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Siddhartha: Children’s Story

By Lina Zhang, IV Form

Siddhartha: Children’s Story

Editor’s Note: In Reverend Solter’s religion elective “The Quest,” this was the prompt for the assignment: Write a children’s story about Siddhartha’s quest for spiritual enlightenment.  Your story must include 1. 10 quotations from Herman Hesse’s Siddhartha–distilled to a level appropriate for children (the quotations should follow Siddhartha’s journey along the Noble Eightfold Path); 2. Illustrations–you can use images from the web or your own illustrations; 3. A teaching on understanding the basics of Hinduism and/or Buddhism.

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PSA Sur Le Changement Climatique (PSA on Climate Change in French)

By Ariah Henderson, V Form and Urgyen Wangmo, VI Form

PSA Sur Le Changement Climatique

Click on the image or here for the video!

Editors’ Note: Below are the parameters of the assignment for this French IV project.

Projet de Chapitre 10 :Vidéo

  • Individually or with a partner, you will make a video (2 min / person in groups) in which you explain to the St. Mark’s community:
    • the seriousness and causes of climate change
    • and explain how they can make more sustainable choices (include the cost of such measures, if applicable).
  • You will submit your script.
  • The script/video should use:
    • at least 12/24 vocabulary words from Chapter 10,
    • at least 4/8 examples of le conditionnel passé,
    • at least 4/8 examples of le futur antérieur,
    • and examples of all three types of si clauses, plus si used to express a wish or reget (double the quantity for two person groups).

Prep School Youth Coalition for Health Opportunities Infographics: Bronchitis, Altitude Sickness, & Emphysema

By Nathan Laudani, Mary Flathers, and Danny Ciccarello

Prep School Youth Coalition for Health Opportunities Infographics: Bronchitis, Altitude Sickness, & Emphysema

Editor’s Note: In an effort to educate our community on common physiological conditions, the St. Mark’s chapter of the Prep School Youth Coalition for Health Opportunities (PSYCHO) is sponsoring an informational poster competition and invites submissions from all current Biology students. Poster submissions are to explain the science behind an ailment caused by a traumatic event. Posters will be assessed based on informational accuracy, detail, clarity, originality, and workmanship.

 

 

 

 

 

 

 

 

Please scroll down to see FULL and detailed infographics! (more…)

Sea Acidification

By Jiawen (Angela) Li, IV Form

Sea Acidification

Editor’s Note: This is the assignment prompt for a unit on ecology–You will be given one week of class and homework time to investigate a topic of your choosing that relates to ecological or environmental sustainability. The goal will be to research the topic in depth and produce a final product that displays your understanding of the concept. You may choose to produce a video, Prezi, infographic, children’s book, or paper.

sea-acidification-1Angela’s pre-reflection: I chose the topic Sea Acidification because I was intrigued by the podcast about how oysters are affected by seawater acidification, and I wanted to know more about how it also affects other species, especially how it affects marine food chain/web. I hope to gain more knowledge on how seawater acidification generally affects marine life and expand my understanding from oysters to a larger variety of organisms. I wish to produce a piece of informative work including the introduction of seawater acidification, explanation of how it works, and details as to what the effects on the sea life are. This is related to these units because it expands on the “Science Friday” podcast on oysters and is connected with food webs, sustainability, and ecosystems. I’ll be working on my own, because I want to work on an infographic and working in pairs really slows the process down and complicates matters unnecessarily, and there could be an uneven distribution of work. My strategy would be to learn from my last experience with making an infographic, dividing my work into clear sections, maybe three to five, before doing research to be more efficient.

See the large infographic below! (more…)

Race in Hurston’s Their Eyes Were Watching God: an Infographic

By Haley Dion, IV Form

 

Race in Hurston’s Their Eyes Were Watching God: an Infographic

We were given a project that instructed us to create an infographic on a key theme fromscreen-shot-2016-10-07-at-8-00-09-pm Their Eyes Were Watching God. My infographic focuses on the theme of race in the novel. It discusses the characters’ connections to race, the relationship between race with other themes in the book, and the presence of race throughout the chapters. I enjoyed creating this infographic because I got to look at the importance of a modern day issue in the 1920s/1930s time setting of the novel. The elements of the infographic are below or you can access the full infographic by clicking here. (more…)

Un jour typique

By Kitty Chen V Form, Stephanie Moon III Form, and Rosanna Zhao III Form

Un jour typique

French 2 assessments this year have been largely project-based, and following each project, students submit video reflections through Voicethread. After finishing a video project this fall, their reflections offered three pieces of feedback: 1 – “We’d like to do bigger projects over longer periods of time. Sometimes it feels like we just do one project after the next.” 2 – “Working with others is fun, but sometimes it would be nice to do our own projects.” 3 – “What if we had more choices in HOW we present what we know?” Armed with this information, all 16 students and Ms. McCulloch brainstormed. (more…)