At Mackintosh Academy in Littleton, Colorado, embracing an inquiry-based education model for gifted students is central to our teaching philosophy, and we recognize the immense value of experiential learning. Recently, our fifth and sixth-grade students and teachers embarked on a transformative trip to the Cal-Wood Education Center. This expedition seamlessly aligned with our International Baccalaureate (IB) program, immersing these students in an enriching experience that nurtured curiosity, critical thinking, and a deeper understanding of the natural world.

Fifth and sixth grade lead teacher Roger Chow explained the benefits of this excursion: “Calwood offers a truly remarkable experience for students, enabling them to disconnect from the technological distractions of the world and fully immerse themselves in outdoor exploration. It’s been a privilege to witness students who initially approached this experience with trepidation and timidity undergo a transformation, emerging as joyful, engaged individuals. Even those who were typically reserved have opened up, interacting and connecting with peers they might not have otherwise engaged with.” He added that “Cal-Wood serves as a platform for students to forge bonds without the typical distractions of school or technology, allowing them to move closer to discovering and embracing their authentic selves.”

Cal-Wood Education Center: The Perfect Backdrop for Inquiry-Based Experiential Learning

Cal-Wood Education Center, nestled amidst the breathtaking Rocky Mountains, offered a perfect setting for students to immerse themselves in nature and derive knowledge through hands-on exploration. The pristine natural surroundings and diverse ecosystem serve as an open laboratory for students to delve into the intricacies of the environment. By engaging in interactive activities and outdoor adventures, the students satisfied their curiosity and enhanced their understanding of the natural world.

As they stepped out of the traditional classroom and into nature, our students were exposed to real-world applications of what they had learned, translating theoretical knowledge into practical wisdom. The immersive learning experience at Cal-Wood complemented the objectives of gifted education, facilitating the development of critical thinking, problem-solving, and creativity in a dynamic and challenging environment.

“Calwood does an incredible job of engaging students in their outdoor learning spaces,” commented Nancy Muchich, fifth and sixth grade lead teacher. In addition to the education benefit, she noted that, “We all enjoy the activities, the downtime, and of course, the great food! Our students go to Calwood and see each other in a new light. They come home a cohesive group, a real community.” 

Experiential Learning: A Gateway to Growth

The trip to Cal-Wood was not merely a recreational outing; it was an educational expedition designed to enrich young minds. Experiential learning, which emphasizes learning through direct experiences, was fundamental to this journey. The students actively participated in nature hikes, ecology lessons, and team-building activities, internalizing concepts and gaining insights that traditional classroom teaching cannot replicate.

At Cal-Wood, students not only deepened their understanding of ecological systems but also honed their interpersonal skills, resilience, and adaptability. These experiences will stay with them throughout their academic journey, nurturing them to become well-rounded individuals with a profound appreciation for the world around them. 

Samantha Walker, fifth and sixth grade associate teacher, shared her insights on the personal development opportunities at Calwood. “”Calwood is an opportunity for our students to be risk takers and get out of their comfort zones and experience the outdoors in fun and engaging activities. Students and chaperones alike build friendships and create a sense of belonging that resonates throughout the school year and beyond,” she said.

Student Voices from the Experience

Upon returning, students were asked to write reflections on their experiences, an exercise integral to inquiry-based learning. They commented on the content of the lessons at Cal-Wood, the opportunity to connect with classmates, and on the value of immersing themselves in nature.

One student remarked, “I really liked the campfire circle because of all the laughing and happiness. I also liked the night hike. The stars were so bright.”

Another added, “My favorite part was being in touch with nature. It’s so relaxing to be out in the world.” Echoing this, another student said, “I loved hiking and talking with my friends. I just love being in nature because it has nice clean air to breathe.”

Finally, one student offered this wise advice to future attendees, “These are going to be core memories you’re making and will stick with you for the rest of your life. This is a chance to get away from your devices for a couple days. It’s a chance to be in nature, so even if it seems bad, it will be a blast.”

