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by Beth Bailey and Meredith Cavallaro, Primary faculty 

One of our Primary classes started a new unit, sink and float, this fall. This particular exploration involved the scientific skills of prediction, observation, and investigation (to name just a few). Things kicked off when students were amazed to find their pumpkins floated and didn’t sink as many expected. Curiosity aroused, the class decided to investigate more about what makes things sink and float.

First of all, the class took time to observe whether or not a variety of items would sink or float, including: paper clips, pencils, corks, plastic spoons, metal spoons, corks, sponges, and legos. They made predictions about what might happen, then placed each item in the water to see if they were correct. Students also recorded what actually happened with each prediction.

This led to many discussions about what was observed, leading to a the central question, What made some items float while others sank? The focus, at first, was on an object’s weight. However, the class noticed heavy items can sometimes float and light items can sometimes sink and the material an item is made of can sometimes help predict what it will do, but not always. It was very difficult to find a pattern or rule that would let students make an accurate prediction.

Sink and float testing

Density, Predicting, and Investigating

The next few days allowed for independent investigations during settling in and choices time so the children could experiment with different materials and shapes to see if they would sink or float.

Next the class began looking at items that have similar properties. We tested 3 cubes made of different materials (sponge, wood, metal) and two different types of rock (pumice and granite) to see whether they would sink or float. Some of the results were not what we predicted. As the class worked, they recorded the data in different ways. For this investigation they created a chart, then colored and cut out pictures of the items tested to put on a big poster. The variety of skills they are learning—and honing—includes: observation, classification, predicting, investigating, charting, and graphing.

They also investigated plastic toy animals but soon discovered the type of plastic was not consistent.  Some were solid plastic and others were hollow. This led to new observations: a rubber duck was able to float but kept tipping over, an octopus and a fish had air pockets and by placing them in the water in different ways the class was able to, sometimes, impact the object’s floating abilities.

Children are being exposed to the idea of density; although they are using different language to describe the differences at this point. In their observations they noticed plastic items would float; but then realized the shape or the “hardness” of the plastic impacts if it floats or not. Having a space for air—an air pocket—makes a big difference in an object’s ability to float. They are also realizing the shape of something and the material its made of plays a part as well.

The children all tried this at home and brought in their item along with their prediction and findings to share with the class.  

How to Make Clay Float

As the unit drew to a close, the class was challenged to figure out how to make a cube of clay float. First they tried rolling it into a ball—it sank. They flattened it—it still sank. Then we added a “dent” to try and create an air pocket since we had observed objects with air pockets floated. The children suggested making it thinner and by making the right shape the class discovered they could make a material that originally sank into one that would float!

Once the class knew it was possible, the children were each given a brick of clay to form into a vessel of their own. They used their strong fingers to work the modeling clay into float-able vessels. It took a lot of work to get it thin enough and just the right shape to get it to float. Many friends tried multiple times, making adjustments before their vessel was a floater.

After the clay was able to float, testing began to see how reliable it was. We tried adding pennies to our clay vessels to see how many they would hold before they sank.

The sink and float unit continued as the students investigated how well differently shaped vessels float. The class chose a few different vessels, made of styrofoam or plastic, that appeared to float well to see how much they could hold without taking on water or sinking. Students noticed that the way the items are placed into the vessel has an impact on how much it will hold before it takes on water. After experimenting as a large group, the children worked in small groups. Some groups had very different results depending how they added items to the vessel. They started to notice that a vessel will hold more if the items it carries are distributed evenly. Stacking items in one area made the vessels tip over quickly.

From honing predictive abilities, to utilizing fine motor skills, to understanding the concept of density, sink and float, is an example of hands-on learning at its best.

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College Counseling

Harley’s Approach to College Counseling is highly individualized and student-centered. Students have direct access to college counselors throughout their Upper School experience, but really, each student is part of a team including faculty, administration, and staff. It’s our job to support each student and we want nothing more than to send students on to the next step of their journey at a right fit school for them. The student centered and driven process is wrapped in care, expertise, and professionalism.

We host college reps during times students are available (no need to miss a class) so they can make connections and learn more about potential schools. We also arrange campus visits for classes as field trips, host an alumni college day (where recent Upper School graduates return to share advice and answer questions), and help connect students with our international alumni network. In fact, representatives from schools all over the world actively seek opportunities to come to Harley and meet with our students!

Our college counselors are accredited and are part of national/global conversations on admission trends. They also attend and present at conferences across the country.

Beginning with our Grade 11 parent night, we offer informational sessions for parents, including one devoted just to financial aid. Our partnership with families is critical, as the college admissions world changes very quickly and having an expert to guide students and families through the process is essential.

