific thinking in action.

As a recap of today’s exploration, consider asking your child:
 • Why does yeast need sugar to grow?
 • What caused the balloon to inflate?
 • How do bubbles change the way bread feels and tastes?

Tomorrow is our final day, where students will become true food scientists! They will design and share their own mini experiments and explain what they discovered throughout the week. It’s sure to be a fun and creative culmination of their learning.

Thank you for continuing to support your child’s learning journey. It has been wonderful to see their excitement grow as they explore the science behind everyday foods!

Ms. Tiffani Norman

Friday (June 26)

Dear Families,

What an incredible week we have had in Culinary Chemistry! Today marked our final day, and it was truly a celebration of everything our young scientists have learned, explored, and discovered.

Today, students took the lead as they:

• Designed their own mini culinary experiments
• Tested their ideas and observed results
• Shared their discoveries with classmates

From changing ingredients to testing temperature and mixing methods, our scholars showed creativity, curiosity, and confidence as they applied everything they’ve learned this week.

Students proudly presented their experiments and explained, what they were testing, what they predicted would happen, what actually happened, and the science behind their results. It was wonderful to see them using words like: change, reaction, mixture, heat, bubbles, and texture—just like true scientists!

Over the past five days, your child has:

• Explored states of matter through melting and transformations
• Discovered how heat changes flavor and texture
• Investigated mixing and emulsions
• Observed chemical reactions that make food rise
• Designed and tested their own scientific experiments

But even more importantly, they have learned to: Ask questions, make predictions, think critically, and explore with confidence

 To our amazing young food scientists…This week, you didn’t just cook—you discovered, experimented, and explored. You asked big questions, tried new things, and learned from every result. You showed curiosity when things were surprising, courage when things were different, and creativity in every experiment you created.

Remember: Science is everywhere—even in your kitchen. It’s okay to try, test, and try again. Your ideas and questions are powerful. I am so proud of each and every one of you. You are officially Culinary Chemists!

Thank you, families, for your support, encouragement, and trust. It has been a joy to work with your children and watch their excitement grow each day.

I hope they continue to ask, explore, and maybe even experiment a little at home!

With pride and appreciation,
 Ms. Tiffani Norman

Monday (June 22)

Today, the students in Adventures in Algebra impressed me with their ability to think deeply about problems, be team players in helping with classroom tasks, and share their ideas while respecting the ideas of others. We got to know one another a little bit this morning and discussed our class motto which is “Everyone’s ideas are important, even if they are different than mine.” 

They persevered in solving new problems on the pre-test for our class, and then we put our problem-solving abilities to work using the Hands-on Equations pieces and looking at a problem from the Awesome Algebra curriculum, called The Name Game.  Ask them if they write their name repeatedly, can they predict what the 55th or 102nd letter would be? Some names are easier to puzzle out and predict than others.  This is the kind of problem they solved in The Name Game. 

All day long, if students finished early there were logic puzzles or hands on puzzles they enjoyed completing. Finally, at the end of the day we talked a little about the Fibonacci number sequence.  We will pick up there tomorrow along with making patterns on the floor with pattern blocks.  That is what algebra is all about-finding patterns and using those patterns to predict the unknowns!  It is my goal for students to begin to understand that increasingly as the week progresses! 

Throughout the week we will attempt difficult problems.  Asking your student to reflect on what the strategies are that they use when problems are difficult would be an interesting conversation.  Which ones are productive strategies that push them further toward their goal or solving the problem?  Which ones are unproductive?  Can you as an adult share any strategies that you use when working through a difficult problem?

This is a fantastic group of all boys, and it will be a joy to spend the week with them! I am sorry I did not take any pictures today but promise to try tomorrow! 

Tuesday (June 23)

Today in Adventures in Algebra we started the day continuing to get to know one another by plotting points on a graph related to statements that were true about each of us. Then, we looked at the difference between repeating patterns (1,2,3,1,2, 3,...) and growing patterns (1, 3, 5, 7, 9, 11, ...). We learned that a function is a rule that describes how a pattern is growing or what the relationship is between two elements.  Also, we learned that in algebra, variables are letters or symbols that represent numbers. 

Making function tables and thinking of them like a machine where you put something in and something else comes out helped us to extend number patterns.  We also made repeating patterns and growing patterns with pattern blocks.  With the Hands-On-Equations materials, students learned that a “legal move” allows them to remove the same thing at the same time from both sides of an equation and keep it balanced.  An example of a problem they solved this way is 2x + 3 + 3x = x + 11.  We explored patterns that we can see in a Hundreds Chart and considered how those patterns can help us compute mentally. 

Finally, we applied our knowledge of patterns to start creating a piece of tessellation art. A tessellation is a repeating pattern of shapes that fit perfectly together without any gaps or overlaps.  Just like in algebra, tessellations must always follow certain rules to not have gaps. 

Here are some ways your student can continue exploring these algebraic concepts:

Online Function Machine

Introducing Algebra Tasks

Ask your student if they can use items at home like dice and game pieces to recreate a hands-on equation at home and show you how they can solve it.  Some to try are:

2x + 2 = x + 5

3x + 1 = x + 13

2x + 4 +2x = x + 10

Wednesday (June 24)

Today in Adventures in Algebra, we looked at patterns in arrays, specifically in Hundreds Charts, addition and multiplication tables, and we generated patterns of our own.  We also reviewed terminology such as diagonal, rows, columns, horizontal, vertical, and inverse operations. In looking at the patterns, we looked for ways that patterns in numbers are related to place value.  These explorations are preparing us to become more proficient in mental math.

To start the day, we solved circle sum puzzles with variables.  I told the boys that I feel like I am operating a racetrack and they are drivers!  On activities like this, they just want to keep moving and grooving so fast and are always asking, “Can we keep going?!”

To gain more practice with functions using input/output tables, we played a game called Brain Freeze that the students really enjoyed.  One challenge of this game is playing fairly and respecting the rules that can sometimes cause you to lose all your cards at once.  The boys were all able to handle this well and play through this disappointment.  It is easy to look for ways to avoid this part of the game or fall apart when this happens, but they all took it in stride!

Moving on to Hands-On-Equations, we progressed through two lessons involving combining like terms and the distributive property.  Some problems they can try at home with game pieces are:

8 + 2x –x + 7 = 4x –x + 2

2(2x + 3) = x + 9

Lastly, we worked on the tessellation art project that we started yesterday.  All week long, the Fibonacci number sequence has been a topic we have returned to, so tomorrow and Friday we are going to try to do some art related to it. 

Here are some ways your student can continue exploring algebraic concepts:

Algebra Dominoes

Mathigon

Thursday (June 25)

We started the day by working together to complete an Equations Group Challenge.  Students solved problems and followed a code to color the spaces so that when it was completed each member of the group contributed one corner of the picture.  In order to solve these problems, the students used what we learned this week about variables, combining like terms and inverse operations.  On some problems they had to extend their learning and apply what they knew to a type of problem they hadn’t seen before.

We continued exploring the patterns on Hundreds Charts by doing puzzles related to the number chart and some arrow math.  Arrow math reinforces the idea of inverse operations.  Subtraction undoes addition; division undoes multiplication.  These are important algebraic concepts! 

All along when we learn a new skill, the students are writing game cards with problems of their own on them.  They have designed a game with game cards, a game board, and instructions.  They will have the game completed to take home and play by tomorrow.  The boys are really enthusiastic about these games and have put in a lot of time to develop them.

This afternoon we did the last Hands-on Equations lesson which moved us from actual pawns and number cubes to pictorial representations of them.  Some of them had already made that transition on their own, while some asked to still use the pawns.  Either way is fine; there is maturity in asking for what you need.

The boys will have a folder of their work, their game, and a workbook we have used to bring home tomorrow.  Please plan on making yourself a glass of iced tea or lemonade and sitting down to play the game with them sometime Friday afternoon or this weekend!  I have three children, and I know how hard it is to play games that the kids create (Don’t tell them I said that!). I promise it will be worth it when they see that you are honoring the thought, hard work and creativity that have gone into making it.  If something about the game doesn’t quite make sense, just roll with it and make it work.  They will appreciate it!

Friday (June 26)

Today we applied what we have learned this week about mathematical patterns and place value to be able to add and subtract within 10,000 using strategies based on the commutative and associative properties of addition.  We also used parentheses in numerical expressions and evaluated expressions using that symbol.

The Fibonacci sequence is a number pattern that has fascinated mathematicians for centuries!  For one last new project, we used black paper and art pastels to create floral arrangements that follow the Fibonacci sequence.  We didn’t have much time to talk about the Fibonnaci spiral, but that is something they can explore more on their own. 

As a culminating activity, the boys solved equations with variables like the ones we have worked on and earned spaghetti and marshmallows to build a tower with each correct answer.   The motivation was high to work efficiently and accurately! 

Finally, we put the finishing touches on the game boards and spent some time playing one another’s games.  They asked for assistance as needed and persevered until the games were finished. 

Below you can see a couple of the structures that were built and a picture of the room we spent the week in after it was all packed up. I thought you might be curious.  These Vanderbilt classrooms are 💯!!

Here is a way your child can continue exploring algebraic concepts:

Science ABC- a youtube channel that has lots of interesting videos for children, including several about the Fibonacci sequence. 

Enjoy the rest of your summer!

Monday (June 22)

Hello SAVY Parents!

We are off to such a fun and exciting start in Adventures in Algebra! This week, your young mathematicians began by setting classroom expectations and getting to know one another through a creative “Math About Me” activity. It was a wonderful way to build a community and celebrate each student’s unique math personality.

From there, we jumped right into exploring patterns! Students did a fantastic job identifying, extending, and even creating their own patterns. We talked about the “rules” behind patterns and how they work, which is a big step in developing early algebraic thinking.

Next, we explored how patterns grow and change over time. Students practiced describing their thinking using clear mathematical language and compared repeating patterns (like ABAB) with growing patterns (like adding 2 each time). It was so exciting to see their confidence grow as they explained their ideas!

We also introduced Mash Ups, fun puzzle challenges that stretch students’ critical thinking and introduce them to solving unknowns using symbols. These activities build a strong foundation in deductive reasoning and early algebraic concepts in a playful and engaging way.  

Week-Long Project: Design Your Own Algebra Board Game!
 Students are having a blast designing their very own board games, combining creativity with math! They are:

• Creating original algebra-based questions. Using examples from each day's lessons and sample problems, students will create their own questions.
• Designing their game board
• Writing clear and fun rules

Parents—get ready to play! These games will be coming home on Friday, and we can’t wait for you to see their hard work.

Extend Learning at Home
 If you’d like to keep the math fun going at home, here are a few easy ideas:

• Pattern Block Designs: Build growing patterns by adding more shapes or changing designs for each step.
• Tessellations: Explore how shapes fit together without gaps or overlap.
• Everyday Manipulatives: Use beads, buttons, or coins to create patterns with simple rules like “add 2” or “double it.”
• Nature Walks: Look for patterns outside—spirals, symmetry, and repeating designs—and try to recreate them at home.
• Dance Party Patterns: Create a fun dance using repeating or growing movement patterns!

We are looking forward to a week of meaningful growth as your children continue developing their algebraic thinking!

Catherine Hayes

Tuesday (June 23)

Dear SAVY families,

Today was another fantastic day in our Adventures in Algebra! This group of bright, curious learners continues to amaze me with their enthusiasm and thoughtful problem-solving. It’s such a joy to watch them approach challenges with confidence and a genuine sense of curiosity.

We started our day with a lively, brain-boosting game of Brain Freeze, where students identified patterns and determined the rules behind them or extended existing sequences. The room was buzzing with energy as they collaborated, reasoned through their thinking, and stretched their pattern-recognition skills.

Next, we explored numerical patterns using Hundreds Charts. After coloring their charts, students carefully examined the visual patterns that emerged and began making thoughtful generalizations. They noticed how these patterns connect to multiplication and multiples in meaningful ways. We also discussed how a Hundreds Chart can act as an array, helping students visualize multiplication and division. By breaking larger numbers into equal groups and combining those groups, students were able to make these abstract concepts more concrete and easier to understand.

