|By Kelsey Lisi, Aaron Shepard, and the Costa Rica Trip Students
Twelve Allendale Columbia students conducted scientific inquiry while immersed in regional culture and Spanish language during an intensive 10-day trip to Costa Rica during AC’s May Term session in the final weeks of the 2018-2019 school year. The experience took place in the region between San José and the Caribbean coast and was organized by the AC Center for Global Engagement and the AC Invent Center for STEM and Innovation.
We began our journey at the Ecology Project International (EPI) campus in San José. From there we traveled to the Tirimbina Biological Reserve where we spent two days exploring the rain forest, conducting scientific inquiry, and learning about native species. Our next destination was the Pacuare Reserve, a nearly 2,000 acre tropical forest with six kilometers of beachfront. Pacuare is one of the most important leatherback sea turtle nesting sites in Costa Rica. We were fortunate to take part in three nights of turtle census work, during which we encountered several females that had come up on the beach to dig their nests and lay eggs. Some of the students were able to take measurements and act as “midwives” by collecting the eggs in a plastic bag for relocation to a safer area.
On the return trip to San José, we stayed one night at Casa Calatea, a community–supported neighborhood hostel high up on a forested mountainside. Here we enjoyed delicious food and an amazing view that included howler monkeys and toucans. The next day we traveled to the village of Cahuita, with its eponymous national park, where we went on a snorkeling expedition. We had a tasty lunch at a local diner before continuing our journey back to the EPI campus in San José. Our final full day in Costa Rica included a visit to the active Poás volcano and a tour of the Toucan Rescue Ranch, a rehabilitation facility for numerous wild animals such as toucans, sloths, owls, and monkeys.
As chaperones, we found the experiences we had to be life–changing, and can only imagine the impact it had on the students’ lives. They were an inspirational group who are forever bonded by their unique experiences on this trip. You can read their impressions below.
Blog Post 1
During our trip to the Pacuare Reserve in Costa Rica, we excavated a previously relocated leatherback sea turtle nest. Researchers excavate the nest after sixty days to see if there were any survivors who had hatched but had not been able to reach the surface and to collect the egg remnants to determine hatching success of the nest. When the nest was relocated, the team dug the nest to a matching depth to the original nest, which is usually about 80 centimeters deep!
The researcher found seven living leatherback sea turtle hatchlings which we were able to exhume and release for the long journey to the ocean. Although it was tempting to carry the sea turtles to the water, the turtles had to make their own journey to the water so they could pick up chemicals and environmental clues which will help them to return to the beach when they are of breeding age.
Since we couldn’t carry them to water, the group was assigned individual turtles to follow them on the sand to ensure that they make it to water. Along the way, the turtles were met with debris such as sticks and trash, sandy hills, and vicious crabs hoping to make a meal out of them. The turtles made the approximately 30 meter trek from the nest to the ocean in about 20 minutes. During this time, we were their cheerleaders and their guardians. Some of us chose to take the time to name our turtles; others viewed the journey as a race and started to cheer for their turtle to win. Marlin Bassett said, “I felt really protective of the baby turtles as they moved toward the water.”
All seven of our turtle hatchlings made it to the ocean and were carried away by the waves after submerging. This experience gave us hope for the future of sea turtles and the marine environment. Hopefully in twenty years we can see our turtles return to the beach to lay their own eggs and ensure the success of the species. This was truly a once-in-a-lifetime experience that made our trip so memorable.
Mrs. Lisi collected some responses from our reflections that afternoon. There were many words and phrases to describe this experience and the trip including magical, powerful, thankful, incredible, and fortunate.
Blog Post 2
During our trip to Costa Rica, we spent nights 4-6 on Pacuare Reserve. We had 4 hour shifts nightly for turtle censuses, at either 8pm or 12pm. Both of us (Marlin and Greg), were given the opportunity to be up close to the Leatherback Sea Turtle while it laid its eggs. At around 1pm on night 4 Marlin saw the massive Sea Turtle, while Greg saw the Sea Turtle on night five around the same time. Even though we both worked with different turtles our experiences were very similar. Only females lay eggs and they come ashore on the beach to do so. She will dig a hole in the sand about 70cm deep with her massive flippers, and lay around 80 eggs. What’s unique about Leatherback Sea Turtles, is that they first lay their fertile eggs, and then on top of the hole infertile eggs. This is done to protect them from predators, and shield them from the elements such as heat. Their eggs unlike any other reptiles are very soft in the beginning, so they don’t break while falling into a 70cm deep hole. If you were to look at the dug hole from the side, it would have a unique shape similar to a boot.