View the downloadable College Counseling Guide

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“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Athletics

​Each and every year, students at The Harley School participate in HAC Athletics, and their success continues to be impressive, both as students and athletes. Our athletic program is an integral part of Harley, teaching student-athletes invaluable lessons about teamwork, time management, persistence, and competition.  Our program allows them to develop physically, mentally, socially, and emotionally as they represent their school on and off the field. They grow, mature, and work hard to be the best teammate they can, while creating lifelong memories with teammates who often remain friends for life. 

Helping our athletes to reach their potential are some of HAC’s best assets: our coaches. More often than not, they are drawn from the ranks of our faculty and  have a deep understanding of the personalities and abilities of the student-athletes on their teams.  

We strive to find the right balance of academics, exercise, and personal growth for everyone.  By offering a variety of sports at many different levels, all student-athletes find a sport they can be successful in. It is with great pride and pleasure that my team and I work to enrich the athletic lives of all our HAC student-athletes. Go Wolves! 

To learn more check out our athletics page.

Student Leadership

Our Upper School is filled with formal and informal opportunities for students to take on leadership roles. Whether following passions or learning new skills, student-driven opportunities take many shapes.

– Independent study: one trimester, full year, and multi-year projects have included automating our solar chimneys, coding handmade musical instruments, or developing a class on financial literacy for underserved high school students.

– Serving on student council

– STEM: Climate curriculum program, biomimicry program, NASA Hunch program

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Hospice

Unlike this class, death is not an elective. Although it is one of two universal human experiences, our culture often ignores, denies, or misconstrues the true nature of death and dying. What happens when we bear witness to this natural process in the cycle of life and develop our ability to be fully present with others when they need us more than ever? It has the potential to change us deeply and fundamentally while shining a brilliant light on the path of our own lives.

With the support of their classmates, teacher, and comfort care home communities, senior students are offered the chance to care for others who truly need their purposeful, non-judgmental attention. In the home-like setting of a comfort care home, opportunities for learning extend beyond a traditional classroom rubric and conventional methods of evaluation. In this course, students will certainly find tangible “learning outcomes” by studying the medical/physical processes associated with dying and the basic nursing assistant skills of comfort care. The ultimate goal, however, will always be rooted in true relationships and connection, which occurs only through empathy and compassion.

Learn more about the Hospice Program at Harley HERE.

Capstone/Independent Studies

This program utilizes environmentally-focused approaches to education and hands-on learning in order to foster the next generation of leaders through a lens of sustainability and problem-solving.

Food & Farm: These year-long and trimester-long classes are held outside as much as possible, allowing students to become leaders in our various growing spaces. They cover environmental justice issues as well as hands-on work such as planning and overseeing planting, harvesting, and preparation of the gardens.

Past year-long focus projects have included: Creating a native plant shade garden in the Wild Wood area, redesigning our hydroponic system, overhauling Harley’s high tunnel, and improving the irrigation system for the MicroFarm.

Culinary Arts: These classes have a two-fold purpose: to give students practical skills in cooking and the science behind different techniques in the kitchen, learning about food justice, food sourcing, labor topics, and sustainability.

Past topics have included: Examining a plant-based diet, looking at the carbon footprint of different meals and food preparation methods, proposing a low carbon footprint menu to the dining hall, links between food labeling and environmental issues of food production.

Beekeeping: This one trimester class provides hands-on training in beekeeping, how to be a beekeeper, and safety and other techniques for working with bees. Once trained students help with all aspects of Harley beekeeping such as hive inspections, honey collection and extraction, and teaching students in Lower School about our hives.

Students pick a research topic addressing honeybee health and the larger environmental picture.

Social Justice

At Harley, our students learn how to evaluate social systems in order to identify complex problems in society through a lens of social justice. They take a hands-on approach to working for a fair, equitable society by researching, exploring and evaluating different perspectives, and offering solutions—both theoretical and practical.

Our faculty integrate social justice into our broader curriculum to assist students in gaining a foundational knowledge about what makes a democracy function. By gaining skills in ideating supportive pathways they become more exposed and experienced to how communities can undergo healing and restorative actions.

 

Capstone/Independent Studies

Students may create independent studies with supervising teachers throughout their Upper School experience or, during Grade 12, they can design Capstone projects—intensive collaborations with Harley faculty and off-campus mentors—involving rigorous academic study and culminating in public presentations. They are empowered to create their own curriculum, set goals, and work on time management skills in order to accomplish their objectives.

Independent Studies run the gamut from The Psychology of Sports to Furniture Design to The Neuroimaging of Alzheimer’s Disease. Capstones, meanwhile, are as diverse as the students who pursue them: Fictional Rochester, Autobiographical Art, Biomimicry Education, Organic Fuel, and Rochester Refugees. 

Indicative of Upper School curiosity and creativity, pursuits such as these distinguish our graduates in college. Through deep dives of this sort, Harley students master more than speaking, writing, and computing: they learn to communicate, advocate, collaborate, organize, listen, and empathize. 

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