Curriculum
Expeditionary Learning Outward Bound
10 Design Principles
Students Engage in Learning through Expeditions
SNACS philosophy is built upon the design principles of Expeditionary Learning Outward Bound (ELOB). The adaptation of ELOB principles are drawn from Outward Bound founder, Kurt Hahn. They serve to shape school culture and provide a foundation for the purpose of SNACS. All students experience ELOB and the design principles in some capacity to provide a personal experience where intellectual growth enhances self-discovery. We accomplish this through planning, designing, and implementing expeditions in and out of the classrooms. As students reach higher grade levels, there is more opportunity to engage in expeditions such as student lead outdoor labs, and trips to places like Washington DC, New York City, Tampa Florida, the Everglades, and Orlando.
ELOB Design Principles SNACS style:
Learning occurs when students are engaged in meaningful activities that require their whole selves. They discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. As part of ELOB, students participate in expeditions that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. SNACS educators help students overcome their fears and discover they can do more than they think they can.
2. THE HAVING OF WONDERFUL IDEAS
All children possess a natural curiosity about the world we live in. Teachers design learning experiences where children can investigate, experiment, and pursue a hands-on exploration that enhances what they learned during direct instruction.
3. THE RESPONSIBILITY FOR LEARNING
Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. The SNACS culture promotes life-long learning for children and adults while encouraging everyone to become responsible for directing their own personal and collective learning.
4. EMPATHY AND CARING
Learning is fostered in communities where there is mutual respected between and among adults and students. Learning groups are small with a caring adult looking after student progress and acts as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe.
5. SUCCESS AND FAILURE
All students need to be successful to build confidence and the capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities. Every opportunity of misbehavior or failing to meet mastery is an opportunity to learn the appropriate behavior or skill.
6. COLLABORATION AND COMPETITION
Individualized and group learning are integrated so that the value of friendship, trust, and personal growth is clear. Students are encouraged to compete not against each other, but with their own personal best and with rigorous standards of excellence.
7. DIVERSITY AND INCLUSION
Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others. SNACS students investigate and value their different histories and talents as well as those of other communities and cultures.
8. THE NATURAL WORLD
The natural world refreshes the human spirit and teaches important ideas of recurring cycles and cause and effect. Outdoor lab experiences are crucial to SNACS philosophy. Students learn to become stewards of the earth and of future generations.
9. SOLITUDE AND REFLECTION
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need time to exchange their reflections with other students and with adults.
10. SERVICE AND COMPASSION
We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others. One of ELOB primary functions in design is to prepare students with the attitudes and skills to learn from and be of service.
More information can be found about ELOB by visiting the website at www.ELOB.org or www.snacs.org.
Expeditions
World Traveling Students at SNACS
During the 2007-2008 school year middle school students, grades 6-8, had the opportunity to go to Washington DC and New York City through a student travel organization World Strides Travel. The trips align with Expeditionary Learning Outward Bound (ELOB) design principles as defined in SNACS original charter application. Students took what they learned in the social studies classroom and extended it to real world application as they traveled to places like: Arlington National Cemetery to see the Changing of The Guard, Tomb of the Unknown Soldier, Kennedy Gravesites, and the Space Shuttle Challenger Memorial; the Lincoln Memorial; the White House; the Washington Monument; The Smithsonian Institution where they visited the National Museums of American History, Air & Space, Natural History and the National Art Gallery; Capitol Hill, St. Patrick’s Cathedral; Rockefeller Center; Ground Zero; Wall Street; Times Square; and went to a Broadway show.
SNACS Students Plan to Explore Florida in Expedition
The World Strides Washington DC & New York City trip was such a success that the focus for the 2008-2009 school year will be cross-curricular and all middle school teachers will be involved in planning for the trip and integrating standards and curriculum into the culminating expeditionary events. Event coordinators will be Maxine Weiss, Kamra Matter, and Kelly Lomelin. This team of teachers is excited to bring this opportunity to all middle school students SNACS. Mrs. Lomelin, Social Studies Teacher says she is excited to “facilitate students to be able to explore hands-on what they learn in the classroom. We are going to study world cultures and experience them coming to life.” Mrs. Weiss, Team Leader for the middle school and Science Teacher says, “Outdoor education, and expeditionary learning, involves being caretakers of the earth. To be good caretakers of this planet, we need to know what we are responsible for and how to take care of it. Students need to experience outdoor education in an expeditionary format. Instead of No Child Left Behind, the federal act endorsed by congress, should be called No Child Left Inside as they have so much to gain taking learning outside the context of the classroom walls.”