Conclusion: Fostering Bright Minds through Immersive Experience

By providing an immersive and experiential learning opportunity, the trip to Cal-Wood Education Center not only enriched the academic growth of  Mackintosh students but also their personal growth. As they returned from this enriching journey, their minds were buzzing with newfound knowledge and a profound sense of appreciation for the natural world.

At Mackintosh Academy, we remain committed to nurturing the potential of gifted students through inquiry-based education, preparing them to become thoughtful, innovative leaders of tomorrow. Cal-Wood was just a stepping stone in this journey, and we look forward to many more such transformative experiences.

Interested in how your child might benefit from our inquiry-based International Baccalaureate education? We’d love to hear from you. Please reach out to our Director of Enrollment Management via email or give us a call at (303) 794-6222.

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By Tari St.Marie, 5th and 6th Grade Teacher

What do you do when the world hijacks your unit of inquiry? 

It started quietly enough, during our unit of  inquiry into Revolutions. My fifth and sixth grade students asked: Are all revolutions good? What if the revolution doesn’t work? Can you have a revolution without a war? 

Actually, yes, you can have a revolution without a war – we do it every four years in the United States when we elect a new president. We respond to the people’s wishes for their government peacefully instead of going to war.

That was October 12, three weeks before the election. Many of my students were paying attention to this election; they were very aware of the candidates and of their families’ perceptions of them. And after the election, their questions began to focus – they wanted to understand what was happening. Why hasn’t a president been declared? What is election fraud? Do elections always happen this way?

Our unit of inquiry shifted from Revolutions to Government: studying the very institutions that we were watching play out. The students read the Constitution to learn the powers and the limitations given to the branches of government, and their questions became more pointed: Why is President Trump saying the election was wrong? What is the role of the Supreme Court? What is the purpose of the Electoral College? Can these systems really overturn the vote?

And with these questions, I put away my planned lessons and allowed their questions to become the unit of inquiry. Their focus, while still on the United States government, became more of a deep dive into how Constitutional powers were actually playing out in real life than in what each branch of the government could do. They wanted to know if the election was wrong, so they learned about the power of the United States  judicial system and researched cases in Michigan, Georgia, Pennsylvania, and Arizona. They learned about legal standing and voting observers and evidence. They read newspaper articles from different perspectives, attempted to make sense of the legal language of court cases, and they reflected on the lawsuits alleging voter fraud that the courts put aside for lack of evidence or lack of standing. 

They learned about the United States legislative branch by understanding that the legislature doesn’t have much of a say in presidential elections. They understood that states get to make their own election rules because those rules aren’t in the Constitution. They learned that states with certified results and no outstanding lawsuits are considered to have Safe Harbor, where Congress can’t question their Electors. They combined their research into the election lawsuits with their understanding of the role of Congress in elections and created a video for their senators, expressing their reasoned reflections that Congress should not try to do a job it isn’t set up to do, even if the President says they can or should.

At the beginning of January, the students’ –and the country’s – engagement was high. So much talk about overturning the election. Stopping the steal. The students were frustrated with many adults who didn’t understand that the United States government was working the way it should: Concerns were heard, but dismissed for lack of evidence. State laws had been followed and certified. All that was left was for Congress to certify the votes of the Electoral College. 

The Electoral College was their main entry point to the Executive Branch. They read the Constitution where the Electoral College was created and debated if this was still an idea we should use today. They read the statutes that explained how the counting of the electoral votes was to proceed, secure in the understanding that the election was over, because Congress had no role in doing anything but counting and certifying the electoral votes. They were excited to see this long process come to a close. And many of them were watching at home while, during the counting of the electoral votes, a mob breached the Capitol building. Like so many of us, they were stunned, wondering how this could happen when all the systems were doing their jobs. 

I heard many opinions about how I handled this unit. Many of my teacher friends outside of Mackintosh felt I had gone too far, that I had risked inserting bias into the discussion, or that I should have focused on the powers and limitations of the branches of government rather than engaged in current events that my students may not have been able to comprehend. 

But the International Baccalaureate tells me that student inquiry fuels agency and action. And what is education for, but to empower students to enable understanding that will help them to create the world they will need? 

What do you do when the real world hijacks your unit of inquiry? You let the students lead. 