Our math story, Growing Patterns by Sarah Campbell, beautifully connected mathematics to the natural world. Through stunning photography, students were introduced to the Fibonacci sequence and discovered how this fascinating pattern appears in nature, where each number is the sum of the two before it.

During the second half of the day, students dove into algebraic puzzles and worked to solve challenging problems that reinforced and extended ideas from earlier in the week. They were also introduced to Hands-On Equations by Borenson, a program that uses balance scales, pawns, and number cubes to help students physically model and solve equations. This visual and kinesthetic approach made solving equations both accessible and exciting.

To wrap up the day, students tapped into their creativity and strategic thinking as they continued designing their board games. This has been such a fun and meaningful way for them to apply the skills they’ve been building throughout the week while also expressing their unique ideas.

Extend the Learning at Home:

• Fibonacci Art Project

https://www.whatdowedoallday.com/fibonacci-art-project/

• Build the Sequence: Use blocks or counters to physically build the Fibonacci sequence.
• Draw Fibonacci Spirals: Create spirals by drawing squares based on Fibonacci numbers and connecting the corners.
• Find Fibonacci in Nature: Look for patterns in flowers, pinecones, and leaves.
• Play Fibonacci Games: Challenge your scholar to identify or complete Fibonacci sequences.
• Read Together:
  • Blockhead: The Life of Fibonacci by Joseph D’Agnese
  • Growing Patterns: Fibonacci Numbers in Nature by Sarah C. Campbell

Warmly,

Catherine Hayes

Wednesday (June 24)

It’s hard to believe it’s already Wednesday!

Today, we jumped right into action with a lively game of Algebra Telephone. Remember the classic game of telephone? Now imagine it with algebraic expressions—it was both fun and a great mental workout!

Next, we continued exploring patterns using a Hundreds Chart and discovered that arrays have a clear order and structure, creating both numerical and visual patterns. Students also learned that every math operation has an inverse (or opposite) operation that “undoes” it. Using arrow math, students created number or geometric patterns by following given rules and practiced identifying additional features within the patterns, especially those that were not directly stated in the rule.

In the afternoon, students built their own “Variable Machines” and explored how to find the value of different words using algebraic reasoning. This creative activity helped reinforce their understanding of variables and expressions.

We continued our Hands-on Equations lessons, where students use concrete tools and visual models to solve equations, even with unknowns on both sides. This approach helps make abstract math concepts more understandable while building students’ confidence and problem-solving skills in algebra.

As always, we wrapped up the day by working on our board games—they’re really starting to take shape!

Extend Learning at home

Speaking of board games…I’m often asked for recommendations on fun math and or logic games that gifted students can enjoy with their families. Here are a few favorites that I’ve used in my classroom—each one is a hit and a great way to make math meaningful and fun at home! You can find all these games for sale on various online platforms.

Prime Climb

A vibrant board game that turns numbers into a colorful adventure! Players roll dice and use arithmetic operations to strategically move their pawns toward the center of the board. Along the way, they explore multiplication, division, and prime numbers, building a deep understanding of number relationships through clever planning and play.

Equate

Think Scrabble, but with math! Players use tiles with numbers and operations to build valid equations on the board. With adjustable difficulty levels, Equate is perfect for practicing everything from basic arithmetic to algebraic thinking, making it a versatile tool for learners of all ages.

Proof!

Flex your mental math muscles in this fast-paced card game. Players race to create equations using combinations of nine number cards. The more equations you find, the more cards you collect. Quick thinking and creativity are key to winning!

Chocolate Fix

A deliciously clever logic game! Similar to Sudoku, players use clues to deduce the correct placement of chocolate pieces based on color and shape. Each puzzle challenges players to think critically and use deductive reasoning, making it a sweet way to sharpen logic skills.

24 Game

A classic mental math challenge where players must manipulate four numbers to make 24 using addition, subtraction, multiplication, or division. It’s a fun and fast way to build fluency and explore multiple problem-solving strategies.

SET

A visual brain teaser that sharpens pattern recognition and logical thinking. Players search for sets of three cards that are either all the same or all different across four attributes: color, shape, number, and shading. It’s a race to spot patterns and think abstractly!

Q Bitz

A fast-paced, family-friendly brain teaser where players recreate colorful patterns using 3D cubes—building speed, memory, and spatial reasoning. With multiple levels of challenge, Q-bitz™ offers three ways to play: race to match patterns, roll and build, or flip and recreate from memory.

I am so proud of all the growth and enthusiasm your scholars have shown this week!

Warmly,
Catherine Hayes

Thursday (June 25)

Dear SAVY Families

Wow! Another AWESOME day in Algebra!

Today, we shifted our focus to the associative and commutative properties of addition and multiplication. Students challenged themselves to solve problems using only mental math, without paper or whiteboards—a true test of their number sense! I was incredibly impressed with their flexibility in thinking and their ability to confidently manipulate numbers in their heads.

After lunch, we moved into a creative, hands-on equation project, where students explored the concept of substitution. This activity allowed them to make meaningful connections between values and variables while engaging their creativity and problem-solving skills.

Next, we continued our final lessons with Hands-On Equations, a class favorite that truly brings algebra to life in a visual and interactive way. Today’s focus was the distributive property, and students eagerly worked through expressions such as 3(x + 5) and 2(4x – 1). It was exciting to see them not only solve these problems but also explain their reasoning clearly to peers, demonstrating real mathematical understanding.

To wrap up the day, students continued developing their game boards and card sets. Today’s emphasis was on writing clear and detailed game rules. We have some incredibly creative thinkers in this group, and it has been so much fun watching their unique ideas come to life!

Extension Activities & Ideas for Home

• Mental Math Challenge: Practice regrouping numbers using associative and commutative properties (ex: 25 + 18 + 75).
• Real-Life Algebra: Look for everyday situations where the distributive property can be used (shopping, grouping items, etc.).
• Math in the Kitchen: Have your child double or triple a recipe. Ask them to write the new quantities using the distributive property (e.g., 3(2 eggs + 1 cup sugar) = 6 eggs + 3 cups sugar).
• Algebra Story Writing: Encourage your child to write a short story where a character uses algebra to solve a problem—like planning a party, building something, or solving a mystery

See you tomorrow for our final day

Catherine Hayes

Friday (June 26)

It’s hard to believe our incredible week together is already coming to a close! What a joy it has been to work with such a bright, enthusiastic group of young mathematicians. Their curiosity, creativity, and collaboration made this week truly special.

This morning, students put finishing touches on their original board games. They then became game testers—playing each other’s creations and offering thoughtful feedback. Students will be bringing home extra cards so they can continue developing their games into polished prototypes at home.

After lunch, the excitement continued with an algebraic escape room! Students worked in teams to solve a series of math puzzles to crack the code and “escape.” I was so impressed by their collaboration, problem-solving, and perseverance throughout the activity.

We ended the day with a lively Algebra Math Mystery, a fun way to review one-step equations using addition, subtraction, multiplication, and division. They truly showed their skills as excellent “math detectives”!

Thank you for sharing your marvelous mathematicians with me as we journeyed through so many exciting Algebra Adventures this week!

Sincerely,
 Catherine Hayes

Ideas for Extended Learning at Home:

• Algebra Dominoes: Create domino-style cards with equations and solutions to practice matching or https://www.amazon.com/Junior-Learning-Algebra-Dominoes-Educational/dp/B077BYMBX2
• Hands-On Equations Stacks: Recreate equations using objects to model and solve problems.
• Algebraic Jenga: Write 1- or 2-step equations on Jenga blocks—solve the equation each time you pull a block to keep it!

Monday (June 22)

Today we launched our Human Body unit by zooming into the smallest living building block: the animal cell. Students explored what cells are, why they matter, and how every organ and system in the human body begins with the incredible complexity of a single cell. Through videos, guided notes, and hands-on modeling, students learned the structure and function of major organelles such as the nucleus, mitochondria, ribosomes, and cell membrane. They also discovered that cells are organized systems—each organelle has a job, and if one part fails, the entire cell is affected.

Throughout the day, students practiced scientific thinking by observing diagrams, building models, comparing plant and animal cells, and explaining how organelles work together to support life processes like energy production, protein building, and waste removal. They used academic vocabulary, collaborated with peers, and revised their models as their understanding deepened. These experiences helped students see that structure determines function and that even microscopic systems follow patterns we can analyze and understand.

We ended the day by connecting cells to the bigger picture: systems. Students learned what a system is, how systems depend on their parts, and how the human body is made of interconnected systems working together. Today’s learning laid the foundation for the rest of the week as we move from the microscopic world of cells to the larger systems that keep the human body alive and functioning.

To spark conversation and reinforce learning:

• “If you were a tourist inside a cell, what organelle would you want to visit first and why?”
• “Which organelle surprised you the most today?”
• “How does the cell membrane help keep the cell safe and balanced?”
• “What did you learn about systems, and how is a cell a system too?”

If families want to keep the learning going this week:

• Explore the free Amoeba Sisters videos on YouTube (search: Amoeba Sisters Cells).
• Have your student draw a “cell city,” where each organelle is a place or job in a community.
• Play the free online game “Cell Craft” (Link) or “Cell Defense” (Link) to reinforce organelle functions.
• Look at everyday systems at home (kitchen, plumbing, a sports team) and discuss how each part contributes to the whole.
• Encourage your student to teach you one organelle using hand motions or a quick sketch—they remember more when they teach someone else.

I have also created a Google Classroom code: nec37ovz (LINK)

Your students can add my Google Classroom, and they will have access to today’s lesson and learning games for advancing their learning and testing their understanding of today’s content.

Sincerely,

Mrs. Moore

Tuesday (June 23)

Today students explored two of the body’s most essential systems: the circulatory system and the respiratory system. Through notes, videos, demonstrations, and hands-on modeling, they learned how the heart pumps blood through arteries, veins, and capillaries, delivering oxygen and nutrients to every cell. Students also discovered how the lungs bring oxygen into the body, remove carbon dioxide, and work with the diaphragm to help us breathe.

A major focus of the day was understanding how these two systems work together. Students modeled how oxygen moves from the lungs into the bloodstream and how the heart circulates that oxygen to the entire body. They practiced systems thinking by analyzing how changes in one system, like breathing faster during exercise, causes changes in the other. Throughout the day, students used scientific vocabulary, built diagrams, created pipe cleaner models, and explained how structure and function are connected in both systems.

Students ended the day by assembling a human body systems flipbook and completing activities that combined both systems into one big picture. Their work helped them see that the body is made of interconnected systems that depend on each other to keep us alive, energized, and balanced. Today’s learning built a strong foundation for understanding how the heart and lungs support every movement, breath, and activity we do.

To spark meaningful conversation:

• “How do your heart and lungs work together when you run or play?”
• “What surprised you about how blood moves through the body?”
• “Can you explain the path air takes when you breathe in?”
• “Why does your breathing change when you exercise?”
• “What job does the diaphragm do when you breathe?”
• “How are the circulatory and respiratory systems like a team?”

If families want to continue the learning this week:

• Watch kid friendly videos like How the Lungs Work or The Circulatory System for Kids on YouTube.
• Have your student draw a “blood journey map” showing the path of oxygen through the body.
• Do a simple pulse experiment: measure heart rate before and after light exercise and compare.
• Practice “diaphragm breathing” together—slow, deep breaths that expand the belly.
• Look for real-life systems at home (plumbing, electrical circuits, heating/AC) and discuss how they depend on connected parts, just like the body.

Sincerely,

Mrs. Moore

Wednesday (June 24)

Today students explored how the skeletal and muscular systems work together to support, protect, and move the body. Through hands‑on building, diagram analysis, videos, and interactive lessons, students learned that bones give the body structure and protection, while muscles provide the force needed for movement. They discovered that bones are living organs that grow and repair, and that muscles work in pairs—one contracting while the other relaxes—to create motion.