We both had the opportunity to hold this ancient dinosaurs flipper while it laid its eggs into her hole. Before she started to lay her eggs we had to place a large plastic bag under the cloaca so we could collect and relocate the eggs to a safer location, away from poachers. Our main job during this activity was to try and count the eggs that she laid as well as moving the flipper out of the way so other people could observe the amount of eggs that she laid. We both felt how strong she was even by just holding her flipper. Although we tried to move her flipper sometimes it became apart very quickly that once she decided she was moving her flipper, she was moving it and we had no way to stop her. She continued laying eggs for about 10-15 minutes depending on the turtle. When she was done laying, we had to quickly remove the bag before she started filling the hole back up with sand. We then handed over the bag to on-site researchers, so they could relocate it to a safer place which has a higher egg hatch rate. It would then be monitored and checked after 60 days. Data would be collected on the amount of hatched and unhatched eggs.
This made us feel humbled and gave us an overwhelming amount of respect for the Sea Turtles. They have been alive longer than us and have experience far greater than we could ever know. Especially with the problems of pollution and poaching even the effect of global warming it is truly amazing how this animal survives each day and makes this trip to lay its eggs. It makes us hopeful for future generations of life watching the eggs, knowing they will likely hatch and go on to become adults. Thus changing the lives of people like us.
Blog Post 3
On our second day at Tirimbina, we had a midday snack led by our trip guides, Katherine and Catalina. It consisted of the sampling of eight tropical fruits. These were Cocoa beans, Guava, Sour Guava, Passionfruit, Granadilla, Starfruit, Pejivalles, and Mamey Sapote. We ate the pejivalles with mayonnaise, which tasted similar to very dry squash. Starfruit and sour guava were dipped in salt to enhance the flavor. Overall, our favorite fruit was the granadilla (4 orange masses), which had a similar feel to the passionfruit. It was quite sweet with a tang, and its innards were protected by a styrofoam-like barrier. The granadillas were simple and fun to crack open, as we pushed our thumbs into its side and ripped it in half.
For the duration of the trip, we ate rice and beans for practically every meal. However, it was prepared differently each time and even through our various locations, we never repeated a meal. It altered between the separation and combination of these two dishes. There was also consistently a variety of sides, such as plantain chips, shredded cabbage, chicken, fish, beef, mashed potatoes, diced vegetables with corn, mango, watermelon, pineapple, and papaya. We also had many different fruit juices each day, including Passionfruit, Hibiscus, Watermelon, and Cas.
Our favorite meal was at our stay in Casa Calatea. We stayed here for one night after our three days at Pacuare, which was similar to a giant tree house. The staff made us an incredible dinner, which was made up of very tender chicken, mashed potatoes, diced vegetables with corn, plantain chips, and a very good, sweet coconut dessert. It was in a dark brown bar shape and combined coconut pieces with sugar and butter.
|Costa Rica 2019 – Curated tweets by ACSRochester|
By Judy Van Alstyne ’88, Head Librarian
You never know what kinds of seeds are planted during May Term. Four years ago, Tony Tepedino and I offered a Middle School May Term called Getting Schooled the Minecraft Way. At that time, Mojang still owned Minecraft; MinecraftEDU was a separate installable modification (mod) which allowed teachers to host servers specifically for their students to engage in Minecraft activities designed for learning all kinds of concepts.
We had high expectations for the ten Middle School boys who signed up. They weren’t going to be students in a Minecraft activity designed by us grown-ups; they were going to have Lower School teachers as clients, designing educational activities for students in grades two, four, and five. For the second grade class, four boys (Dylan Reece, Ben Smoker, Jack Wheeler, and Garrett Wilson) designed “U.S. Landmarks” to teach about symbols of the United States. For the fourth graders, three boys (Marlin Bassett, Henry Grasman, and Cameron Perry) designed “Bomber Math” for practice in calculating area. For the fifth graders, three boys (Caden Kacprzynski, Peter Klem, and Kasi Natarajan) created “Island Adventure” to teach geometry, measurement, and economy. The boys worked hard and had fun, and when we concluded by inviting the Lower School students in, everyone had fun playing and learning. It was a success that we were sad to end.