The post A Revolutionary Student-Led Inquiry appeared first on Mackintosh Academy.

By Student Guest Bloggers Grace M. and Henry P. Contributors: David R. and Mrs. Muhich

Students enrolled in International Baccalaureate programs across the world end their Primary Years Program, or PYP, with the Exhibition.  Exhibition looks different around the world. Here at Mackintosh Academy Littleton, we do Exhibition in the sixth grade. For the Exhibition, the sixth-grade class must create a central idea and three lines of inquiry. This year the class came up with: “Evolution of modern-day communities creates new problems, opportunities, perspectives, and responsibilities for the future” for the central idea.

Students write a six to eight page research paper on their topic of interest.  This is the first time students have written a paper of this magnitude.  After the paper, students came together for action projects. Action is where students apply what they have learned, take responsibility, and make a positive change on the world.

This year Exhibition had two large groups for action. The energy group made a solar-powered phone charger and a bike-powered phone charger. The beautification group had several projects. They created a pollinator garden, made reusable bags, painted the school’s gaga pit, made Littleton “Go Strawless for a Day,” and picked up trash at the Carson Nature Center.

At the end of the Exhibition, students communicate their learning through a sculptural and interactive presentation. These presentations mark the transition from PYP to MYP for the sixth-grade students.  This class spent several days perfecting their designs.

After the students made individual displays, they came together to make one big presentation on all they did together and the transformation that took place. Then they presented it with student-made t-shirts, love, kindness, and care. This year’s Exhibition taught the sixth graders to become leaders instead of simply learners. The newly crowned “X Perts” are Grace M., Henry P., Piper S., Aviva S., Jacob K., Madhav K., Alex G., Joseph C., Braeden S., John N., Lucas L., David R., Deniz S., and Hazel K.

Students have found this the be a transformational event. 

“At times it felt stressful but in the end I felt a great sense of accomplishment.”- Piper S.

“Exhibition has given me the tools to be successful in school and life” – Aviva S.

“Exhibition has given me a new perspective on the world”- Grace M.

“Exhibition has given me the opportunity to explore my interests in new deeper and exciting ways”- Henry P.

“It was daunting but it turned out to be a fun and creative experience”- Jacob K.

“ Exhibition was very fun and very relieving”- Madhav K.

The post “X Peeps” Become “Xperts”: The PYP Exhibition from the Students’ Perspective appeared first on Mackintosh Academy.

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On April 14, at Mack Littleton’s annual auction, Mr. Joe Pausback spoke about his twenty years at Mackintosh Academy, his gratitude to former Heads of School Trip and Whitney Mackintosh, and what he has learned over his two decades as a Mackintosh teacher. Below is the text of his speech, but to get the full impact, please watch the video and absorb Joe’s inimitable humor and style.
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I’m Joe Pausback, and I have taught the fifth and sixth grade students at Mackintosh Academy for the last 20 years. My wife, Lara, teaches the first and second grade class.  My son Samuel, started in the Pre-K and graduated last spring. He is currently a freshman at Littleton High School.  My other son, Henry, is in the sixth grade at Mack, having started in Pre-K as well. From these overlapping roles and relationships, I have garnered a few insights about the nature of gifted education.

It is amazing to me that I would be up here talking to you about the essence of gifted education. You see, I was that child – the youngest of a large family, the one who tried to slip between the cracks.  My grades were all over the place, more a barometer of my interest in a particular subject than a measure of my actual aptitude. The late 70’s and early 80’s in Aspen, Colorado was not a time or a place where people discussed attentional issues. For me, medication was outside the classroom, in the forests, mountains, snow-fields, rivers, and canyons of western Colorado and Utah.

But somehow I persisted in school, developed a knack for getting things done on my own timetable, earned a college degree, got a teaching license and in the fall of 1998 wound up in the office of Trip Mackintosh to interview for a fifth and sixth grade teaching position. In that moment, I lacked both the experience to accurately portray the true sense of confidence necessary to land a job or the improv skills to project a fake sense of confidence. Together Trip and I paged through my student teaching portfolio. Offhandedly he remarked, “You look like a duck, but you do not yet quack like a duck.” I should have been offended, but the truth of this statement was too much to deny.  Last fall, when Trip and Whitney were back on campus for the 40th anniversary, the three of us laughed about this interview and Trip’s comment. In the interview, Trip had asked me to describe what I knew about gifted education. At the time, I had no answer. I knew nothing.