Students practiced scientific thinking by building models with popsicle sticks and play‑doh, examining diagrams, and explaining how tendons, ligaments, joints, and muscles all work together. They compared different types of muscles, explored voluntary vs. involuntary movement, and used academic vocabulary to communicate their understanding. Activities like the “bone battle” and a short dance party helped students see how the musculoskeletal system supports balance, coordination, and everyday actions.

By the end of the day, students recognized that the body is a system made of smaller systems that depend on each other. They learned that structure and function are closely connected—every bone, muscle, and joint has a purpose. Today’s learning helped students appreciate their bodies as strong, flexible machines designed for movement, protection, and survival.

Questions Families Can Ask at Home

To spark meaningful conversation:

• “What job do your bones do, and how do your muscles help them?”
• “Which part of the skeletal or muscular system did you find most interesting today?”
• “How do muscles work in pairs when you move?”
• “What did you notice when you built your popsicle‑stick body?”
• “How are tendons and ligaments different?”
• “Why do you think exercise and nutrition are important for bones and muscles?”

Optional At‑Home Learning Extensions

If families want to continue the learning this week:

• Watch kid‑friendly videos like How Your Bones Work or How Your Muscles Work on YouTube.
• Have your student create a “movement map” showing which muscles they use during a favorite activity (running, dancing, playing a sport).
• Try simple strength‑based movements (wall sits, calf raises, arm circles) and discuss which muscles are working.
• Look at an X‑ray image online and identify bones together.
• Build a simple “joint model” at home using cardboard, tape, and string to show how tendons pull on bones.

Sincerely,

Mrs. Moore

Thursday (June 25)

Today, students explored how the digestive system breaks food into usable nutrients and how the excretory system removes waste to keep the body healthy and balanced. Through videos, diagrams, guided notes, and hands-on modeling, students learned the major organs involved in digestion—from the mouth and esophagus to the stomach, small intestine, and large intestine—and how helper organs like the liver, pancreas, and gallbladder support the process. They also discovered how the kidneys, bladder, skin, and lungs help remove waste the body cannot use.

Students practiced scientific thinking by examining models, creating diagrams, and participating in a “Digestion in a Bag” lab that demonstrated mechanical and chemical digestion in action. They analyzed how nutrients move into the bloodstream and how the body filters and removes waste. Throughout the day, students used academic vocabulary, collaborated with peers, and explained how the digestive and excretory systems work together to maintain balance in the body.

By the end of the lesson, students recognized that the body is a system made of smaller systems that depend on each other. They learned that every organ has a structure designed for its function, and that healthy choices, like hydration, nutrition, and hygiene, support strong body systems. Today’s learning built a foundation for understanding how the body uses what it needs and removes what it doesn’t.

To spark meaningful conversation:

• “What part of the digestive system did you find most interesting today?”
• “How does your body turn food into energy?”
• “What job do the kidneys do, and why are they important?”
• “How do the digestive and excretory systems work together?”
• “What did you notice during the ‘Digestion in a Bag’ lab?”
• “Why does drinking water help your body stay balanced?”

If families want to continue the learning this week:

• Watch kid-friendly videos like How the Digestive System Works or How the Urinary System Works on YouTube.
• Have your student draw a “food journey map” showing the path food takes through the digestive system.
• Do a simple hydration experiment: track water intake for a day and discuss how it affects energy and bathroom habits.
• Look at nutrition labels together and talk about how the body uses nutrients like carbohydrates, fats, and proteins.
• Try a fun modelbuilding activity using clay or Play-Doh to create digestive or excretory organs.

Sincerely,

Mrs. Moore

The pictures attached below are of our experiment on digestion in a bag. This showed students what happens to their food and drink once they digest it. It also shows how the stomach mixes and churns the food and drink (students used their fingers to crush and blend together through the bag), then the teacher cut the corner of their bag to show everything traveling to the small intestine (cup with a paper towel). After a few minutes, some of the water was absorbed (showing how nutrients and water are absorbed in the small and large intestines), while the food remained behind (the final process of digestion).

Friday (June 26)

Today students explored two of the body’s most powerful systems: the nervous system, which controls communication and response, and the immune system, which protects the body from germs. Through videos, diagrams, modeling, and interactive activities, students learned how the brain, spinal cord, and nerves send messages that guide movement, sensation, and reflexes. They also discovered how white blood cells, antibodies, and lymph organs work together to identify, attack, and remember harmful invaders.

Students practiced scientific thinking by mapping the nervous system, modeling how signals travel, and analyzing how the immune system responds to germs. They used academic vocabulary, collaborated with partners, and explained how these systems support every other system in the body. Activities like the Four Corners review game and the “Defense Squad” badge design helped students connect complex ideas to real‑world examples of communication, protection, and healing.

By the end of the day, students recognized that the nervous and immune systems work together to keep the body safe and balanced. They learned that the nervous system alerts the body when something is wrong, while the immune system responds by defending and repairing. Today’s learning helped students understand how healthy choices—like rest, nutrition, hygiene, and stress management—support strong communication and protection systems in the body.

Questions Families Can Ask at Home

To spark meaningful conversation:

• “How does your brain send messages to the rest of your body?”
• “What surprised you about how the immune system fights germs?”
• “Can you explain what a reflex is and why it’s important?”
• “How do the nervous and immune systems work together when you get sick?”
• “What did you include on your ‘Defense Squad’ badge and why?”
• “How do healthy habits help your brain and immune system?”

Optional At‑Home Learning Extensions

If families want to continue the learning this week:

• Watch kid‑friendly videos like How Your Brain Works or How the Immune System Works on YouTube.
• Have your student draw a “signal pathway” showing how a message travels from the brain to a body part.
• Look at everyday reflexes—like blinking or pulling away from something hot—and talk about how fast the nervous system works.
• Explore foods that support the immune system (berries, citrus, leafy greens) and discuss why nutrients matter.
• Try a simple reaction‑time game (dropping a ruler, tapping apps, etc.) and compare results.

Sincerely,

Mrs. Moore

Monday (June 22)

The Astronomy: Tricks of the Trade group had a fun first day.  To help break the ice of a new camp experience and get the kids mingling, we began by placing astronomy terms on the backs of campers so they could try to guess their word by asking yes/no question to fellow campers. Eventually all campers were successful despite the fact that some of them had real doozies to try to guess.  To help get them pumped for astronomy, we then checked out the Astronomy Picture of the Day, a NASA-hosted website that provides a daily astronomical image and easy-to-understand explanation.  Today's feature was the Dumbbell Nebula, which allowed us a quick trip down the rabbit hole talking about star formation and stellar evolution while viewing many beautiful celestial images.

Our first project focused on the Sun. We began with a short presentation about types of solar activity that included sunspots, prominences, flares, coronal mass ejections, and how some types of solar activity can affect the Earth.  We then viewed a near-real-time image of the Sun from the orbiting Solar Dynamics Observatory (SDO) to observe the positions of sunspots.  After overlaying a grid of latitude and longitude onto the image, students recorded the positions and appearances of the sunspots.  During the remaining four days of camp, we will start the day with another sunspot observation to see how the sunspots’ appearances and locations have changed.  Ultimately, we will use the data (much like astronomers did in years past) to determine the rotation rate of the Sun.  Unfortunately, clouds did not permit us to observe the Sun directly with Dyer Observatory's solar telescopes, but we are hopeful they will part at some point this week so the students can get their own up-close view of our star.

Our next project revolved around one of the favorite group activities held at Dyer Observatory’s camps – the creation of a lander to protect an egg astronaut (the “egg-onaut”) on its way back to Earth.  We began with a discussion around video simulations of some of the rovers and landers that NASA has sent to the Red Planet over the years and focused on the similarities and differences in the way the missions reached the surface.  This included use of parachutes, airbags, retrorockets, and the amazing “Sky Crane” used to land the Curiosity and Perseverance rovers.  Students then paired up to construct capsules, complete with balloon airbags and plastic film parachutes.  We anticipated being able to launch our landers upon return from lunch and the organized recreational activity; however, pop-up thunderstorms delayed return to the classroom by 30 minutes, so the launches have been scrubbed until tomorrow morning.  Even model satellite/lander launches can be scrubbed by weather, but it will be fun to see which groups will succeed in returning their little egg astronaut without a crack!

For the remainder of the afternoon, we focused on telescopes.  A short presentation highlighted the types of telescopes, including their differences and the pros/cons of each, as we walked around with in-person examples. We then assembled small cardboard telescopes that they could take home and use to observe the night sky. 

NOTE: We did go over safety and had students write warnings on the telescopes about avoiding the Sun, but it is also good to emphasize that these telescopes should NEVER be pointed at or near the Sun. 

Questions for campers at home:

1. What kinds of phenomena are observed on the Sun with a solar telescope? Perhaps ask about what a prominence or sunspot is.
2. Was it fun to put together the small telescopes? Did you find it difficult?  How did the image you saw with it look once the assembly was complete?
3. What was the most interesting aspect of how missions have landed on Mars (e.g., SkyCrane, using airbags to cushion, parachutes)?
4. When we were discussing types of telescopes, we touched on radio telescopes. They watched a short video compilation of the collapse of the Arecibo Observatory in Puerto Rico. Many found this very interesting, so they may want to learn more about its current demolition status or some of the things it observed/discovered during its 57-year service.

Tuesday (June 23)

We began the day with another entry in our Sun observation logs of the positions of sunspots today, and students were impressed by their drastic amount of movement over just a 24-hour period.  We also discussed a recent image sent back from a European space-based solar observatory that can see the far side of the Sun. The image shows a very large sunspot group that should move around the limb of the Sun later this week, so we are hopeful we will be able to catch it in our observing logs before the week is up.  Afterward, students got to look through Dyer's hydrogen-alpha solar telescope and see the large prominences extending into space and filaments of gas snaking across the Sun's face.  (Don’t worry – the solar telescope is made for safe solar viewing).  In addition, we observed the sunspots through the use of a solar telescope that projects the image of the Sun, allowing multiple viewers to see the Sun simultaneously.

Our next task was to try out the Martian landers we made on Monday (launch was delayed due to weather). To up the stakes, we transferred to the third floor of the Ingram Commons to release the landers from the top of the staircase.  For the most part, parachutes worked fairly well; however, many students realized the hard way that their balloons were not placed near enough to the bottom of the landers to provide a cushioned landing.  There were one or two landers from which we heard a resounding "smack" as they hit the floor.  One lander had two of its balloons deflate before launch, but the one remaining balloon was placed perfectly so the lander made a satisfying bounce as it returned to Earth. Of the eight groups, we only had three whose “egg-onaut”payloads made it to the tile floor without suffering any cracks. 

The bulk of our day dealt with light and spectroscopy.   We started with a discussion about spectra and how atoms will emit certain colors of light unique to those atoms.  We then discussed how stars, including our Sun, have elements that absorb certain hues from their rainbow of colors (not observable by eye in a typical rainbow) and how those missing colors are the colors that those elements emit. In other words, if we see certain colors missing in a star’s light, we know what atoms are responsible because those atoms emit those missing colors in the lab.  Thus, we have a way to figure out what a star is made of.  We also discussed how there are types of light we cannot see with our eyes.  To bring the point home, we demonstrated a thermal camera, which is able to detect infrared light that is too red for our own eyes to pick up.  The students had a blast seeing themselves glowing in infrared and seeing footprints made from the heat left from a shoeless person walking across the room.

Our day ended with an exercise in spectroscopy.  The students were given handheld spectrometers that would project the spectrum of a light source on a wavelength scale.  They then tried to accurately draw the spectra on their own, carefully noting where each band of color fell on the scale.  We ran out of time just as students were making their last measurements, so we will begin Wednesday with students accessing images of spectra of a dozen elements to see if they can identify which elements they were observing.  This is easier than it sounds given the spectrometers were orders of magnitude simpler than professional spectrometers. Still, they are getting a taste of what physicists and astronomers actually do in scientific research.

Questions:

1. What did the spectrum of the gases look like? Did they all look the same?  Did some have lots more of one color (e.g., shades of red) than the other colors?
2. What did certain things look like in infrared light? Points of interest were how eyeglasses showed up, how certain hot electronics appeared, and how we could see footprints left behind if a shoeless person walked across the floor.

