Field Trips: An Exploration of Science

Grade 2, as part of their Paleontology unit, visited the La Brea Tar Pits. It is one of the world’s most famous fossil sites where thousands of ancient animal bones have been discovered in the sticky tar pits. Students also explored the museum’s exhibits, which showcase the discoveries made at the site and explain the science behind the excavation process. Students learned about the history of the Ice Age and how it affected the animals that lived during that time. They also learned about the science of paleontology and how scientists study fossils to understand the past.

by Brandi Hartigan Science Department Chair & Teacher, Lower School

Science field trips offer unique opportunities for students to experience science in a handson, interactive way that simply cannot be replicated in the classroom. By visiting museums, science centers, nature reserves and other educational sites, students can learn about scientific concepts in a real-world context, observe the natural world in action and engage in interactive activities and experiments. These experiences can spark curiosity, inspire enthusiasm and encourage a love of learning that can last a lifetime.

Science field trips also provide important opportunities for students to develop key skills such as observation, critical thinking and problem-solving. By participating in experiments and activities, students can learn to formulate hypotheses, design experiments and draw conclusions based on their observations. These skills are essential not just in science but in a range of settings.

St. Mary’s is proud to offer such an extensive range of field trips that support our science curriculum for students in all grade levels. Here’s a few highlights from the 2022-2023 school year.

Grade

KKindergarten had the opportunity to visit the Environmental Nature Center. This experience was an excellent way to promote a five-senses curriculum as it provides various opportunities to engage and stimulate all five senses: sight, sound, touch, taste and smell. This field trip also focused on developing a deep appreciation for the environment and an understanding of the importance of conservation efforts.

1GRADE

Grade 1, as part of their Rainforest unit, will embark on their annual Wilderness Walk to Aliso Viejo Wilderness Park. Nature walks provide an opportunity for students to explore the world in a new and different way. They can touch different textures, smell different scents and hear different sounds. This can help enhance their sensory experiences and help them develop their sensory processing skills. This trip will allow them to observe nature, learn about local flora and fauna and understand the importance of conservation. Being in nature can spark a child’s curiosity and encourage them to explore their surroundings.

4GRADE

Grade 3, as part of their Water unit, will visit Harvest Solutions Farm. Students will learn about water use, irrigation, conservation and perform service learning work. This experience is designed to help students develop a deeper understanding of the importance of water conservation. By observing firsthand how farmers use techniques such as drip irrigation, crop rotation and soil management, students can learn how to use water more efficiently and sustainably in their own lives.

3GRADE

Grade 4, as part of their Entrepreneurship unit, visited Stewart Surfboard Shop in San Clemente. There they learned about the realities of entrepreneurship from the founder of the local surf shop, Bill Stewart. By observing how the entire shop operates, students learned about different aspects of running a business, such as managing finances, marketing, production, distribution and customer service. Students observed how the business owner has solved problems and overcome challenges, which can inspire them to think creatively and find innovative solutions to problems.

Grade 6 visited the Catalina Environmental Leadership Program where they studied climate science, environmental protection, composting, ocean organisms, ocean currents, as well as native and invasive species. The program is designed to teach students about environmental conservation and sustainability. Students learned about the fragile ecosystems of Catalina Island and the ways in which human actions can impact them. In addition participants work to develop leadership skills that can be applied in various contexts, such as teamwork, communication and decision making. These skills can be useful not only in environmental fields but also in other areas of life.

5GRADE

Grade 5 students attended the AstroCamp field study as part of their Space unit. AstroCamp is an educational and immersive program that offers students a unique opportunity to explore the universe and gain a deeper understanding of space science. While there, students participated in hands-on learning opportunities, which allowed them to apply their knowledge and skills in a real-world setting. Students were given access to state-of-the-art equipment and technology, which enabled them to conduct experiments, analyze data and draw conclusions. Students had the opportunity to interact with experts in the field of astronomy and space science. These interactions may help students gain a deeper understanding of space exploration as well as provide them with insights into potential careers in the field.

Field Trips: An Exploration of Science

6GRADE

8GRADE

7GRADE

Grade 7 students explored the Yosemite National Park to study its ecology, environment and to see what makes Yosemite special. This field study focuses on environmental science and it offers students the opportunity to engage in inclusive, hands-on learning experiences in one of the world’s most iconic national parks. Students explore deep valleys and grand meadows while challenging themselves physically, building meaningful relationships and discovering a caring relationship with the natural world. Students hike to Vernal Falls, walk through narrow rocks, test the water quality of the Merced River and learn about climate change. Students also participate in hands-on learning experiences. By conducting field research projects, such as water biology, students are able to observe and analyze the complex relationships between the environment and the various habitats found in the park. Students are empowered to see how their actions impact their community and the world around them through service-learning projects, such as removing invasive species that threaten the biodiversity of the park.