Teachers are diligently working with World Strides to plan an exciting expedition for students. They will participate in a “Science in Motion” trip where they travel to Orlando, Florida where they will go to Epcot to: discover innovative agricultural and maricultural techniques, explore the importance of conservation and alternative methods of energy; and travel to the different countries in the trip around the world where they will put to the test all that they have learned about different cultures in the classroom. They will travel to The Kennedy Space Center where they learn about the political and technological forces that focused on putting a man on the moon. Students will have lunch with an astronaut member of the NASA Astronaut Corps where they can ask questions and learn first hand about the astronauts experiment. Students will put Bernoulli’s principle into practice by building and flying crafts, simulating hang gliding and hot air ballooning at the Fantasy of Flight. Students are planned to go to fort DeSoto State Park where they will explore one of Florida’s most popular beaches and examine the effects of introducing exotic plants and animals to an ecosystem, beach snorkel, and dissect a shark. On day four they will go behind the scenes at Disney’s Magic Kingdom Park and become theme park scientists for a day while they apply the scientific method to explore acceleration, velocity, and potential and kinetic energy. They will also discover physics and technology as they go on theme park attractions like Big Thunder Mountain Railroad, Space Mountain and Splash Mountain. They will not only ride these attractions, but also simulate them and collect data. Finally, they will explore SeaWorld’s Edge of Extinction exhibit to interact with dolphins and go behind the scenes to learn about animal support and rehabilitation facilities for manatees and sea turtles.
The trip is scheduled for spring break 2009. Miss Matter, SNACS English Teacher, says, “I just want to make sure we can provide this wonderful opportunity to every student. To do this, we might need support from the community for those students seeking scholarships. This opportunity for students is a once in a lifetime educational opportunity they will never forget.”
Outdoor Lab Experiences
Bringing the classroom studies to the real world is an exciting way to engage students in expeditionary learning. One way that SNACS teachers do this is through outdoor labs otherwise known as school campouts. Teachers instruct and engage students in classroom activities on habitats, environmental science, art, culture, history, astronomy, and leadership skills. Students then culminate their learning through an outdoor lab expedition where all of their knowledge can be put to the test and experienced in a real world context.
Like normal camping people bring tents, coolers full of food, firewood for campfires, sleeping bags, and warm clothing. SNACS campers don’t stop there as they bring fiction books, research field notes, notepads, journals, pens, cameras, and art supplies.
Students do participate in “normal” camping activities, but experiencing what they have learned in the classroom is the main focus. The SNACS outdoor labs, depending on the trip, can be for a given grade level(s), or for the school community.
Students participate in canoeing, kayaking, fishing, flower, fauna, and tree identifying, animal observing, hiking, biking, ranger activities, orienteering, rock climbing, and swimming.
Although they are exhausted from activities all day, night time doesn’t give students time to sleep. There is still more learning to be done. They experience orienteering, experience star and moon gazing, identifying constellations, and the changing cycles of the solar system. And of course there is ghost stories to tell, songs to sing, and talent shows to put on.
The outdoor labs have brought the SNACS community to various terrain in Nevada and California. SNACS campers have traveled to places such as Mt. Lasson, Davis Creek, Washoe Lake, Boca Stampede, Mt. Mammoth, Fort Churchill, Fallen Leaf Lake, Point Reyes and Yosemite National Park.
Living History Days
Be a miner who’s panning for gold during the early settlers’ days. Listen to Princess Percephone declare her presence in front of King Zeus. Be captured by the Trojans. Paint a masterpiece like Michelangelo. Taste food from Ancient China.
These are the experiences of students at SNACS on living history days. Students and teachers in grades 5-8 study given cultures and turn the middle school into new cultures in times of early civilization. Students in grades preschool through 4th grade transform into civilians of the period of history as they engage in the activities and watch performances of the middles school team.
Teachers utilize theory from E.D Hirsch’s Core Knowledge Curriculum for our social studies and humanities program integrating the study of classical literature, world history and geography, the arts into the classroom that culminate into the living history days. Students host living history days once each month and cover topics. Artifacts are researched gathered and created by students and teachers in a collaborative environment. This year SNACS Social Studies Teacher, Kelly Lomelin, and Executive Director, Kimberly Regan, plan to send samples of those artifacts through the community in a traveling museum. Community sponsors interested in housing the traveling museum should contact SNACS.
Author’s Book Publishing
Every student at SNACS, from preschool to eighth grade, engage in book publishing every year under the direction of English Teacher, Kamra Matter. Students create their own stories and fully engage in the writing process as they write, edit, design, and illustrate their work. Final copy is sent to the publishers for final hard book publication. Students choose to write picture books, longer fiction works, non-fiction works, collections of stories or poetry anthologies, recipe books, family stories, memoirs, humorous comedy, plays, and political position pieces. The world of writing books leaves an open ended opportunity for creativity.