Wednesday (June 24)

Today we began with another solar observation.  As with yesterday, the sunspots we had been tracking since Monday continued their trek across the face of the Sun, but we were excited to begin seeing the large sunspot group that had been on the far side of our star earlier in the week. It will be interesting to see how this large group evolves over the next 48 hours.

Our first big task today was to analyze the drawings the students made yesterday of the "mystery" gases' spectra.  Working in their groups, the students sifted through 12 images of possible options, six of which were not observed, to match their drawings to high-resolution spectral images.  With a few hints, most groups were eventually able to determine the gas identities.  In any case, they got a taste of how laborious this process used to be before digital imagery and computers were available, and they got to try their hand at using light to determine the composition of materials, a task that astronomers do extensively today in many areas of research.

The bulk of the day involved working with Arduino Uno microcontrollers and electronic components such as resistors, LEDs, breadboards, servos, and potentiometers.  We went through how to connect an LED to an Arduino and then program it to make the LED flash and even fade on/off.  Students also tried their hands at modifying the coding a bit to change the rate at which the LEDs flashed.  We went on to make a more complicated setup that utilized a potentiometer (a resistor whose resistance value changes as you turn the knob) to control the position of a small servo motor.  We then created a crude photometer, a device that will measure the amount of light falling on it. To do this, students made use of the Arduino microcontrollers and a photoresistor, a component that changes electrical resistance depending on the amount of light falling on them. Once calibrated, we darkened the room and simulated a star on the projector screen. As the microcontrollers detected the amount of light in the room, the data they recorded was plotted on the students’ computer screens (i.e., they created “light curves”). With the disk of the star by itself, the graph’s light intensity read 100% as time passed.  As an imaginary planet passed in front of the simulated star, it appeared as a dark disk that blocked a certain portion of the star’s light. The students saw this “transit” as a dip in the graph on their screen. We demonstrated how the size of a planet affects how much starlight it can block and how the dip observed in the graph is affected.  By carefully analyzing the size and shape of the dip, you can determine the relative size of the planet to the star and if it passed over the equator of the star or closer to the poles.  These simulated planets were much larger than what planets typically are, compared to their parent stars, so we tried the same experiment with a Jupiter-sized planet, which is only 10% the diameter of the Sun. Their photometers were able to detect a small dip in the light; however, when we brought the planet’s size down to 1% of the diameter of the star, which would be comparable to Earth next to the Sun, many photometers were unable to detect the extremely small decrease. This led to a great discussion about how difficult it is for astronomers to detect planets like Earth orbiting around other stars.  SIDE NOTE: If your student really enjoyed the electronics/programming aspect of some of these projects and you have questions about doing a project, please email me and I can either provide some input or point you to a resource.

We ended the day with a short discussion about meteorites while we passed around samples.  As students held the nickel-iron meteorites, many were surprised at just how heavy that were and that samples were also 4.5 billion years old, the same age as the solar system.  We also passed around a few samples of tektites, which are bits of earthen material that were at an impact site when a meteor struck.  The intense heat and pressure melted the material to form it into a glass, the color of which depended on the soil/mineral composition.  Our discussion of meteorites and how they and the planets formed provide a nice segue for tomorrow as we delve more into our solar system and the night sky in general.

Questions

1. How difficult was it to identify the gases in the tubes? Did you see many elements with similar colors that made it hard to figure out which one you had observed? Were there any that were really simple?
2. How did the size of a planet affect the shape of the light curve your Arduino was plotting on the computer? Did anything happen to the light curve if the planet didn’t go straight through the center of the star?
3. Do you have any ideas of projects you might want to do in which you could use an Arduino? (Note that you can do a quick search online, and there are countless resources for ideas that make use of the Uno or other versions of Arduino.)

Thursday (June 25)

After making the daily solar observation, our morning focused on the solar system. Students were given the sizes of the Sun and planets and worked in groups (and sometimes as a class) to determine how many times larger the Sun is compared to the planets, the results of which were then used to determine the scale sizes of the planets if the Sun was a 200mm (8") ball. Instead of trying to be extremely precise, we discussed how one can do approximations and use rounding to help simplify calculations since the point of the exercise was for us to simply get a better idea of how planet sizes compare. As we tabulated the results, our campers then drew the planets and Sun to better visualize what the numbers actually meant. Afterward, we went through a short presentation that showed how big our Sun is compared to other stars, and many students were surprised to learn that our Sun (110 Earth-diameters in width) is actually very small compared to the giant and supergiant stars. At this point, we had a good representation of the relative sizes of the Sun and planets, but we still needed to show their relative distances. Starting at the end of one of the sidewalks outside of Hobbs, we planted a sign that depicted the 8" Sun. We had students then walk to where they thought Mercury might be for that scale, which ended up being nearly 30 feet away. We spent a moment discussing the planet as students shared facts they knew about it before moving on to Venus. We repeated this with each planet up to Jupiter as Saturn, and the remaining planets were too distant to show their relative positions (Pluto would have been a half mile away).

After lunch, our attention moved to the sky itself. To help guide students in exploring the night sky on their own, one of our afternoon activities involved constructing paper star wheels (aka "planispheres") that can show what is up in the sky based on the time and date set by the rotating dial. Using the free planetarium program Stellarium, we took some time to explore some of the constellations and a few of the interesting objects highlighted on the star wheel such as the Crab Nebula, Ring Nebula, Whirlpool Galaxy, and Hercules cluster. We ended with a quick exploration of the planets of Mars, Jupiter, Venus and its phases, and Saturn including how its rings appear to change orientation over the span of 30 years.

Finally, Vanderbilt’s portable planetarium was inflated in the classroom. We explored how the sky appeared and moved differently in locations such as Tennessee, at the poles of Earth, and at the equator. One of the key concepts we demonstrated was that the latitude of an observer makes a big difference in what can be observed. For example, from the poles, one could only observe half of the sky because the remaining half was permanently below the horizon, while at the equator one could observe the entire sky over the course of the year. For locations like Tennessee, we have a combination of some stars that rise and set, some that are always too far south to be seen, and others that always remain above the horizon regardless of the time of year (circumpolar stars). We ended with an exploration of how the relative motion of the sky, and the positions of the stars change over the course of thousands of years due to the motions of stars and our solar system around the galaxy.

Questions

1. How did the sky appear to move differently as you moved from one of Earth's poles to the equator. Was one place better to observe the entire sky over a year? Were there limitations to what you could see from the poles?
2. Were there any surprising things you learned about the sizes of stars or how big the planets are compared to one another? When you walked to the planets to see how far they are from the 8" Sun, were they farther than you expected? Were there any that were dramatically farther from the Sun than, say, the Earth?

Friday (June 26)

As we have done the past few days, we began our morning with an observation of the Sun using a current image from the orbiting Solar Dynamics Observatory (SDO). and students made their last recordings of the sunspot locations on the solar disk.  They then carefully measured the apparent longitude of the largest sunspot over successive days to determine how many degrees it appeared to move each day, and we reached a final result by averaging the students’ values. After compensating for the movement of Earth and its orbit during this time, the class achieved at a final value very close to the excepted value of the Sun’s rotation – about 25 days when viewed at the equator.  This also led to a discussion of how different parts of the Sun rotate at different rates due to it being a very large ball of gas instead of a solid and how other stars show signs of sunspots, some of which can cover a significant portion of their surfaces.

Next, we shifted gears to the second-brightest object in our sky – the Moon. A short presentation highlighted some of the characteristics of the Moon, such as the highlands, maria, and features of some of the prominent craters.  Before discussing how big the Moon is compared to the Earth, we used small cans of Play-Doh to make scale models of the Earth-Moon system.  We then challenged students to figure out how far apart a one-inch Earth, and a quarter-inch Moon would be at that scale (spoiler alert: it’s an average of 30 inches).  We ended by providing the students with small Styrofoam balls on dowels, darkening the room, and turning on a single central light bulb to represent the Sun so we could discuss Moon phases and their causes.  As I mentioned to the campers, I tell my undergraduate students that if there is one thing they should learn from an astronomy class it would be the causes of the Moon phases since everyone sees the Moon and it can affect us in many ways.  There is a huge misconception by many people that phases are due to the shadow of the Earth.  With the Styrofoam ball demonstration, we could show how the only way for the Moon to enter the shadow of the Earth was at full moon (which it missed most of the time) and that the phases are due to us seeing varying amounts of the illuminated half of the Moon based on where it is in the sky relative to the Sun.

Afterward, we shifted back to the Sun, but this time we focused on how the Sun could serve as a timekeeper by creating small horizontal sundials.  After drawing the twelve timelines and erecting the small triangular gnomon, we demonstrated how the Sun (or at least a light bulb in the darked classroom) would allow the gnomon to cast a shadow that pointed to various timelines on the dial.  However, due to Earth’s orbital characteristics, the Sun will trace a figure-8 in the sky over the course of the year (the analemma), which causes sundials to usually run fast or slow. However, thanks to the predictability of the Sun’s position, we know how many minutes to add or subtract from a sundial each day to allow it to accurately tell local time.

The last project for the week was to construct a model of the Orion constellation. First, students were given a 6” x 24” piece of black foamboard that had a grid drawn on top.  After they labelled the axes to indicate distances in the X- and Y-directions, they were given the coordinates of Orion’s seven brightest stars in the X-Y plane.  After installing small coffee stirrers as supports at these positions, the stirrers were trimmed to the appropriate height to mark the Z-coordinates of the stars.  Finally, small orange, white, and blue beads were mounted atop the stirrers (the colors represented the different temperatures of the stars with orange being coolest and blue being hottest).  Once complete, students could place their eyes at the origin (0,0,0) position of the axes, and the beads would take on the familiar shape of the constellation. Though the stars at night look like they are attached to a large dome that surrounds us, they are scattered throughout our galaxy at various distances.  Their apparent brightness does not provide a good idea of their distance. One star may appear brighter than another because the brighter star is much closer to us, or it may be a much more distant star that has an exceptional luminosity.  We have seen the Orion constellation multiple times this week, so this project gives students a visual for how the constellation’s stars are actually positioned in our galaxy and how the asterism they form in our night sky is due to our solar system’s unique perspective. 

It has been a fun week, and I have had a lot of fun working with these bright students.  I would also like to give a big shout-out to our CA Ms. Briley, who has been a huge help in the classroom and in helping me to navigate SAVY.  I am hopeful we will see all our students at Dyer Observatory during some of our public nights with their family and friends, especially the monthly Telescope Nights, so they can view through our telescopes and see all the exhibits.  Please check out our website and feel free to contact us if you have any questions!  Have a great rest of the summer!

Questions:

1. If you used a sunspot near the equator of the Sun to measure the Sun’s rotation versus a spot near its poles, would you get different values for how long it takes the Sun to rotate? Why?
2. What is the cause of the Moon’s phases?

Monday (June 22)

Happy Monday! It was so sweet to meet all our musically and mathematically talented students today! I loved starting the day by learning what song each student feels embodies them most. We had a wonderful variety of personalities—from Life is a Highway to Für Elise! We even got rick-rolled!

Today, students explored both math and music through hands-on learning and discussion. In math, we studied probability, focusing on the difference between independent and dependent events and using decision trees to organize possible outcomes and calculate probabilities. A few students mentioned that they liked math because it was “predictable” and “certain.” This raised an interesting question: is music as predictable as math? Does probability affect music and the way music makes us feel?

This afternoon, students examined the question, “What is music?” by discussing the definitions of music and instruments and debating whether John Cage’s piece 4′33″ should be considered music. We had some strong arguments such as “Well, it’s listed as a song on Spotify, so it must be music!” to “Silence is not considered music!” I would encourage you to ask students to defend both sides to you, as they practiced using multiple perspectives to argue that it is and is not music.

Students then continued to challenge their perceived definition of an instrument by discussing the unique orchestra Landfill Harmonic. They applied their ideas creatively by building instruments from recycled “trash” materials and experimenting with sound.