So, true to my own humble calling, after 20 years at Mackintosh, with two gifted children of my own, I finally have an answer to Mr. Mackintosh’s question. And here, tonight, in this room, I will finally complete my Mackintosh interview by answering that question.

Mr. Mackintosh, there are five things I  know about gifted education.

1. With all due respect to Forrest Gump, gifted is as gifted does.  

   Gifted children are a lot like normal kids, but gifted kids arrive at false and incorrect conclusions more quickly, more confidently, and more frequently than normal. The impacts of these false conclusions can be far more entrenched and devastating. But the corollary is also true. Gifted students also arrive at correct conclusions quickly. When Samuel was in the second grade, he was approached by a group of the cool and popular boys in the class who wanted to form a “club” to harass the smallest girl in the class. Sam took them to the mat refusing to join them and obstructing their efforts. After a day, the teachers finally caught wind of what was going on. Sam was vindicated. The other boys got to endure the fruits of their self-selected teachable moment.

2. Gifted children are very sensitive.

   Ms. Kates compares the challenges of costuming your children to the experience of costuming the other casts she works with. Mackintosh students invariably complain about the fit, the smell, the texture of the costumes. My son Sam, still needs the tags taken out of all of his shirts, shorts, and swim trunks. Gifted children are also sensitive to any perceived slight toward themselves and toward others. This makes the at a tender age, more globally minded, and introspective, than a more typical population. At the age of 5, Henry could not talk about heaven, hell, the universe, the speed of light, or black holes, supernovas without a week of sleepless nights.

3. Gifted children need the opportunity to engage with struggle and sometimes not be successful.

   Both of my children earned multiple C’s in their fifth grade year. I did not rush to their rescue and found myself, the parent/teacher entering this grade onto their report card. A year ago, when Henry was done going through his report card, he said, “Dad, I think I did pretty well.” I said, “Really?  What can you tell me about that C in Unit of Inquiry?” He said, “I know why I got it and I am very confident that I can raise it next unit to at least a B-.” What could I say? The boy has emotional resilience and a growth mindset. His next U of I grade was a solid B. Similarly Sam’s grades in the fifth and sixth grade were all over the place, but in the middle of his eighth grade year we were all caught off guard when he earned his way onto the honor roll. He has emerged from Mackintosh and entered Littleton High School with a deep confidence in his ability to take on any academic challenge and succeed

4. If you want to save the world, focusing on quality gifted education is a pretty good place to start.

   Think of an oil tanker. It has a huge mass. But the rudder, the very object that determines which way the entire vessel goes has a mass that is less than one half of 1% of the mass of the entire ship. At Mackintosh we are helping craft the rudder that will steer humanity in the 21st century. When Sam was five, we took him to see Horton Hears A Who, the Dr. Seuss environmental parable. On the way home, Sam sat quietly in the back of the car. As we were nearing our street, he remarked, “I get that movie.” “Really?” we asked. “Yes,” he said, “We all live on that speck.  And if we are going to survive as a planet, we all have to work together like the Who’s in Whoville.”

5. The final thing I know about gifted education comes from a little purposeful word-play.

   Gifted has the root of “gift” and a gift is something you get unexpectedly, might not have asked for, and might not quite know what to do with. At Mackintosh we build human beings by taking those talents and helping to shape them. If you further parse the word “gift” by removing the “g” and the “t” you are left with the word “if”. There are no guarantees in any education. In the general population there is an attitude that gifted kids will figure everything out on their own. But this is not necessarily the case. Gifted students are highly likely to drop out of school, struggle with emotional issues, and under-achieve.  Talent is distributed equally across humanity, but seats in public school gifted programs are not.  The majority of these seats are in affluent neighborhoods, leaving students in impacted neighborhoods to “figure things out on their own.”  Together we can provide opportunities to satisfy “if” for more students.  As any farmer can tell you, “if” is an important word: If the wind blows the right direction, if the seeds fall into fertile soil, if the rains come at the right time and last a good amount of time, if weeds and pests can be kept at bay.  Then maybe just maybe, there will be a harvest in the fall.