The event is culminated at Barnes and Noble where SNACS hosts an Author’s Signing Event. Each student has the official unveiling of their publication as they sign the first copy of their book. Students decide the theme of the event and participate in setting it up, providing additional entertainment, and making sure the day is about celebrating authors, books, reading, and writing. The event lasts all day long so each student has their own signing time. Authors have been recognized in national book competitions, featured on local radio stations, and in the Reno Gazette Journal. Students’ books, once published, are in a SNACS Caldecott and Newberry Medal competition and winners are announced during the Author’s Signing Event. Students who publish books are known in the community as writers, illustrators, authors, and success stories of their own time.
SNACS Curriculum and Textbooks
Renaissance
SNACS began implementing several components of the Renaissance School Curriculum including: STAR Reader, STAR Early Literacy, Accelerated Reader, Accelerated Grammar and Spelling, Accelerated Writing, STAR Math, Accelerated Math, MathFacts in a Flash. The computerized programs are designed to help educators diagnose and intervene effectively, motivate and monitor daily practice in the listed areas by providing precise, reliable information on student and class progress. Educators can automatically generate and score assignments, identify areas requiring immediate intervention, and individualize instruction to ensure success for every student.
Core Knowledge Curriculum
We utilize E.D Hirsch’s Core Knowledge Curriculum. This state approved school reform model is a rigorous sequential curriculum that encompasses classical literature, world history and geography, the arts (including history, appreciation, and applied studios) mathematics, and science. There are no specific texts for the Core Knowledge Curriculum. There are resources and supplemental materials available including units, books, and some materials. This is mainly utilized for the science curriculum pacing.
Computer Lab
All students have the opportunity to work in the computer lab on various activities including research projects, Skate Kids, Renaissance programs such as STAR or Accelerated Math and Reading (depending on grade level).
Library Time
Students in grades k-4 receive 40 minutes per week of time in the Renaissance library. Students in 5- 8th grade have open library time everyday during their advisory time to utilize as needed.
Expeditionary Learning
We are integrating the Expeditionary Learning Outward Bound Design Principles at SNACS in order to give our students personal experience and intellectual growth that enhances self-discovery. We are presently accomplishing this through two family camping trips per year: one in the fall and one in the spring. These are curriculum-based trips where students do their learning in nature. Grades are given to those who participate. Those who choose not to participate are required to attend school on campus.
SNACS Text Books
Kindergarten
Reading/Language Arts:
Open Court (including kits, workbooks, etc)
The Write Source (including kits, workbooks, etc.)
Mathematics
SRA Text (including kits, workbooks, etc.)
New Saxon Text and manipulative kits
Social Studies
Core Knowledge Units
Science
Houghton Mifflin Kits, Big Books and Manipulative Sets
Core Knowledge Units
First Grade
Reading/Language Arts:
Open Court (including kits, workbooks, etc)
The Write Source (including kits, workbooks, etc.)
Mathematics
SRA Text (including kits, workbooks, etc.)
New Saxon Text and manipulative kits
Social Studies
Core Knowledge Units – see Teacher Guides
Science
Houghton Mifflin Science Kits, Manipulative Sets and Textbook
Core Knowledge Units
Second Grade
Reading/Language Arts:
Open Court (including kits, workbooks, etc)
The Write Source (including kits, workbooks, etc.)
Mathematics
New Saxon Text and manipulative kits
SRA Text (including kits, workbooks, etc.)
Social Studies
Core Knowledge Units – see Teacher Guides
Science
Houghton Mifflin Science Kits, Manipulative Sets and Textbook
Core Knowledge Units
Third Grade
Reading/Language Arts:
Open Court (including kits, workbooks, etc)
The Write Source (including kits, workbooks, etc.)
Mathematics
New Saxon Text and manipulative kits
SRA Text (including kits, workbooks, etc.)
Social Studies
Core Knowledge Units – see Teacher Guides
Science
Houghton Mifflin Science Kits, Manipulative Sets and Textbook
Core Knowledge Units
Fourth Grade
Reading/Language Arts:
Open Court (including kits, workbooks, etc)
The Write Source (including kits, workbooks, etc.)
Mathematics
New Saxon Text and manipulative kits
SRA Text (including kits, workbooks, etc.)
Social Studies
Core Knowledge Units & Pearson/Core Knowledge Text
Science
Houghton Mifflin Science Kits, Manipulative Sets and Textbook
Core Knowledge Units
Fifth – Eighth Grade
English (5-8)
The Write Source (including, workbooks, etc.)
Supplemental – Open Court grades 5,6
Supplemental - McGraw-Hill Grammar and Composition 7,8
Mathematics (5-8)
Saxon Math (texts and workbooks) & Manipulative Kits
Science (5-8)
Houghton Mifflin Science Kits, Manipulative Sets and Textbook
Core Knowledge Units & supplemental Core Knowledge texts
Supplemental information is Apprentice Hall Matter, Heredity, Dynamic Earth, Exploring Universe,
Accent on Science, Charles E. Merrill Publishing and Co.
Social Studies (5-8)
Core Knowledge Units & Pearson/Core Knowledge Texts