Tonight, it might be fun to ask your student:

• What is the difference between an independent and dependent event? Is music random? Does randomness create a more exciting song? How might we “predict” music?
• Why might someone argue that 4′33″ is (or is not) music? Could we compare the piece to “0” in mathematics?
• In the short clip we watched during class, a man mentioned that violins are more valuable than houses in the community – why do you think music mattered so much to the people in the film? What do you think is the percentage of landfill trash that could be used to make instruments?

Looking forward to another great day tomorrow!

Tuesday (June 23)

We started today’s camp with a deceptively simple question: When does inspiration become copying?

We began class with a “Copyright Infringement Quiz,” where students listened to pairs of songs that have historically sparked copyright infringement debates. From Olivia Rodrigo to The Beach Boys, students became music detectives—listening closely for repeated melodies, rhythms, chord progressions, and lyrical similarities. Their task was to decide: Was it copyright infringement, or just inspiration? The room quickly filled with lively debate as students defended their reasoning with evidence.

This led us into a deeper discussion about copyright law, intellectual property, and why creators care so deeply about ownership. We explored the difference between musical composition infringement (copying melody, rhythm, chords, or lyrics) and sound recording infringement (copying a specific recorded performance). Students even began to debate the ethics of parodies from creators such as Weird Al Yankovic and “cover artists” who perform other musician’s works. Students wrestled with difficult questions: Is changing just one thing enough to make something original? Why does copying feel unfair? How can artists honor what inspires them without stealing?

Then we took the conversation one step further by discussing artificial intelligence and music creation. Using de Bono’s six different thinking “hats,” students practiced examining the ethics of AI-generated music from multiple perspectives—facts, emotions, risks, creativity, and ethics. Their discussions were thoughtful and nuanced. Many students began questioning whether any song is truly “original,” or whether all music builds upon ideas that came before.

In the second half of the day, we shifted from legal and philosophical questions into mathematics. Students explored fractions and their direct connection to rhythm and musical time. We practiced adding, subtracting, multiplying, and dividing fractions, then applied that knowledge to time signatures and note values. Students discovered that musical measures are mathematical containers that must be filled precisely. A rhythm like a quarter note plus an eighth note isn’t just sound—it’s a fraction problem you can hear.

To bring everything together, students composed and performed rhythm patterns using assigned time signatures, balancing note lengths so that each measure added up correctly. This activity helped students see that music is not only expressive—it is deeply mathematical.

Tonight, you might ask your student:

When does inspiration cross the line into copying? Can AI create “real” art, or is it only remixing human creativity? Is every piece of music truly original, or are all songs connected to earlier ideas?

Is math (such as fractions) the reason music works? Or is it just one way that helps us understand music?

Which came first – musical relationships or mathematical relationships?

Can’t wait to see all your sweet kids tomorrow!

Wednesday (June 24)

Today, students explored a fascinating question: What does music look like?

We began by diving into geometry, reviewing key concepts such as area, perimeter, volume, side lengths, angles, triangles, and the coordinate plane. Students practiced using geometric formulas and strengthened their understanding of how shapes and measurements help us describe the world mathematically.

From there, we expanded our thinking beyond traditional math problems by asking: Where do we see geometry in music? Students examined video clips of dance, marching band formations, and synchronized movement, noticing how shapes, spacing, symmetry, and patterns all contribute to performance. We discussed how geometry helps organize movement and how shapes can communicate emotion. For example, students considered whether sharp angles might feel tense or energetic, while curves or circles might feel smooth, calm, or connected.

One of the most creative parts of the day challenged students to think about music as data. We discussed the many variables that exist in music—volume, tempo, pitch, number of instruments, rhythm, dynamics, and more. Students then explored whether a song could be represented visually on a coordinate plane. They worked to choose variables and graph musical changes, then talked about whether their visual representation accurately captured the song’s emotional and musical journey. This sparked thoughtful discussion about whether music can be “measured” fully, or whether some parts of musical experience go beyond numbers.

In the afternoon, students learned about conducting and the role of a conductor in leading an ensemble. They observed how conductors use intentional shapes and movement patterns to communicate time signatures, tempo, energy, and expression without speaking. Using spaghetti as a playful substitute for batons, students practiced conducting patterns together and experienced firsthand how geometry and movement help groups stay synchronized.

We ended the day by introducing our final project where students will create an original musical product that demonstrates at least three mathematical concepts and three musical concepts from the week. Groups began brainstorming ideas and thinking about how they can answer our essential question: How can math help us understand, create, or experience music? Please note that students may choose to bring instruments from home if they wish, but it is absolutely not required!

Tonight, you might ask your student:

Did geometry help you understand music differently? Did music help you grasp geometry more clearly?

Before today, did you think of music as something that could be measured or graphed? Do you feel that the graph of a song captured the entirety of the piece? Is something missing?

Do you think math creates music, describes music, or both?

Does music make math feel more creative?

Looking forward to more math and music tomorrow!

Thursday (June 25)

Today, students explored one of the most important ideas connecting math and music: patterns.

In math, students learned about tessellations—patterns created by repeating geometric shapes, called tiles, to fill a plane without gaps or overlaps. Students practiced extending tessellations and then designed their own tessellation art pieces. As they worked, they began noticing repeating patterns everywhere: in nature, architecture, art, and design. This helped reinforce the idea that mathematics is often the study of relationships, structure, and repetition.

We then shifted to music and asked: Where do patterns appear in sound? Students identified repetition in rhythm patterns, melodic motifs, chord progressions, and musical forms such as verse-chorus structures and theme-and-variation compositions. We discussed how repetition creates familiarity and helps listeners predict what comes next—but also how music remains engaging by introducing change, contrast, and surprise.

To experience these ideas physically, students participated in movement activities, including a square dancing “brain break,” where they observed repeating patterns in dance and how movement can mirror musical structure. They then created short compositions featuring repeating melodies, experimenting with ways to keep their music interesting through dynamics, rhythm changes, layering, and variation.

Later in the day, we watched performances by the Blue Man Group and STOMP, exploring how percussionists can transform everyday objects into instruments. Students noticed patterns unique to percussion—steady beats, call-and-response, layered rhythms, and repeated grooves. Using decorated drumsticks and buckets, students practiced “copy after me” rhythm exercises, learning how beat and timing help groups perform together as one musical system.

We ended the day by continuing work on final projects, encouraging groups to think about whether they could add a clear beat or repeating pattern in their piece. Students continued discovering that repetition is not the opposite of creativity—in many ways, it is the foundation that makes creativity possible.

Tonight, you might ask your student:

Can something be beautiful because it repeats, or despite repetition? Why? Does repetition create comfort or does it become boring?

Does repetition cause creativity, or is it breaking the pattern that makes music feel more creative?

Do surprises only feel surprising because there is a pattern first?

Do you think patterns in math and music are discovered in the world, or created by humans?

Today’s learning highlighted a powerful truth: patterns allow prediction, but variation creates meaning. Whether building tessellations, composing rhythms, or performing percussion, students saw that math and music both rely on systems made of repeating parts working together to create something larger and meaningful.

Friday (June26)

Today marked the final day of camp, and students brought together everything they have explored this week in a powerful celebration of creativity, collaboration, and reflection.

Today’s main focus was on music composition and the future of songwriting. Students explored how music is created today using digital tools and asked an important question: What might songwriting look like in the future? Using Chromebooks, headphones, and Code.org Music Lab, students experimented with digital composition by building their own musical pieces. As they worked, they applied concepts from the entire week—rhythm as fractions, patterns and repetition, probability, structure, and musical variables such as tempo, dynamics, and instrumentation. They even dove into a new realm of math: coding!

Throughout the day, students participated in individual conferences and peer feedback sessions, sharing works-in-progress and offering thoughtful suggestions to help one another improve. These conversations pushed students to think critically about both the mathematical and musical components of their final projects. They asked one another not only “Does this sound good?” but also “How does this demonstrate the math behind the music?”

Students then spent time polishing their final compositions and preparing for presentations. The final performances showcased a wide range of creativity and personality. Each group brought a unique perspective to our essential question: How can math help us understand, create, or experience music? Through songs, rhythms, compositions, and performances, students demonstrated that math is far more than numbers on a page—it can be heard, felt, and used to create meaningful art.

We also took time for personal reflection through our “Soundtrack of My Life” activity, where students connected music to their identities by choosing songs that represented their personality, family, friends, hobbies, and future. This reminded us that music is not just structure and sound—it is also memory, emotion, and storytelling.

Tonight, you might ask your student:

At the beginning of the week, how did you think about math and music? Did you think they were two entirely separate worlds? How has that changed?

Did this week change the way you think about yourself as a mathematician, musician, or creator?

How much of creativity is originality, and how much is transforming (copying) what already exists?

Do you believe music is created, discovered, or both? Why?

In the future, how should humans and technology work together to create art? Do you think technology (AI) creates more inherently mathematical music?

After this week, what do you know notice in the world that you might not have before?

As we wrapped up camp, one idea stood out above all: math and music are not separate worlds. Both help us identify patterns, communicate ideas, solve problems, and create meaning. This week, students discovered that equations can become rhythms, shapes can become melodies, and numbers can become art. More importantly, they learned that creativity and logic do not compete—they strengthen one another.

It has been a joy watching these students think deeply, ask bold questions, collaborate thoughtfully, and create fearlessly. What an incredible week!

Monday (June 22)

Greetings from Camp Half-blood!  Our demigods are training hard to become heroes just like Percy Jackson.  Today, we started immersing ourselves in Greek culture.  We began the day with short introductions and the challenge to transcribe our names into Greek (a feat more challenging than it seemed)!  Next, we took on the role of different characters from The Lightning Thief, and in a roundtable discussion, gave a voice to what the characters were feeling and thinking after our fellow demigod, Percy, was successful in his quest to return the Master Bolt.  Then, we started thinking about the hero’s journey a little more critically and analyzed what steps we will eventually take on our own adventures.  We soon realized that a hero’s journey is filled with conflict, so we confronted a very serious “obstacle” course to prepare.  Finally, we wrapped up the day with a ceremony in which the gods and goddesses claimed their children, and now the demigods have a permanent cabin to call home.

Questions to ask about our training:

• What is the hero’s journey?
• What is the difference between internal conflict and external conflict?
• Which god or goddess has claimed you as their child?

Tuesday (June 23)

Salutations from Camp Half-Blood!  Day two of training continued with a deep exploration into the major gods and goddesses (and a few minor ones).  Despite the risk of attracting monsters, the demigods had to dig through our digital and physical archives to research a god or goddess, create an informational brochure, and present their knowledge to the new recruits.   Thanks to Athena, the demigods were expertly prepared and fielded questions from other demigods.  Then, the race was on!  The demigods, working in small groups, were tasked to charge through a labyrinth with several obstacles that tested their memory and accuracy.  Finally, the demigods studied Arachne’s myth, discussed whether Arachne’s decisions were foolish or revolutionary, and began weaving a “tapestry” to tell a story of their own.

Questions to ask about our training:

• What is a myth?
• Give an example of a myth you learned about today. Why was it so memorable?
• What is the difference between an entity, a titan, and a god or goddess?

Wednesday (June 24)

Happy Wednesday from Camp Half-Blood!  Today, our demigods were deeply engaged in the art of mythmaking.  Earlier in the week, the demigods learned about Pandora and Arachne.  We discussed the key elements found in myths including the presence of gods, goddesses, heroes, or supernatural creatures; an explanation for a natural phenomenon; a problem or challenge; a journey, adventure or important event; and supernatural powers or magical elements.  Once bestowed with this knowledge, campers began planning original myths.  The muses descended into the camp, and the demigods were furiously writing tales of adventures, monsters, and heroes.  Feeling proud of this great feat, some campers shared their stories at our open-mic event before lunch and received snaps and claps for their efforts.  After lunch, and much needed physical training, our young demigods returned to their studies.  They analyzed the main characters from The Lightning Thief and worked in teams to find evidence from the text to support their inferences.  This project is still in progress.  Finally, campers continued to weave their “tapestries” throughout the day, a task they were happy to continue.

Questions to ask about our training:

• What are the key elements in a myth?
• Tell me about your original myth.
• What character traits were the hardest to support with text evidence?