Trip did not offer me a job as a fifth and sixth grade teacher. Instead he offered me a job as a third and fourth grade co-teacher. Six weeks later, he had to fire the teacher who he had hired in my place. That night, he and Whitney called me up. They said that they wanted me to take over that job, but not until the following year as I was still growing in my skill set.  This was the most compassionate thing they could have done. The following fall, I took over the fifth and sixth grade class, and together Trip and Whitney nurtured me through my first two years teaching.

I am grateful to Trip and Whitney for giving me this opportunity. In fact everyone in this room owes them a debt of gratitude. They took over Mackintosh at a moment when it was about to go under. This was a big sacrifice to them personally and to their immediate family. But they got the school on stable financial footing and put it on track to be what it is today. If your child has ever had a PE class with Patty Weston, you should know that they hired her. If your child has ever completed a unit of inquiry that was designed by Sharon Muench, they hired her too. If you child ever took a “shaving cream spelling test” or shared a piece of cheese with Mindy Lambert at recess, know that they hired her as well.

In my interview, Trip said, “I want Mackintosh to be the best school for gifted children in the world.  Period.”  We live that vision every single day.  Thank you for your time tonight.
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¿Cuánto cuesta? ¡Es demasiado!

Mack Littleton 5^th and 6^th graders created a Latin American mercado (market) in alignment with the International Relations Unit of Inquiry. Inspired by a conversation with a student who suggested that it would be fun to have a market, Spanish teacher Susan Jenkins guided the students into an inquiry on Spanish-speaking countries, their products, crafts and currencies. The students then created a market where they browsed, bought and sold items they created – all using their Spanish-speaking skills, of course.

Each market booth featured a typical product and currency from a Spanish-speaking country, based on the students’ research. The booth had each country’s flag, some information about the country and the currency exchange rate. Students used appropriate Spanish vocabulary to sell and buy products, as well as had friendly conversations in Spanish. They mingled amongst the booths, greeting each other and making their “purchases,” which included artisan crafts as well as homemade foods like churros, cocadas and frutas.  The conversations included a good deal of bargaining, as students practiced this Latin American cultural skill.

To prepare for this event, students reviewed which countries speak Spanish and practiced their map skills. They then chose and researched two countries before being placed with a partner for the booth project. Practicing collaboration, the students worked with their partners to research their country’s flag, major exports, currency and interesting facts. They found currency exchange rates and created currency for their country, estimating how much they would need to buy products at the market and give change at their booth. Reviewing Spanish numbers from 1 to 1,000,000 was important in this project!

The students also researched typical crafts of their country, decided which items they would sell at their booth and created their wares. Parent Danna Liebert taught a group of sixth graders how to do simple weaving and some students incorporated that skill into their chosen craft.

During the afternoon of the mercado, the gym was bustling with activity and students could be heard using their Spanish vocabulary to greet one another, determine the prices of items and even bargain for the best deal. Parents and staff got into the spirit as they visited booths and asked questions about each country and its products.

After the market, students reflected on the experience. One student said, “I enjoyed selling and being sold out and saying the Spanish and shopping.” Another shared that “I thought the market was so fun and it was a great opportunity to learn Spanish in a fun way.  I would like to have another market.”  Another child’s comment was: “This is one of the funnest projects I have done in school.”

Ms. Jenkins, who is new to Mack Littleton this year, was thrilled to share this experience with the 5^th and 6^th graders.  She loved learning Spanish and about different cultures as a 7th grader through high school.  She studied Spanish in college and did a study abroad program in Mexico. She says, “Because of my travels, I’ve always known the importance of speaking another language.  I love teaching Spanish by giving a purpose to speak and to allow for each student’s interest and creativity to flourish.  This particular unit was perfect to do that!”

