Anna, an alumna from Tuolumne County, CA returned from her spring 2017 semester with Alzar School determined to stay involved in the outdoors. Furthermore, Anna wanted to share the many wonderful opportunities being at the gateway to Yosemite provides to more people in her community. Anna identified that while her community had so much to offer, many had never hiked, camped, or explored the beautiful places that surround her town.
A junior in high school, Anna is supplementing her curriculum with classes at the community college and decided that she would start an outdoor club at Columbia College. She found a few people who were also interested in the outdoors and submitted an application to formally charter the club through the school. Once sanctioned, Anna hosted a booth at club day to find others who were interested in exploring the outdoors. From there, she initiated camping trips, graffiti clean-up days, and climbing trips. She has plans for fundraising activities so the program can begin to acquire gear and club members can participate in a wilderness first aid course.
We are proud of Anna's ability to turn ideas into action and find a way to work with the structure of the organizations of which she belongs to create the outcomes she desires. We know this skill will continue to serve Anna and her communities well.
You can read more about Anna's project and watch a quick video here.
After six weeks in Chile and spring breaks spent across the USA, Alzar School students have finally returned to campus and hit the ground running. Between busy class days, outdoor activity, PE, and even some spring skiing, the schedule has been jam-packed. But students haven’t forgotten their time in Chile, or the language skills they learned while abroad. Last week, students had the opportunity to share their experiences, as well as their language skills, with local elementary students in Valley County.
Students began planning their lessons in Spanish class. Each class prepared not only a short presentation on Chile, but also fun and engaging 15-minute lessons based on concepts recently studied in their Spanish classes. Spanish teachers Auriona East and Colin Hull encouraged their students to think outside the box, and students worked in small groups to develop lessons and materials for their classes. They prepared slideshows, poster-boards, cut-out figures, and fun games to help their soon-to-be students engage with the new content.
On Tuesday, students travelled to Donnelley Elementary School, where they taught in first, third, fourth, and fifth grade classrooms. On Thursday, I joined students at Cascade Elementary School, where they taught fifth and sixth grade classrooms; following our time at the school, we headed to the Cascade Cultural Arts Center, where students taught a small group of homeschooled children of various ages.
The lessons at Cascade Elementary started with a brief slideshow in which Alzar School students presented on their experience in Chile. The students had the opportunity to share not only about the various different landscapes and environments that we travelled through, but also to discuss differences in Chilean cultural and lifestyle. The Spanish C class enthusiastically shared about the different foods that they ate in Chile, from empanadas to the famous lomo a lo pobre, a steak dish served with caramelized onions, French fries, and a fried egg. The Cascade students gobbled down the information as readily as they might have gobbled down one of the dishes displayed on their Smartboard; as the Alzar School students moved through their lesson, they reviewed new vocab. “What’s the word for soup? Or bread?” they asked the class. The local students perched on their knees, shouting sopa, pan, stretching their arms up into the air to be called on.
After the short presentations on Chile, the fifth and sixth graders split into four groups, rotating through stations planned by Alzar School students. One group of students taught a wonderful geography lesson, in which Cascade students competed against one another in a “trashketball” competition based on identifying new vocab. Another group had a vibrantly colored poster-board with illustrations of valleys, mountains, rivers, and more, which transitioned into a Pictionary game on the board. Students shouted the new vocab enthusiastically. “El rio, el sol, la montaña!” echoed through the locker-lined hallways.
Another group practiced weather vocabulary with an animated game of charades, directed by the Spanish B students. A slight, blonde boy stood at the front of a table of his peers, violently shaking and chattering his teeth; “Hace frio!” his friends cried out, competing to be first to remember the new words. On the floor nearby, Spanish D students split their small group into clusters of two and three, and each group was tasked with arranging a cut-out house, tree, and person based on a Spanish phrase. “El hombre es lejos de la casa,” Ceilidh said, and an active brunette with a tie-dye sweatshirt on quickly grabbed the stick-figure man and placed him an arm’s length away from the house. Each student, whether from the Alzar School or from Cascade Elementary School, was active, engaged, and excited.
Reflecting on the experience over the course of the next few days, our students noted that teaching was incredibly fun, as well as exhausting. They returned to campus with a newfound appreciation for their Alzar School teachers, and the work each of us puts in to planning an engaging classroom discussion or activity.
But more importantly, they reflected on how exciting it had been to share their knowledge and experience with local students. They had offered the Cascade and Donnelly students a glimpse into Chilean culture, as well as an inspiration to continue to study language – and perhaps, one day, to use that language to connect with a new place, to make a new friend, and to expand their understanding of the world.