Thursday (June 25)

It was a thunderous Thursday at Camp Half-Blood!  Our demigods learned the histories of their fellow heroes: Perseus, Theseus, Hector, Hercules, and Odysseus.  They were tasked by the god Apollo to create a song immortalizing these heroes in small groups.  While some honored Apollo’s request, others asked Dionysus for help in crafting short theatrical skits.  In this experience, they learned the ancient art of collaboration and cooperation.  Many were even inspired to create props to accompany their songs and skits and delivered performances that clearly revered and appeased the gods.  Next, campers continued working together and finished the posters they started yesterday on characters from The Lightning Thief.  After lunch, the demigods studied artwork that represented some famous Greeks, specifically Landscape with the Fall of Icarus by Pieter Breuggel the Elder.  We examined the piece closely and documented our observations, thoughts, and wonders.  Through this framework, we brought the work to life into our discussion and made meaningful connections to ideas and perspectives that were new.  We also noticed the change in color of water in the painting and thought about what the artist was trying to capture.  Finally, many campers finished their “tapestries” and decided to begin new ones.

Questions to ask about our training:

• Tell me a story about a hero.
• How are Arachne and Icarus’ myths similar?
• How are hero myths like myths that explain something about the world? How are they different?

Friday (June 26)

• How are hero myths like myths that explain something about the world? How are they different?

Friday

It’s finally Friday at Camp Half-Blood!  Today our demigods in training completed their studies.  First, campers studied intensely about Ancient Greece, going through a series of challenges to test their smarts.  Then, they were asked to reflect on how by setting up the Percy Jackson series in today's world, Rick Riordan invites new possibilities.  Next, our demigods practiced some hexagonal thinking that encouraged them to make connections between characters, events, and themes in The Sea of Monsters.  Finally, we celebrated our success by watching the first episode of the Percy Jackson series. 

Recommendations for Enrichment or Extension:

The Odyssey by Homer (Puffin Classics Edition by Geraldine McCaughrean

The Odyssey: A Graphic Novel by Garth Hinds

The Trials of Apollo by Rick Riordan

Monday (June 22)

Hi SAVY Families!

We had an exciting first day in Forensic Anthropology! Students got to know Dr. Fracchia, classroom assistant Leo, and each other as we explored an overview of the field of anthropology. Be sure to ask your student what anthropology is and what it means when we add “forensic” to the discipline. We discussed forensic context and what it means for something to be “of forensic significance.” Our class even practiced determining if something is bone and whether or not it’s human!

Students were introduced to the four subfields of anthropology (cultural, linguistic, archaeology, and biological) and discussed how each applies in a forensic context. Students learned an overview of skeletal anatomy, including standard anatomical position and terminology. They practiced what they learned by working in groups to conduct a skeletal inventory and lay out a full skeleton in anatomical position. Ask your students to reflect on the activity by rating how challenging they found reassembling the human body. Then, encourage them to recall and list as many bones as they can remember!

All human skeletal materials used in class today were casts so that students can practice appropriate handling techniques for skeletal remains as we prepare for our visit to the Osteology Lab later this week. 

Tomorrow, we are excited to continue our discussion about skeletal anatomy, and we will begin exploring forensic crime scene search and recovery. Your student will be outside tomorrow (weather permitting), so please be sure they dress appropriately. Shoes and clothes might get a little dirty during our search and recovery, so please plan clothing and footwear with this in mind.

All the Best,

Dr. Fracchia

Dinner Table Questions:

• What is anthropology and what does it mean when “forensic” is added?
• How challenging was it to reassemble the human body?
• Name as many bones as you can.

Tuesday (June 23)

Hi SAVY Families!

Hopefully your students will have a lot to tell you about the topics we covered today. We continued learning about the 206 bones of the human skeleton and practiced putting the bones in anatomical position. We also took a look at examples of surgical implants, including hip, elbow, and knee replacements.

Our next topic was methods used in crime scene recovery, and the students organized their own line search. They were able to recover 91 out of 100 PAPERCLIPS from the grass “scene” on the Magnolia lawn. Not bad for their first line search!

Possibly our most exciting activity of the day was a mock excavation. Students were divided into two teams and worked together to locate, excavate, and document a mock crime scene. They all did outstanding work!

Questions to ask your child:

• What was the most challenging part of the skeleton to put together?
• What are the various ways crime scenes are documented?
• How are skeletal crime scenes and archaeology sites similar?

All the Best,

Dr. Fracchia

Wednesday (June 24)

Welcome Back, SAVY Families!

Today we continued our discussion about methods of identification with another SPECIFIC identification method- DNA. Students were able to collect their own cheek cells and release the DNA inside to make it more visible. They each got to bring home a small centrifuge tube containing some of the DNA they were able to precipitate out of their original sample of cheek cells. (The liquid in the tube is household rubbing alcohol and can be safely disposed of down a sink drain or in a trash can, if you desire.)

We explored methods for assessing identification from skeletal remains, including how to estimate whether an individual was male or female, how old they were, and any signs of aging or healed trauma to the skeleton.

Tomorrow we will visit the Osteology Lab in the Department of Anthropology- my campus teaching lab. We will have a visit from Tennessee Bureau of Investigation (TBI) Special Agent Heather Hammond. She will be sharing her experiences as an expert in fingerprint examination. Students will have the opportunity for hands-on (ha ha) practice with their own fingerprints.

Students will also begin work on their skeletal case studies using the methods we have been discussing in class. Students will estimate a biological profile for their case study. This will include estimated age, sex, stature, and ancestry for their unknown individual. I am excited to see how the students apply what they have learned so far!

Questions to ask your child:

• Why is DNA useful for identifying people?
• What steps did you take to get the DNA out of your cheek cells?
• Can two people have the same DNA? Why or why not?
• What are some traits on the skull that are used to estimate sex?

All the Best,

Dr. Fracchia

Thursday (June 25)

Happy Thursday, SAVY Families!

Hopefully, your students will have a lot to tell you about the topics we covered today. Our morning theme was Identification. We had a visit from Tennessee Bureau of Investigation (TBI) Special Agent/Forensic Science Supervisor Heather Hammond. She demonstrated the basics of fingerprint collection and examination, and we got to try out several methods for developing prints including liquid powder on tape, ninhydrin solution, and print examination under filtered UV light.

Today our class was held in the Vanderbilt Department of Anthropology Osteology Teaching Lab. This lab houses both human and nonhuman skeletal materials for teaching. Courses taught in the lab include Human Osteology, Forensic Anthropology, and Zooarchaeology. This lab and the course offerings are very unique, and undergraduate students often comment that there are no other course opportunities across campus that provide comparable in-depth instruction on skeletal anatomy- even courses in Vanderbilt’s pre-medical programs!

The students explored the lab and asked questions related to the teaching materials. They saw several anatomical human teaching skeletons as well as quite a few animal skeletons. Students asked fantastic questions as we discussed the methods they will use for their mock case studies.

After lunch, the students were introduced to the skeletal remains their small groups will be working with for their case studies. They unpacked the bones and started the process of inventorying the remains. Tomorrow they will work with their small groups to assess the biological profile (ask them what is included in this assessment) and determine whether their case study has any evidence of trauma or pathologies present.

The students were so excited and already thinking about their observations and cases! I am looking forward to their presentations about their case studies tomorrow afternoon and how they apply what they have learned this week.

All the Best,

Dr. Fracchia

Other questions to ask your student:

• Which fingerprinting method was your favorite? Why?
• What was the most interesting thing you saw in the osteology lab today?
• Which part of the biological profile do you think will be the easiest to estimate? Why?

Friday (June 26)

Dear SAVY Families,

I can’t believe we are at the end of our class. The time has flown by, and we have had a lot of fun together. I’ve learned so much from the students, and I am very proud of how much learning they have demonstrated throughout the week. 

Today they practiced all the skills and methods we discussed throughout the week to complete a skeletal case study. Working in small groups, the students completed an examination of real human skeletons to estimate as much information as they could about that person, including age, sex, and stature. They also looked for evidence of trauma and pathologies to complete a picture of the unknown individual.

Students worked together to create professional presentations of this information to share with peers and SAVY staff. An important part of forensic casework is being able to communicate the results of scientific testing to law enforcement, the media, and the general public. The students all delivered their examination results in a formal presentation format for the class, and I am so impressed by all their hard work. 

During their down time, some students chose to continue practicing their osteological (bone study) knowledge by assembling a magnetic skull used for training. This is a great way for students to practice and review the names of the 28 different bones of the skull. (pro tip- if your student tells you they enjoyed this activity, you can find miniature and affordable home versions of the skull puzzle on Amazon and other sites by searching “magnetic skull model”)

It was a fantastic week for me personally, and I am so glad your student chose my class for their Session 3 experience!

All the Best,

Dr. Fracchia

Monday (June 22)

Good evening SAVY students and families!

What an incredible first day of Introduction to Python for Beginners! It was wonderful meeting such a curious, enthusiastic, and creative group of future programmers. We had a fantastic start to the week, and I am already impressed by the students' willingness to ask questions, help one another, and tackle new challenges. Many students arrived with little or no coding experience, but by the end of the day they were writing Python programs, solving coding challenges, and beginning work on their final projects.

We began the day by getting to know one another through introductions and discussing our goals for the week. Students shared why they were interested in learning Python and what they hoped to create by the end of the course.

Next, we explored an important question: What is Python? Students learned that Python is a programming language used by companies and organizations such as Google, NASA, and Netflix. We discussed how programmers use code to communicate instructions to computers and explored some of the many ways Python is used, including games, websites, data science, artificial intelligence, and engineering applications.

Students were then introduced to Google Colaboratory (Google Colab), the cloud-based programming environment we will use throughout the week. They learned how to create notebooks, add code cells and text cells, run programs, and organize their work. After setting up their notebooks, students successfully wrote and executed their very first Python programs.

We then moved into Python fundamentals, where students learned about variables and data types. Students created variables to store information about themselves, including their names, ages, favorite colors, and hobbies. They learned the differences between strings, integers, floats, and Boolean values and explored multiple ways to display information using print statements and formatted strings, also known as f-strings.

One of the highlights of the morning was seeing students discover that there are often multiple ways to accomplish the same task in programming. Several students shared alternative coding approaches and helped explain their thinking to their classmates. Students frequently worked with their instructors or peers to troubleshoot errors, compare coding solutions, and learn from one another's approaches.

After lunch, we explored arithmetic operations and string manipulation. Students used Python to perform addition, subtraction, multiplication, division, exponents, and modulus operations. They also learned how computers work with text by combining strings, repeating text, finding the length of words, and exploring string indexing and slicing.

Students then learned about lists, one of Python's most useful data structures. They created lists of favorite foods and practiced accessing, modifying, and adding items to those lists. This led to great discussions about how computers organize and store information.

We also explored type conversion and learned why computers treat text and numbers differently. Students practiced converting strings into numbers so that mathematical operations could be performed correctly.

Toward the end of the day, students were introduced to dynamic user input. They learned how programs can interact with users by asking questions and using responses to create personalized outputs. This was an exciting step because students began to see how the concepts they learned today will be used in the interactive games and applications they will build later this week.

To conclude the day, students were asked to select their final project topic and begin planning their work. Several students immediately began discussing ideas for extending these projects and adding their own creative features. Some students are already planning adventure games, quiz applications, number guessing games, and other creative projects that build upon today's lessons. I am excited to see how these projects develop throughout the week.

Questions to Ask Your Programmer at Home:

• What is Python and what can it be used for?
  • What is a variable?
  • What is the difference between a string and an integer?
  • What is Google Colab and why are you using it?
  • Which final project did you choose and why?
  • Can you explain what user input does in a program?

Thank you for sharing your wonderful students with us. We are off to a fantastic start, and I am looking forward to another exciting day of coding, problem solving, and creativity tomorrow!

Here is a link to the Colab script used in class today: Day1_Getting_Started_Project_Kickoff

Dr. Dash

Tuesday (June 23)

Good evening, SAVY students and families!

