Olivia - 10th Grade Student
8:30am - Olivia arrives at her Core class with other 9th- and 10th-grade students. Having consulted her Google calendar, she knows that for the first two hours she will be working on a lab in science where she designed an experiment to test the rate of infiltration of water in different soils. The class is learning about the California Drought and she is developing a mathematical model to predict how long it will take groundwater to recharge in different soil substrates. After her group conducts their experiment, they make next steps for their investigation, and take a 15 minute break.
10:00am - Through previous work and assessment, Olivia’s teachers are aware that she struggles to understand surface area and volume. She has been scheduled into a 30 minute tutorial period with nine other students so that the teacher can give them the support they need.
10:30am - Project time. This session’s project integrates science, social studies, math and English. Students are preparing a museum exhibit for the local library that explains that science behind the drought and how the lack of water is influencing our communities. Olivia’s English teacher is helping students learn to write in narrative form. As part of her background research, Olivia has a “Google Hangout” conversation with a student in the San Joaquin Valley. After conducting her interviews, she will write a story that weaves several voices and perspectives on the drought.
11:30am - Lunch. Olivia meets friends for lunch, and joins her friends in the Audubon Club for a walking tour of our local estuary.
12:15pm - Advisory. Olivia uses Google calendar and her personalized learning plan to organize her afternoon schedules for the week. She chats with her advisor and also reviews the organization of her portfolio. She will use her portfolio to share with potential mentors in the next month.
1:05pm - Innovate Lab. Olivia is excited to explore genetics during Innovate Lab. Through her previous project in her core class, she and a classmate have been intrigued by genetics. Olivia is adopted and is interested in learning more about her genetic history so that she may be aware of genetic diseases that may run in her family. Today, she and her friend are meeting with with a representative from 23andMe, to learn more about the possibility of doing genetic screening.
2:25pm - Olivia is interested in guitar and through a community program, she takes a weekly lesson at the community center from a local artist.
4:00pm - Olivia stays at the community center where she works with her teacher to teach a group music class to local elementary school children.
Maria - 12th Grade Student
8:30am - Core Time. Maria and her group are working on a project that allows her to collaborate with the staff at Marin Community Clinics. Her class is exploring how rates of asthma compare in different regions of our community. Her group is learning the chemistry of air pollution and how secondary air pollutants are generated with energy from the sun. Maria’s mathematics teacher has brought an insurance actuary in as a guest speaker to explain how she predicts the probable life expectancy for people in different areas. Maria is amazed to learn that a person in south Novato is expected to live 13 years less than a resident of Ross. Maria learns the basics of probability during an in-class workshop. She will use her knowledge to create her own equation that integrates air quality to predict life expectancy.
11:30am - Lunch. Maria sits and eats her lunch with friends on the quad.
12:15pm - Advisory. Maria is working on her college essay. She has received written feedback through Google Docs from a partner who is an undergraduate student at UC Berkeley and spends the time to hone and revise her essay. She has worked through the Naviance program to narrow her application choices down. She will apply to multiple schools in the UC system but also found a small liberal arts school that she is considering.
1:05pm - Maria meets with her AP Calculus teacher and 21 other students who will be taking the exam with her. Today, their problem is to determine how quickly Ipso’s new water catchment system will collect water for the school garden. Based on their calculations, they make recommendations to the garden club on how to modify the dimensions of their catchment system.
2:05pm - Maria heads to her internship at the Marin Community Clinics. Maria loves to dance and has volunteered to lead the Zumba classes at their “Health Hubs.” In addition to helping community members learn a fun way to exercise, she is gathering data for the clinics to see how their program could improve.
Jesse - 9th grade student
8:00am - Jesse arrives at school for a meeting with his 12th-grade mentor named Mark. Mark and Jesse meet for breakfast twice a week, once a week holding conversations in Spanish to help Mark hone his skills, and once a week holding conversations in English to help Jesse with his skills.
8:30am - Jesse is excited to get to his core class. The project they are working on is designing solar ovens for refugee camps. They are working on understanding the needs in refugee camps, and are also learning the science behind how solar ovens work. They learn concepts relating to heat transfer, rate of change, and how various angles and materials influence reflection, refraction, and transmittance of light. Each project group has a community mentor through whom they vet their ideas and get feedback. The final demonstration will be a solar oven food festival for the community that will also include the mentors.
Today, they are continuing to build their ovens. At one point during the project time, Jesse is called to a table by his teacher. There are four other students there, and the teacher has determined through formative assessments that this group has a high degree of understanding of specific heat capacity. She has pulled these students together to check in on their extension assignments. Jesse designed an additional experiment to explore which materials served as the best insulators for the solar ovens.
10:30am - Jesse goes to his English seminar. He is with a group of 12 students who are reading Zeitoun. He is interested in the themes that relate to social justice. Jesse has read the Spanish version of the novel first, following the recommendation of his English Language Arts teacher, and is now working through the novel in English. Jesse has the audiobook on his devices, which he listens to as he reads. The teacher helps him understand the vocabulary by including visuals, pointing out cognates, and using graphic organizers. Today’s seminar is a discussion surrounding cross cultural understanding. Jesse is prepared to discuss the source of bias and how we can be more culturally aware citizens.
11:30am - Lunch. Jesse joins the Robotics Club meeting in his science teacher’s classroom.
12:15pm - Jesse has been intrigued by robotics, and wants to build a robot that modifies its movement using light and sonic receptors. He has a partner who is interested in applying what she knows about echolocation to design the robot. They have conducted an inquiry project and with their science teacher’s guidance, have researched what they will need to understand and do to create the robot. Today they are signed up for the Makerspace so that they can begin to build the robot.
2:30pm - Jesse heads to his ELD class where he is getting support on his narrative essay. His English teacher helps him organize his essay by using a graphic organizer and sentence starters. They do an activity together where they practice describing various scenes using all of the senses. Students actively listen to one another as they speak. Jesse begins writing his essay and submits his work through WriteLab to get quick feedback. In addition to helping him identify grammatical and spelling errors, he learns to better organize his ideas. He meets with his teacher to discuss his feedback and she provides him with additional ideas to improve his writing.