The post Bienvenidos al Mercado! Mack Littleton 5th and 6th Grade Spanish Students Create Latin American Market appeared first on Mackintosh Academy.

On April 26, 2017, Mackintosh Academy Littleton 6th graders presented their International Baccalaureate Primary Years Exhibition projects to parents, teachers, faculty, staff, and students.  Known around campus as “The X,” the Exhibition is the culmination of the Primary Years Program (PYP) – the crowning moment when students become “Xperts” and make the transition from the primary to middle school years.

Each year, the Exhibition students are responsible for taking an active part in their learning process by developing the theme around which the X revolves.  This year’s students chose the transdisciplinary theme “Humans Use Robotics to Balance Work and Play.” Throughout the process, students put into action the IB learner profiles of inquirer, thinker, principled, open-minded, caring, and risk-takers.

Sharon Muench, Curriculum Coordinator and 5/6 teachers Joe Pausback and Nancy Muhich, along with a team of faculty mentors, guided the students through their inquiry and collaboration. The mentor relationships helped students learn additional real-world skills of responsibility, accountability, and professionalism as they had to arrange and keep meetings weekly with these adults.

For several weeks, these students researched, met with their mentors, collaborated with faculty, and wrote their first in-depth research paper.  Topics included:
• Prosthetic Limbs
• Mars Rovers
• Smart Home Technology
• Nanotechnology
• Military Robotics
• Robotics in Space
• Forensic Technology

Another key element of The X is putting ideas into action. This year’s students had the unique opportunity to participate in a competition, hosted by RAFT (Research Area for Teaching) Colorado and the Denver Broncos, to develop a “cardboard quarterback” throwing arm. Two teams of students worked to develop their own designs using cardboard and a variety of salvaged and recycled materials. Team Narwhal and Team Meh, with the help of some dedicated parent volunteers, both competed and their final scores differed by only one point. Team Meh took the title with a record-setting 22 foot 9 inch throw!

The X takes students to a deeper level of inquiry and a complexity of thinking that signals their readiness to move into the even more complex middle years curriculum. While the X can be challenging, students agree that the hard work is worth it in the end and they move into middle school confident and well-prepared for the challenges that lie ahead.

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These 6th grade students are making the transition from the primary years to the middle school years and by completing this capstone project put into action the IB learner profiles of inquirer, thinker, principled, open-minded, caring, and risk-takers.  Students were assigned mentors to assist with these projects and this relationship helped students learn additional real-world skills of responsibility, accountability, and professionalism as they had to arrange, and keep meetings weekly with these adults.

This year, Mack Littleton students partnered with students on the Mackintosh Academy Boulder campus to develop their theme.  Students chose the interdisciplinary theme “How We Organize Ourselves.”  Specifically, for Exhibition, students crafted the line of inquiry: “Civilizations can use technology to alleviate world problems.”  Sharon Muench, Curriculum Coordinator, Joe Pausback and Nancy Muhich, 5/6 teachers guided the students through their inquiry and collaboration.

For 11 weeks, these students researched, met with their mentors, collaborated with faculty, and developed their first real research paper.  Students grappled with such topics as:

• Great Pacific Garbage Patch
• Food Waste
• UAVS are Changing the World
• Ocean Trash and Plastic
• Phoenix, Arizona
• Colony Collapse Disorder
• What are Female Leaders Made Of?
• Coral Reefs
• Girls Education in Sub Saharan Africa and Southeast Asia
• LGBT Rights in Education
• Women in Sports
• Polar Bears and Climate Change
• Hunger in Africa

The level of inquiry and depth of thinking is evident throughout a Mackintosh Academy education.  The Exhibition is when students take their first steps into a larger world of inquiry, learning, and growth.

Samara Rasmussen
Director of Development

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The popular view held by most children is that the world of science is owned by wide-eyed, white-coated ‘boffins’ ^[1]who spend their time poking in test tubes and looking into microscopes, beautifully illustrated by 5th grader, Paige. I opened my dictionary, looked up the word scientist, and read the following:

‘A scientist: a person having expert knowledge of one or more sciences especially a natural or physical science.’