Today was another exciting day of coding and problem solving in Introduction to Python for Beginners! Building on yesterday's foundation, students learned how to make their programs smarter and more interactive through the use of conditionals and loops. These concepts are at the heart of many games, apps, and websites because they allow programs to make decisions and repeat actions automatically.

I continue to be impressed by the students' curiosity, persistence, and willingness to help one another. Throughout the day, students asked thoughtful questions, shared coding ideas, and worked together to troubleshoot errors and improve their programs.

We began the day with a review of the concepts learned on Day 1 through discussion, coding practice, and a review quiz. Students demonstrated their growing understanding of Google Colab, variables, data types, lists, user input, and Python syntax.

We then introduced one of the most important concepts in programming: decision making. Students learned how computers make choices using if-elif-else statements. Through a series of examples and coding challenges, students created programs that could determine whether someone was a child, teenager, or adult, assign letter grades based on test scores, identify whether a number was positive or negative, and even suggest meals based on the time of day.

As students worked through these examples, we discussed how programmers use logic to create different outcomes based on user input. Many students enjoyed experimenting with their own conditions and testing different scenarios to see how the program would respond.

Next, we explored loops, which allow programs to repeat actions automatically. Students learned the difference between “for loops” and “while loops” and practiced using both to count numbers, display messages repeatedly, work through lists, and create simple interactive activities.

One of the highlights of the morning was watching students realize how much more powerful their programs become when loops and conditionals are combined. Students began seeing how these tools can be used to create games, quizzes, and other interactive applications.

After lunch, we continued expanding our programming toolbox by exploring additional challenges and game-based activities. Students built programs such as Rock-Paper-Scissors, Guess the Number, password checkers, multiplication tables, countdown timers, and secret-word games. These activities require students to combine loops, conditionals, user input, and problem-solving strategies.

Students were also briefly introduced to Python modules, including the random module, which allows programs to generate random values. This was particularly exciting because many students immediately recognized how randomization could be used to improve their games and make them more engaging.

We also discussed debugging and error handling. Students learned that encountering errors is a normal part of programming and that successful programmers spend a great deal of time testing, troubleshooting, and improving their code. Several students proudly shared moments when they identified and fixed coding errors independently.

The remainder of the afternoon was devoted to project development. Students worked on incorporating today's concepts into their final projects, including number guessing games, quiz applications, calculators, text-based adventures, and other creative ideas. Many projects now include user choices, game logic, loops, scoring systems, and multiple outcomes based on player decisions.

It has been exciting to watch students move beyond simple programs and begin building interactive applications that respond to user actions. Their creativity and confidence continue to grow each day.

Questions to Ask Your Programmer at Home:

• What is the difference between an “if statement” and a “loop”?
• What is the purpose of an “elif” statement?
• When would you use a “for loop” instead of a “while loop”?
• How does the random and time module make games more interesting?
• What challenges did you encounter while coding today?
• What new feature did you add to your final project?

Thank you for sharing your wonderful students with us. Their enthusiasm, creativity, and perseverance continue to make this an enjoyable and rewarding week of learning. I look forward to seeing their projects continue to grow tomorrow!

Here is a link to the Colab script used in class today: Day2_Conditional_and _Loops

Dr. Dash

Wednesday (June 24)

Good evening, SAVY students and families!

Today was another exciting and productive day in Introduction to Python for Beginners! Our young programmers reached an important milestone as they learned how professional programmers organize larger programs using functions and modules. These concepts allowed students to transform their projects from simple scripts into more organized, reusable, and easier-to-manage programs.

One of my favorite parts of today was watching students begin thinking like software developers. Instead of simply writing code that works, they started asking questions such as "How can I reuse this code?", "Can I organize this better?", and "How can I make my game easier to expand?" These are exactly the types of questions programmers ask when developing real applications.

We began the morning with a review quiz covering yesterday's material on conditionals and loops. Students demonstrated an increasingly strong understanding of decision-making, repetition, and program flow before moving into today's new concepts.

Our focus then shifted to functions, one of the most important concepts in programming. Students learned how functions allow programmers to write code once and reuse it throughout a program. We explored how functions accept parameters (inputs), produce return values (outputs), and help organize larger programs into smaller, manageable pieces.

Students practiced writing functions to:

• Greet users by name
• Add and multiply numbers
• Calculate the area and perimeter of shapes
• Convert temperatures from Celsius to Fahrenheit
• Compare numbers
• Generate personalized compliments

As we built these examples together, students quickly recognized how functions eliminate repetitive code and make programs easier to read and maintain.

We also explored variable scope, discussing the difference between global and local variables. Students learned why some variables can only be used inside a function while others are accessible throughout an entire program. This sparked excellent discussions about organizing code and avoiding programming errors.

Students were then introduced to more advanced function features, including default parameters and *args, which allow functions to accept a flexible number of inputs. Although these concepts are often introduced later in programming courses, many students quickly grasped how they make functions more powerful and adaptable.

After lunch, students explored one of Python's greatest strengths, its extensive collection of modules. We discussed how modules are like toolboxes that contain pre-written code developed by other programmers, allowing us to build more sophisticated applications without starting from scratch.

Students experimented with several built-in modules, including:

• math for mathematical calculations
• random for creating unpredictable game behavior
• time for adding pauses and timing effects
• turtle for creating graphics and artistic designs

The turtle module quickly became a classroom favorite. Students enjoyed writing code that generated colorful stars, spirals, circles, flowers, geometric patterns, and other creative designs. It was exciting to see them combine programming with creativity while exploring how loops and functions could create surprisingly complex artwork.

We also introduced the idea of creating custom modules, helping students understand how larger software projects are organized into multiple files that work together.

The remainder of the afternoon was devoted to project development. Students continued improving their individual projects by reorganizing their code into reusable functions, making their programs easier to expand as new features are added.

Project ideas continued to grow in both creativity and complexity. Some of the exciting projects students are currently developing include:

• In Crust We Trust: a pizza ordering application that allows users to customize pizza ingredients, calculate orders for multiple users, and even determine a "maximum happiness score" based on each customer's selections.
• A multi-game arcade featuring Hangman, Trivia, and Number Guessing Games with a main menu that allows users to choose which game to play.
• A Cat Personality Quiz that asks users a series of questions before matching them with a cat personality based on their responses.
• An enhanced Number Guessing Game with additional gameplay features.
• A Riddle Challenge Game where players solve riddles while managing limited attempts and earning points through a scoring system.

It has been wonderful watching students collaborate throughout the project planning process. They worked together to brainstorm ideas, discuss algorithms, divide programming tasks, and provide one another with suggestions for improving their designs. Several students also began thinking about adding features beyond our course requirements, demonstrating both creativity and confidence in their growing programming skills.

As we move into the final day, students will focus on completing, testing, debugging, and presenting their projects. I am excited to see how their ideas continue to develop into fully functioning programs.

Questions to Ask Your Programmer at Home:

• What is a function, and why do programmers use them?
• What is the difference between a local variable and a global variable?
• What is a Python module?
• Which module did you enjoy using the most today?
• Tell me about your final project. What new feature did you add today?
• What challenge did you overcome while coding?

Thank you for sharing another wonderful day of learning with us. It has been incredibly rewarding to watch the students become more confident programmers each day. Their creativity, teamwork, and perseverance continue to impress me, and I look forward to seeing their completed projects tomorrow!

Here is the link to the Colab script used in class today: Day3_Functions_and_Modules

Dr. Dash

Thursday (June 25)

Good evening SAVY students and families!

Today was an exciting milestone in our Introduction to Python for Beginners course! Our young programmers explored some of the final Python concepts in our course before applying those skills to their final projects. It has been incredible watching how much the students have grown in just four days. Many students who had never written a line of code at the beginning of the week are now developing interactive programs with multiple features, organized code, and creative designs. As we prepare for our final day tomorrow, students are putting the finishing touches on projects that showcase everything they have learned throughout the week.

Today's lessons focused on advanced Python concepts that help programmers build more organized, reliable, and interactive applications. Students immediately began applying these concepts to enhance their own final projects.

Morning Activities Included:

We began the day with a review quiz covering yesterday's lessons on functions and modules. Students demonstrated a strong understanding of how functions organize code and why programmers use modules to build more powerful applications.

Our first new topic was file handling. Students learned that programs can save information to files so data is not lost when the program closes. We discussed real-world examples such as saving high scores in games, recording quiz results, storing user information, and keeping calculator histories. Students practiced writing information to text files and then reading that information back into their programs.

Next, we explored exception handling, where students learned how programmers anticipate errors and prevent programs from crashing. Rather than allowing a program to stop unexpectedly, they learned how to display helpful messages and continue running when something goes wrong. This is an important concept that professional programmers use every day.

Students were then introduced to dictionaries, one of Python's most useful data structures. Instead of storing information in order like a list, dictionaries organize information using key-value pairs. We created student profiles, explored trivia games, and built riddle games where each riddle contained both an answer and a hint. Students quickly recognized how dictionaries make it much easier to organize large amounts of information within games and applications.

We also learned about sets, which automatically remove duplicate information. Students explored how sets can be useful for tracking unique items, preventing duplicate quiz questions, and organizing data efficiently.

Finally, students received an introduction to Object-Oriented Programming (OOP). Although this is typically introduced much later in programming courses, students were excited to learn that programmers can create their own "objects" with properties and behaviors. We discussed classes, objects, attributes, and methods using examples from simple games and player characters.

Afternoon Activities Included:

After lunch, we explored nested data structures, learning how programmers combine lists and dictionaries to organize more complex information. Students examined examples such as Tic-Tac-Toe game boards, player inventories, and game statistics, seeing how multiple data structures can work together within a single program.

The majority of the afternoon was devoted to project development.

Students spent time adding new features to their projects while applying many of the concepts they have learned throughout the week. Several students incorporated functions to organize their code, dictionaries to store questions and answers, loops to control gameplay, randomization to make games unpredictable, and file handling to save information such as scores or user guesses.

Many students also focused on improving the user experience by creating menus, adding helpful instructions, providing better feedback to users, and making their programs more interactive.

As projects continued to evolve, students demonstrated remarkable creativity. Some projects now include multiple game modes, branching storylines, scoring systems, replay options, personalized user experiences, and increasingly sophisticated game logic. Watching students troubleshoot problems, debug errors, and celebrate successful solutions has been one of the highlights of the week.

By the end of the day, students had made significant progress toward completing their projects. Tomorrow morning, they will have time to finish coding, test their programs, fix any remaining bugs, and make final improvements before presenting their work to the class in the afternoon. I am excited to see each student showcase both their programming skills and the creativity they have demonstrated throughout the week.

Questions to Ask Your Programmer at Home:

• How can a Python program save information after it closes?
• What is the difference between a list and a dictionary?
• What is a set, and when would you use one?
• What new feature did you add to your project today?
• What do you still hope to finish before tomorrow's presentation?
• What are you most excited to demonstrate during your presentation?

Thank you once again for sharing your wonderful students with us this week. Their curiosity, creativity, perseverance, and willingness to support one another have made this an incredibly enjoyable course to teach. I am looking forward to seeing them put the finishing touches on their projects tomorrow morning and celebrating all of their hard work during the afternoon presentations.

Here is the link to the Colab script used in class today: Day4_Lists_Files_Dictionaries_Sets_OOP_and_Project_Development

Dr. Dash

Friday (June 26)

Good evening SAVY students and families!

Our final day of Introduction to Python was an exciting celebration of everything the students accomplished throughout the week. The morning was dedicated to putting the finishing touches on their projects. Each team carefully reviewed their code, added comments and documentation, improved the user experience with clearer instructions, and tested every feature to ensure their programs ran smoothly.

Before lunch, students participated in a peer testing session where each group played the other teams' games and programs. This gave everyone the opportunity to experience different programming ideas while providing thoughtful, constructive feedback. Students suggested improvements, identified small bugs, and celebrated the creative features that each team had developed. It was wonderful to see them confidently discussing programming concepts such as loops, functions, variables, randomization, input validation, and modular design using the vocabulary they had learned throughout the week.