But this past week, the Rumsey Library was alive again with students (this time in Upper School) busily playing and creating with Minecraft thanks to two of those former Middle School students, Caden Kacprzynski ‘20 and Cameron Perry ‘20, running a student-led May Term titled Experimenting with Architecture and Code in Minecraft: Education Edition. Now computer experts, they explained to me much that has changed in the Minecraft education world. Mojang was bought by Microsoft, which created a new product for teachers called Minecraft: Education Edition. Caden and Cameron explained how much easier it is (no need to create a local server, for example) and it has a coding curriculum already built in (in conjunction with Code.org). Learning how to code has the immediate benefit of allowing users to create more efficiently and with enhanced functions, for example, building a wall with one command rather than placing each block individually. There are also more possibilities for saving work to be shared with others in the future.
Caden and Cameron decided that for their May Term, they would keep the parameters somewhat loose, requiring only that students work solo or in groups to create worlds for others to play and explore, so long as they incorporated coding into each world’s creation. Each world provides challenges for players such as finding secret levers, parkour, and escape rooms. They reflected on how much noisier those ten Middle School boys were compared to this group of fifteen Upper School girls and boys. Also of note is how much more skilled older students are with group problem-solving. Although they were initially concerned that their peers might not follow their instructions or be engaged in the work, they were pleased to see everyone working very hard on their projects, even skipping breaks or parts of lunch in order to make more progress. Similar to what Mr. Tepedino and I discovered long ago, giving students autonomy to play and create keeps them very engaged!
In preparing for May Term Exhibition Night, I discovered the laminated Minecraft instructions from four years ago. While the Lower School players from the past are now in Middle School and probably don’t need them, we suspect some parents will find them very helpful! I also found the signs we had put up for each of the projects the Middle Schoolers had created. Cameron and Caden each took one as a souvenir; Caden remarked, “This is more meaningful to me than any certificate I could have gotten from a summer camp.” We are so proud that Caden and Cameron decided to share Minecraft with new learners, and we hope they are proud of themselves! And we hope you found a chance to play a little Minecraft on Exhibition Night, June 6th!
Judith Van AlstyneJudy worked as a reference librarian and childrenâ€™s librarian in several public libraries in the Rochester area before coming to Allendale Columbia in 1997. At AC, she serves as Head Librarian and teaches Digital Literacy, Information Literacy, and library classes for students in nursery through first grade. Judy holds a bachelor's degree from Tufts University, a Bachelor of Fine Arts Degree from the School of the Museum of Fine Arts in Boston, and a Master of Library Sciences Degree from Simmons College. Judy is leaving AC after the 2018-2019 school year to complete her PhD in Education (Teaching & Curriculum) with a focus on digital literacies and online learning.
Posted in: Authentic Learning, Centers for Impact, Eighth Grade, Eleventh Grade, Highlights, Invent, Lower School, Middle School, Ninth Grade, Seventh Grade, Sixth Grade, Tenth Grade, Twelfth Grade, Upper School
As News 8 Anchor Adam Chodak said, “You can add that to the list of things I never did in school.” Allendale Columbia’s 7th-grade scientists got out of the classroom and into knee-high water boots to survey a portion of Irondequoit Creek in the hopes of returning more than 160 trout back to nature. Just another Earth Day at AC.
It was all part of a Trout in the Classroom project that AC Science and Math Teacher Beth Guzzetta initiated back in September. She received brown trout eggs from the Bath Fish Hatchery and guided the students through the lifecycle stages of caring for the eggs, watching them hatch, and keeping the fish strong and healthy in a classroom aquarium. Students helped to set up the 60-gallon aquarium and monitored the water quality daily (even over breaks!) to make sure it was safe for the fish. If the students weren’t sure about something, they had to do the research and then make adjustments based on what they learned. Regular water changes were a must, so students learned how to safely complete 25-gallon water changes. (more…)
Posted in: Authentic Learning, Centers for Impact, Highlights, Invent, Middle School, Seventh Grade
By Beth Guzzetta, Middle School Math and Science Teacher and Lucius and Marie Gordon Chair in Science
It was finally time for the competing architects to present their proposals. Each came armed with their virtual project plans, cost estimates, and scale model to prove that their design had the optimal combination of functionality, aesthetics, and cost-effectiveness. The project: cabins for a special-needs camp in the Northeast that can accommodate ten campers and a counselor, with beds, personal storage, and a bathroom. The judges included the Chairman of one of the most respected and successful construction companies in New York State. The architects: Allendale Columbia 8th-grade math students.