Grade 8 students visited the National Air and Space Museum as part of their annual trip to Washington, D.C. It is a fantastic venue to spark an interest in science, technology, engineering and math. The museum has exhibits that showcase the history and evolution of aviation, as well as space exploration. The interactive exhibits, films and activities provide an opportunity for students to learn about STEM concepts in a fun and engaging way.

In addition to grade-level field trips, the Middle School’s intersession provided a wide range of science focused or science included activities. One out of four activities focused or included science as part of the itinerary.

All of these field trips provide valuable learning experiences for students, allowing them to engage with the world in a hands-on way that goes beyond the classroom. These experiences can help enhance students’ understanding and appreciation of science as well as other subjects they are learning about, while providing opportunities for them to develop important skills such as critical thinking, problem solving and teamwork. By exposing students to a range of different environments and experiences, these field trips can also help foster a sense of curiosity and wonder about the world around them, which can inspire lifelong learning and exploration. As we near the end of the school year, teachers and administrators continue to search for learning opportunities beyond the walls of our school community.

Consider the seismic shifts our world has undergone within your child’s lifetime. CRISPR technology now allows scientists to edit our genes. Self-driving cars have navigated our roads for almost a decade. SpaceX launches reusable rockets. Artificial intelligence (AI) and chatbots are gaining ground. Within the last six months alone, ChatGPT upended our understanding of sentience — all this alongside significant geo-political and cultural turbulence. Now imagine how life might look when your child enters the workforce.

Little about our future is certain except this: 20th century teaching techniques are no longer enough in a 21st century world. The skills that once served our students — memorizing facts, stats and figures — are largely irrelevant when those answers lie inside their pockets. Even foreign language skills may soon be obsolete. The questions, however, have become more complicated and urgent than ever.

This new world requires new ways of thinking. And while we cannot anticipate every problem that will arise in our children’s lifetimes, training their brains on how to approach these challenges and giving them a framework for addressing them needs to start young. Enter Design Thinking.

Educating Today’s Child For Tomorrow’s World

How Design Thinking Prepares Students For Any Future They Choose

by Marrie Stone

The Origins Behind Design Thinking

The term “Design Thinking” first emerged in the late 1960s, but its origins can be traced to both the industrial revolution and WWII. Those globally disruptive events toppled the technological ecosystem, much like the agitation we’re experiencing today. They gave rise to “Wicked Problems,” a term coined in 1973 by design thinkers to describe multidimensional and complex challenges. As the world grew more interconnected, and as scientific and technological advancements began outpacing our ability to adapt, industries increasingly relied on empathy and collaboration to address collective concerns. Think about how those Wicked Problems have accelerated. How fast did “climate change” become a “climate crisis?” How quickly did AI eliminate entire sectors of business? Wicked Problems demand nuanced strategies that address actual human experiences.

St. Mary’s recognizes that retraining an already formed mind is difficult. By introducing Design Thinking at the youngest possible age, this empathic approach becomes ingrained. Regardless of their fields of study or chosen careers, students will be equipped to tackle the unique challenges ahead of them.

“The problems our kids are inheriting, the world they’re inheriting, is significantly more complicated and yet more connected than ever,” said Doug Patterson, Head of School. “If we’re not allowing students to exercise their creativity, we’re not setting them up for future success. I feel a responsibility to graduate students who are prepared with these crucial skills. That’s why we need Design Thinking.”

Design Thinking involves a five-step process that starts with empathy. Students seek to understand another individual’s wants and needs through a series of interviews and listening sessions. Then they identify a problem they might solve. By reflecting on the problem, they generate several ideas to address it and test their concepts with prototypes, experimentation and refinements. Once they successfully complete this cycle (which may require several attempts), they present their final product.

Experiencing the full cycle of trial, error, failure and success at each grade level and across a variety of academic circumstances means students are well equipped to face whatever future challenges come at them.

A Time-Tested and Proven Approach

The design and consulting firm IDEO brought Design Thinking into the mainstream in 1991. Designers began marrying left and right brain thinking to create a human-centered, holistic approach to problem solving. The artistic engineer, or the mathematical artist, could arrive at both complicated and elegant solutions to difficult problems. Companies like Airbnb, UberEats, Netflix and Oral B are everyday examples of Design Thinking at work.