In the afternoon, each group presented their final project to the class, explaining how their programs worked, the programming concepts they used, the challenges they encountered, and how they solved those problems. It was especially rewarding to hear students describe debugging strategies, teamwork, and the iterative process of improving their code.

The final projects demonstrated an impressive range of creativity and technical skills:

• The Ultimate Game Menu combined three games, Number Guessing, Hangman, and Trivia—into a single interactive menu system. Students incorporated functions, random number generation, timers, loops, and user-friendly navigation to create a polished gaming experience.
• InCrustWeTrust was an ambitious pizza ordering application that featured custom graphics, dietary preference selection, menu management, customer ordering, and even an algorithm to optimize pizza toppings for multiple customers using Jaccard similarity. This project showcased how programming can solve real-world decision-making problems.
• Cat Personality Quiz combined a personality assessment with Google Drive image integration, allowing players to answer fifteen questions before discovering which cat breed best matched their personality, complete with a photograph of their result. The project demonstrated user input validation, scoring systems, decision-making with conditional statements, and multimedia integration.
• Three-Level Number Guessing Game challenged players through progressively more difficult levels with decreasing attempts and increasing number ranges. The students successfully organized their game using functions and game logic while learning how to structure larger programs.
• Riddle Master featured sixteen logic puzzles selected randomly each time the game was played. The students designed a scoring system, accepted multiple correct answers for many riddles, and created a game that encouraged logical reasoning and persistence.
• Salesman Sanity was an interactive choose-your-own-adventure game where players made workplace decisions while managing a "sanity meter." Through branching storylines, students explored how conditional statements can create engaging interactive narratives.

Throughout the week, students progressed from writing their very first Python statements to creating complete, interactive applications that incorporated many of the concepts we explored together, including variables, conditional statements, loops, functions, lists, dictionaries, modules, randomization, file handling, and basic debugging techniques.

Perhaps most importantly, students learned that programming is an iterative and collaborative process. They discovered that debugging is a normal part of coding, that testing improves software quality, and that teamwork often leads to stronger, more creative solutions.

Watching each student and group confidently present their work and explain the logic behind their code was a wonderful way to conclude the course. Their creativity, perseverance, and willingness to help one another were evident in every presentation.

Congratulations to all of our young programmers on an outstanding week of learning. We are incredibly proud of everything they accomplished and hope this course serves as the beginning of many future programming adventures.

Dr. Dash

Monday (June 22)

SAVY Families,

What a fantastic first day in Wonders of Electrochemistry! It was a joy to welcome such curious and engaged young scientists into our classroom. Today, we sparked our journey by exploring the foundational ideas behind chemistry and how electrons play a role in chemical reactions, especially in the exciting world of electrochemistry.

We kicked off with an ice breaker that welcomed everyone and an introductory assessment to help set our starting point for the week’s learning. This helped us connect prior knowledge to the new concepts we would be uncovering! In our first session, we laid the groundwork by discussing atoms, electrons, and what makes a substance reactive. We then zoomed into electrochemistry, learning how chemical reactions can generate electricity! Students were introduced to the concept of standard reduction potentials and why some elements are better at gaining electrons than others.

After lunch, it was time to get hands-on! Students visualized how simple batteries can be made using lemons, copper, and zinc strips. Using alligator clips and LED lights, they observed firsthand how citric acid could drive an electrochemical reaction strong enough to generate a small voltage to light LED bulbs. We tested conductivity, experimented with different setups, and even debated: Could you really power a house with fruit batteries? Spoiler alert: it’s not the most efficient plan, but the science behind it is real!

To keep the excitement going at home, here are some great "Think Beyond" questions to ask your student:

• Why do lemons produce electricity when combined with metals?
• What are real-world examples of electrochemistry?
• How can knowing about reactivity help us design better batteries?

Tomorrow, we’ll dig deeper into oxidation and reduction reactions and discover how electrical circuits power an LED. We are just getting started, and I am so proud of the energy and enthusiasm your students brought today!

Best Regards,

Dr. Richards

Tuesday (June 23)

SAVY Families,

Day 2 of Wonders of Electrochemistry was action-packed with discoveries, challenges, and meaningful discussions! Today, we focused on the dynamic duo that makes electrochemistry tick: oxidation and reduction reactions, also known as REDOX reactions. We started the day by thinking critically with our ice breaker, “What could we use to power our devices?” Students shared ideas ranging from batteries and oranges, setting the stage for a deeper dive into the science behind it all.

In our morning session spotlight, we broke down redox reactions: what they are, how electrons are transferred, and why these processes are essential for generating electricity. To apply their knowledge, students worked in pairs on a hands-on activity, classifying equations into oxidation and reduction processes. Not only did they sharpen their chemistry skills, but they also learned to justify their reasoning and collaborate effectively with their peers. The excitement continued with our DIY Electrochemical Circuit experiment, where students built simple circuits and observed how redox reactions could power a basic device. They were amazed at how chemical energy could be transformed into electrical energy through such accessible materials!

In the afternoon, we shifted gears and explored real-world applications, such as electric vehicle batteries, in a collaborative discussion. We examined what makes a good battery and how electrochemistry drives innovation in the clean energy sector. During our group discussions, we tackled big questions: How do electric vehicles rely on redox reactions? What environmental impacts arise from battery production and disposal? These conversations helped students connect chemistry to everyday life, even though we cannot always see the chemistry in action.

To cap it all off, students analyzed real-world examples on battery waste and energy efficiency with an introduction to the lithium-ion battery crisis. We wrapped up with a reflection, and many students shared how surprised they were to see how relevant redox chemistry is to the world around them, from smartphones to electric cars. Some "Think Beyond" questions you can ask your student at home include: What happens when a metal corrodes? How do redox reactions make electric vehicles run? What is a battery (not what a battery does)?

Tomorrow, we will dive into electroplating with some shiny surprises! This class continues to impress me with their enthusiasm and insight!

Questions for you Chemists:

• What happens when a metal corrodes?
• How do redox reactions make electric vehicles run?
• What is a battery (not what a batter does)?

Best Regards,

Dr. Richards

Wednesday (June 24)

SAVY Families,

Today in Wonders of Electrochemistry, students explored the mechanism and real-world applications of electroplating, which is the process of coating a conductive object with a thin metal using electrochemistry fundamentals. Specifically, our content outcomes included students knowing (1) the process of electroplating and how industries use electrochemistry for manufacturing and (2) real-world applications of multiple, diverse electrochemical processes. To achieve this, we began with a session spotlight about metals in everyday objects and how electrochemistry is used to enhance durability, reduce costs, and improve appearance.

In our hands-on electroplating demonstration, students used vinegar, copper, and a battery to coat a quarter with a thin layer of copper (making it look like a penny), observing firsthand how metal ions can be transferred through a solution. This simple setup led to thoughtful discussions about corrosion resistance, material efficiency, and why coatings are often used instead of solid metals. From jewelry to electronics to aerospace, we discovered how a thin layer of metal can make a big impact. We divided into small teams where students created their own discussion boards that included many, many examples of electroplating that we use every day.

What stood out most today was how quickly students connected these electrochemistry concepts to larger themes of sustainability, innovation, and design. Many expressed surprise that such a seemingly simple process could have such wide-ranging applications. Students also participated in collaborative discussions and reflected on how electroplating may evolve with future technology, including nanomaterials and environmentally friendly practices.

As always, we ended the day with thoughtful reflection to conclude what we learned. Some "Think Beyond" questions to ask your student include:

• What happened during the electroplating experiment?
• What are some of the electroplating examples discussed?
• Why are certain metals used for coating?
• How is electrochemistry applied in modern industries?

Tomorrow, we will turn our focus to biosensors and how electrochemical reactions are used in health technologies. I am so excited to see what the day brings!

Best regards,

Dr. Richards

Thursday (June 25)

SAVY Families,

Today, students explored how electrochemistry plays a vital role in modern medical technology, with a special focus on biosensors such as glucose monitors. We began by discussing familiar medical devices and investigating how electrochemical reactions can be used to monitor health conditions. Students then built simple sensor models using basic circuits to simulate how glucose monitors detect changes in conductivity. By experimenting with salt, glucose, and hydrogen peroxide solutions, they gained insight into how real biosensors convert chemical reactions into electrical signals that can be measured and interpreted.

Our lesson objectives included understanding how biosensors use electrochemical reactions to detect specific molecules, recognizing real-world healthcare applications of electrochemistry, and modeling how these sensors function. Students also examined the role of electrochemistry in disease detection and designed their own concepts for electrochemical sensors. Through these activities, they developed a deeper understanding of the systems behind medical devices and the important connection between electrochemical reactions and human health.

In the afternoon, students explored the future of medical electrochemistry by learning about emerging technologies such as wearable health monitors, implantable sensors, and nanotechnology-based diagnostic devices. After watching a short video highlighting recent advances in biosensor technology, students participated in a lively debate centered on the question: Should everyone have wearable biosensors for continuous health monitoring? One team argued in favor of the potential health benefits, including early disease detection and improved patient outcomes, while the other team examined concerns related to privacy, data security, and personal autonomy. Students did an excellent job supporting their positions with evidence and considering multiple perspectives on this rapidly evolving technology.

As we near the end of the week, ask your student:

• How do glucose sensors work?
  • What happened during the conductivity experiment we conducted in class?
  • What are some benefits and concerns of using wearable biosensors for continuous health monitoring?

This week has been an incredible journey filled with curiosity, creativity, and scientific discovery! From building circuits to designing real-world medical sensor prototypes, the students have continually impressed me with their enthusiasm, critical thinking, and willingness to tackle complex scientific challenges. It has been a joy watching them grow as scientists, innovators, and problem-solvers throughout the week.

Best regards,

Dr. Richards

Friday (June 26)

Dear SAVY Families,

What a wonderful final day of Wonders of Electrochemistry! As we wrapped up an exciting week of scientific exploration, we began the morning reflecting on our biggest takeaways from the course. It was inspiring to hear students describe how they now recognize electrochemistry in so many aspects of everyday life, from batteries and electric vehicles to medical devices and environmental technologies. Their ability to connect complex scientific concepts to real-world applications demonstrated just how much they have learned throughout the week.

Our morning featured an Electrochemical Technologies Jigsaw activity, where students became experts on a specific electrochemical technology before teaching their peers about its purpose, design, and impact on society. Through research, discussion, and collaboration, students explored topics such as batteries, fuel cells, corrosion prevention, biosensors, and other innovative technologies. As they shared their expertise with one another, they practiced scientific communication skills while discovering the many ways electrochemistry is helping solve real-world challenges. Later, students put their teamwork and problem-solving abilities to the test during a hands-on engineering challenge: constructing a life-size cube. Working in teams, students used the scientific method to plan, test, evaluate, and improve their designs. They recorded observations, discussed strategies, and made adjustments based on their results, just like real scientists and engineers. The activity highlighted the importance of collaboration, perseverance, and creative thinking while providing a fun and memorable way to apply the skills they developed throughout the week.

In the afternoon, we wrapped up with a discussion about the future of electrochemistry and its potential to create a more sustainable, innovative world. Students reflected on what surprised them most during the course, and many shared how amazed they were to learn that chemistry plays such a central role in the technologies we use every day. We concluded with one final challenge: thinking about how they might use science, engineering, and innovation to solve problems in their own communities and beyond.

Some great questions to ask your student include:

• What was the most surprising thing you learned this week?
• Which electrochemical technology did you become an expert on during the jigsaw activity?
• What did your team learn while building the life-size cube?
• How did the scientific method help your team improve its design?
• How is electrochemistry used in everyday life?
• What real-world problem would you like to solve using science or engineering?

Thank you for encouraging your students to participate in this SAVY experience. Their curiosity, creativity, enthusiasm, and willingness to take on new challenges made this week incredibly rewarding. Whether investigating batteries, designing biosensors, debating emerging technologies, or tackling engineering challenges, students approached each activity with excitement and a genuine desire to learn. It has been a privilege to teach such bright and motivated young scientists, and I hope they leave this course with a deeper appreciation for chemistry that powers our world and the confidence to continue exploring the wonders of science.

Until next time,

Dr. Hannah Richards