The architect project is a perfect example of how we as Middle School faculty implement numerous aspects of STEM into our curriculum through authentic, real-world applications. (more…)
Posted in: Authentic Learning, Centers for Impact, Eighth Grade, Highlights, Invent, Middle School
by Elizabeth Cotter ’20
On March 9th, I was a member of a team of six Allendale Columbia students, with Riley Leibeck ’20, Mary Cotter ’22, Sasha Furdey ’19, Nate Pifer ’19, and Cassidy Draper ’19, who competed in the Tests of Engineering Aptitude, Mathematics and Science (TEAM+S) competition, claiming victory over McQuaid.
The TEAM+S competition encourages students to explore the field of engineering through problem solving and collaboration with their teammates. The theme for the competition this year was The Engineering Brain. We had to learn about cognitive neuroscience, artificial neural networks, the intersection of artificial intelligence and biology, and more. (more…)
Posted in: Centers for Impact, Eleventh Grade, Highlights, Invent, Ninth Grade, Tenth Grade, Twelfth Grade, Upper School
Allendale Columbia won the Terra School Award at Terra Science and Education’s Rochester Finger Lakes Regional Science and Engineering Fair (TRFSEF) hosted by Rochester Museum and Science Center (RMSC). Thirteen AC students also received recognitions at the event, including the right to advance to higher-level competitions.
Sixteen AC Middle and Upper School students submitted 11 projects, the most of any participating school, which resulted in the award that comes with a check for $2,000 for Science, Technology, Engineering, and Math (STEM) initiatives. The students packed up their AC Innovation Day Science Fair projects and took the displays the next morning to RMSC. After setting up their projects and passing a Display and Safety check (science can be “messy”, after all), the students went to a lunch keynote address by Maria G. Korsnick, President/CEO of the Nuclear Energy Institute.
“Science Fair is inspiring and invigorating, because all these students are excited about science, every student, from fifth graders who are doing behavior projects with their cats and a dog to senior research projects that have to do with cancer diagnosis and research and machine learning, really high-end stuff,” said Maya Crosby, Director of the AC Invent Center for STEM and Innovation, and Director-in-Training for TRFSEF. “But everybody who is here is excited about their project and can’t wait to talk about it with the judges who are coming around. That curiosity all packaged in one room is really inspiring; that’s the great part.” (more…)
Posted in: Authentic Learning, Centers for Impact, Eighth Grade, Eleventh Grade, Fifth Grade, Highlights, Invent, Lower School, Middle School, Ninth Grade, Seventh Grade, Sixth Grade, Tenth Grade, Twelfth Grade, Upper School
Do you believe in empowering students to think like explorers? In building geographic competence across disciplines? In inspiring students to be global thinkers who can change the world? If so, you are a perfect candidate to become a National Geographic Certified Educator.
Join a professional development program for formal and informal Pre-K through 12th-grade educators working to inspire the next generation of explorers, conservationists, and global citizens. Enjoy professional recognition and development; join a community of like-minded educators and build relationships at National Geographic, and access exclusive National Geography resources and perks.
Take the first step in becoming a National Geographic Certified Educator by attending a workshop on Wednesday, March 27th, 3:30 – 5:00 p.m., for Phase 1 of the certification process, led by Allendale Columbia School teacher and Nat Geo Certified Facilitator Beth Guzzetta. There is no charge for participation in this wonderful program or to become a Nat Geo Certified Educator with access to the many free resources.
To register, email Tony Tepedino.
For the third year in a row, an Allendale Columbia School team of fifth-graders earned an invitation to the VEX IQ Robotics World Championships.
On Saturday, March 9th, three fifth-grade teams from AC went to the Museum of Science and Technology in Syracuse to compete in the VEX IQ Northern New York State Robotics Competition. A total of 24 teams of students in 5th to 8th grade won awards at local qualifiers to get there.
The MAGMAS, (composed of Morgan Wilson, Achanti Thongjang, Gia Pellegrino, Marc Voloshin, Amora Thongjang, and Sammy Davis) won the Excellence Award, which earned them the invitation to Worlds April 28th-30th, 2019. They will be one of 400 Middle School teams collaborating and competing from such countries as the U.S., China, Australia, Canada, New Zealand, Australia, Hong Kong, Taiwan, Puerto Rico, Colombia, South Korea, Egypt, Mexico, United Kingdom, Philippines, Finland, Myanmar, Estonia, United Arab Emirates, Morocco, and India. (more…)
Posted in: Authentic Learning, Centers for Impact, Fifth Grade, Highlights, Invent, Lower School