While in Choshuenco, we eat at a wonderful local restaurant called El Rucapillán. Though the meals are filling and flavorful, my favorite part of dinner in Choshuenco is always the pebre. Pebre is a traditional Chilean salsa, often spicy and always delicious. Each night in Choshuenco, we find a different pebre on the table. Sometimes it’s mild and bright red; other nights, garlic-filled and salmon-colored, others still, spicy and pale pink. It complements every meal wonderfully, from simple bread and butter to sausage and bean stew. Since we first arrived in Choshuenco, I’ve been determined to learn how to make it. A stilted but successful conversation with the owners of the restaurant settled the plan for Sunday evening, just before dinner.
After a sun-filled afternoon on the beach of Lago Panguipulli, Emily and Allison decided to join me on my culinary adventure. We eagerly made our way to the restaurant, where Veronica ushered us into the kitchen. She was delighted to have three new American pupils, and immediately washed and organized the ingredients: seven or eight plump tomatoes, a handful of yellow ají peppers, a couple small green hot peppers, and two bell peppers. As Veronica sliced up the vegetables, she chatted with Emily, Allison, and I about our hometowns. We discovered that Veronica has a childhood friend who lives in Emily’s home state of New Jersey, and that TV shows have led Veronica to some strange assumptions about Allison’s home state of Texas. As we learned about each others’ hometowns, Veronica tossed the ingredients into a blender with half a cup of water, and pulsed the veggies into the rose-hued salsa that we all adore. She poured the fresh salsa into a large glass jar, and as our conversation drew to a close, we thought our simple lesson might be over.
But we still needed to add salt and the critically important ingredient, cilantro. Veronica hurried off, and I assumed she would return with a handful of cilantro from the fridge. Instead, she beckoned for us to follow her. Out of the kitchen and through the laundry room, we followed her into an alcove behind the restaurant, where we found ourselves surrounded by raised beds. She bent down and plucked a few leaves off of a plant, brought them to her nose, then ours – fresh oregano!
We proceeded to follow her on a tour of the garden. Inside a small greenhouse, cucumbers and tomatoes climbed towards the ceiling and basil grew steadily; beside the greenhouse, squash and zucchini plants flowered. Veronica pointed out the herbs in the raised beds lining the restaurant wall: cilantro, oregano, a local variety of rosemary, and many more. She picked a handful of cilantro and a pinch of rosemary. We munched on a freshly plucked cucumber as she told us that the restaurant uses herbs and vegetables from their garden as much as possible – especially when they make fresh pebre.
Back in the kitchen, Veronica briskly chopped up the herbs and added them to jar. After a heaping spoonful of salt, the pebre was complete. We each tasted a small spoonful, oohing and aahing over the perfect freshness and spiciness. Veronica was delighted, and we left the restaurant a small bowl of pebre all for ourselves – as well as a great new friend!
At dinner, with bowls of our freshly prepared pebre on the table, Emily and Allison chatted with their friends about the recipe, making plans to prepare it at home for their families. “We should make it in the cabanas!” said one of their housemates. Everyone was excited to practice the new recipe, in Chile and back at home. It was a fabulous end to our weekend of paddling and roll practice, a wonderful moment of cross-cultural learning to conclude our final weekend in the Lakes District.
Written by: Angelica Calabrese
The day after students arrived, we began academic classes. One class, Physics, immediately took their heady concepts and formulas to the test.
During a Physics Lab last week, the students were asked to consider the forces of gravity, drag, and impact on a given object. In our Physics class last Wednesday, the object was a raw egg.
Gravity, when left entirely to its own devices, will cause a falling object to accelerate. So, as we all know, if you simply dropped a raw egg from a ~4.35 meter ledge (as the students did), that thing should definitely break! But, students were asked to help create "drag", or air resistance... or friction (all synonyms that helped me understand this concept) on their egg so they could slow acceleration and hopefully keep the egg from cracking.
Another way to protect the egg is by displacing or slowing down impact. If you protect the falling egg with some kind of buffer such as bubble wrap, the time of impact will increase, so the intensity of the hit will be spread out over... maybe .5 seconds instead of .25. In this way, the students could also attempt to protect their egg.
So, our Semester 10 Physics students were given a variety of materials to increase drag and decrease impact. The one caveat was that they could only build one device. They couldn't have something attached to the egg and on the ground; they had to get creative. And, they did.
Some built elaborate pillows dangling just below their eggs to decrease impact. Others, as you'll see in the picture below, made parachutes.
We're so lucky to have an academic environment where our kiddos can learn hands-on - test their ideas and learn from their experiences. Not one egg broke!