Mmmmm………not terribly helpful, I thought. That’s not how I would describe what a scientist is to a young child.   So, let me make a stab at it. I know, for a start, that:

• Scientists are very curious about what they see around them.

• Scientists are collectors – they collect things and they collect ideas.
• Scientists read books to find out more about what they collected.
• Scientists carry out experiments.
• Scientists write notes and draw pictures to explain what’s in their heads.
• Scientists talk with other scientists and learn from each other.

.

I do ALL these things, don’t I? SO, I’m a SCIENTIST! Hey, hey!

We’re ALL scientists……… aren’t we? Don’t we explore our environment in a scientific way, whether we are aware of it or not? Don’t we look, touch, hear, smell, taste and wonder why all the time? Isn’t that how we discover new things?  When we discover something new, we often experience feelings of pleasure. Which of us hasn’t seen an expression of magical delight when a young child makes a discovery? You know, the ‘Oooh…… Aaah ‘ effect?

One thing, though. That magical ‘Oooh..Aaah’ moment needs fanning as if it were the beginnings of a fire, doesn’t it?

In my experience as an educator, I appreciated quickly that, even though being curious is natural for all human beings, most young scientists need help understanding how to make sense of the science around them. Who better to help them than mum and dad? Any teacher will tell you that your involvement in your children’s education as a close family member (mother, father, grandparent, caregiver, home-schooler) is strongly related to their success as a learner.. And that common sense view is backed by educational research:  “What families do is more important to student success than whether they are rich or poor, whether parents have finished high school or not, or whether children are in elementary, junior high, or high school (Robinson, 1995).

I remember how and when I became a scientist, someone who throughout his life has enjoyed exploring and asking and finding answers to the endless questions about the world of nature. It was my parents and one teacher who fanned my science fire when I was a young kid and got me going.

So, you adults, put on your scientist hats, take the time to positively interact, as learners, as team players, with your children. Nurture their curiosity  – and yours – and their sense of being scientists. Fan their fire.

How? Well, work with your young scientist on the science activities we’ll be doing at the ‘I’m a scientist’ science workshop, and…… have FUN!!

Event Details:

Sunday, January 24 from 2-4 pm

Mackintosh Academy Littleton Campus (7018 South Prince Street)

Please RSVP beth@mackintoshacademy.com

The post Upcoming: I am a Scientist Workshop by John Paull appeared first on Mackintosh Academy.

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 Come Celebrate with us! Our Solar Celebration and  State Farm “Big Check” Event will be October 23 at noon.  We’ll hear from Students and the teachers who supported their big win.  There will be hands on learning activities, performances by our students and, of course, cake!

Last year’s Exhibition students are feeling the power to change the world!  Their solar energy grant proposal to State Farm Insurance has been approved!  Written as part of last year’s IB Exhibition project, with the assistance of teachers Joe Pausback and Nancy Muhich, and former Assistant Head of School Linda Downey-Turner, the grant for over $90,000 will allow the purchase and installation of solar panels on all three campus buildings.  This will reduce Mack Littleton’s energy use by 30,000 kilowatt hours.  As a result, 30,000 pounds of coal a year will stay in the ground, significantly lowering our carbon footprint and cutting our electricity bills by approximately 70%.

The Youth Advisory Board that made the decision said they’d never seen such a well written grant. Kudos to our students. Special thanks to parent Stacy Nimmo, a State Farm agent, who encouraged the class to apply for the grant.  We are all enriched by this example of how hard work, dedication, and a vision for a sustainable future, can yield such exciting results.  Congratulations to all involved!

You can share in the excitement by clicking on this link to State Farm’s Facebook page.  www.facebook.com/sfyab  .  Please also feel free to post or tweet about the win on your own pages using #statefarmyb or #statefarmgrant!  Save the date and stay tuned more details on our Solar Celebration and “Big Check” event set for 10/23.

Here is a photo of the wonderful winning 6th grade team from their grant submission last year.

We are so proud of our students!  And thank you to Stacy Nimmo, Local State Farm Agent and Amazing Mack Parent, for bringing the opportunity to our attention.

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