Today, St. Mary’s collaborates with IDEO, the Stanford d.school and similar strategists to deliver the most up-to-date techniques and applications to our students. By teaching them to identify problems, empathize with the user, imagine a solution, design a prototype, create a product and present it for feedback, St. Mary’s students have already created a variety of useful inventions. Examples include: automatic dog feeders, illuminated pet collars, distraction-free glasses and car locators. The forthcoming Design Center itself is a product of Design Thinking. “Design Thinking blends perfectly with our existing IB program because students are already challenged to ask questions, investigate and propose solutions to problems,” says Sharon Taylor, St. Mary’s Chief Advancement Officer. “Design Thinking allows this process to be hands-on and gives students tools to work through those problems.”

The Elegant Design Behind Design Thinking

St. Mary’s cultivates reflective practitioners and creators instead of mindless consumers. Reflective practitioners allow themselves to experience surprise and curiosity in uncertain situations. Reflection (as opposed to frustration) requires not only tolerance for failure, but excitement in the face of challenge. But those traits aren’t usually innate. They’re taught. Because frustration and failure are critical components of the design process, St. Mary’s provides students with a robust toolkit to manage obstacles and transform disappointments into opportunities.

The Kindergarten classrooms, for example, contain shelves of stuffed animals intended to comfort discouraged students. After one student’s recent project got knocked down, he headed straight for the shelf. “He overcame his frustration, knowing he could rebuild,” said PYP Coordinator Lauren Sterner. “He had both the blueprint and the strategy. Now he could build it better. That reflection was an important part of the process.”

Experiencing the full cycle of trial, error, failure and success at each grade level and across a variety of academic circumstances means students are well equipped to face whatever future challenges come at them. “So much growth happens through understanding that disappointment is part of the process, and sometimes the outcome may look different, but it’s a better plan than the original. There’s a lot of beauty in that,” says Sterner.

At St. Mary’s, failures represent important stones on the path to success. Not only are design missteps allowed, they’re encouraged. Design Thinking, after all, is not a linear progression. It’s a circular process. Administrators are even considering a “failure wall” in the new Design Center, so students can see their classmates’ struggles and grow comfortable with disappointment.

Strengthening the Empathy Muscle

According to social scientists, children begin seeing situations from another person’s perspective by age four. Cognitive empathy (the ability to recognize and understand another’s mental state) begins rising at age 15. And although there is a temporary decline in affective empathy (the ability to share the emotions of others) between 13 and 16, it recovers in the late teens. But behaviorists believe empathy is also a skill that can be taught and strengthened. St. Mary’s instills empathy immediately. By kindergarten, students are asked to bring their favorite stuffed animal to school. Some arrive with gigantic teddy bears, others with tiny puppies. Then they must imagine being their animal and understand its needs to construct a comfortable pet carrier. Can they transport it inside their pocket, or do they need a giant sled? In second grade, students design dream bedrooms for one another, asking detailed questions to understand their classmates’ needs. By fourth grade, students become entrepreneurs and launch their own businesses. They learn about real estate, marketing, budgeting and design.

“Students reflect at the end of the project, deciding what they would have changed,” Sterner says. “Design Thinking happens throughout many of our units of study and blends beautifully to our curriculum, which always incorporates empathy and encourages them to work through the process.”

Building Toward Success: Announcing a New Design Center

More and more medical and legal professionals lament that current graduate students can repeat information, but they have a hard time delivering imaginative solutions. They’re afraid to deviate from existing norms. Yet the future we face demands it. Antiquated educational systems drain creativity. Our new Design Center will foster it.

Plans for the Design Center are underway. The new facility will be purpose-built to complement our Design Thinking mindset. The two-story, 28,000-square-foot building will include a state-of-the-art Early Education Center, replacing the existing portables, and complete our campus Master Plan. The plan also includes a new parklike outdoor area and community gathering spaces. While the Center is a few years away, planning and fundraising have begun, and we’re excited to share its vision with our community.

The Design Center represents a natural progression of St. Mary’s current curriculum, but the possibilities it promises are limitless. The Empathy Lab, Idea Lab, Garage, Falcon Workshop, Tool Shed, Art Studio and Gallery are each designed to maximize innovation and hands-on experimentation. “The Design Center connects to students’ existing units of study,” says Taylor. “These spaces are intended to enhance what students are already doing in their classrooms, but we’re leaning into this building as a space to be creative.”