Category: Middle School

Puerto Rico: Reflections from the Final Days

Earlier this month, Saklan’s 8th graders completed a meaningful service learning field experience in Puerto Rico. We shared highlights from the beginning of the trip in last week’s blog; below, we invite you to catch up on the final days through reflections written by the students themselves. Throughout the week, students documented their learning, service, and growth in a daily blog, capturing both the work they did and the connections they formed along the way.

Day 3: Filling in Walls with Cement

Today, when we woke up, we were greeted by a delicious waffle breakfast. By the end of breakfast, we were ready to rumble and headed to the construction site. Angel told us that today we were going to be filling in the walls with cement. The jobs for today were: shoveling, passing buckets, and filling in the wall. We worked tirelessly and filled in the first wall in only 45 minutes! During our breaks, we were surprised to receive different snacks like fruit, CapriSuns, and Gatorade. After each break, we switched around our jobs and learned more skills for rebuilding houses.

When we were finished with construction, we were welcomed back to Maria’s house with a very delicious lunch, and a very friendly dog that we called Lil Brunc. Our delicious lunch today was rice, beans, chicken nuggets, and salad. After our lunch, we headed to a local bakery where Ms. O bought us giant donuts the size of Lil Brunc! Then, we went to a nearby supermarket where we bought a bunch of delicious and exclusive Puerto Rican snacks. After that, we went back to the Big Yellow House to get ready for the beach. The beach was super fun, and when we got back, we all ate a really delicious meal. Then we enjoyed the rest of our day with group activities and free time.

Day 4: Last Day in the Big Yellow House

Today was an amazing day to close our stay at the Big Yellow House! We woke up to the delightful scent of French toast and sausages. After applying sunscreen and bug spray, we returned to the work site to finish filling in the wall. During our work, we were given tasty ice pops by Yulissa, the person for whom we were building the room. After a few hours of hard work, we filled in the wall completely.

We ate a lunch that consisted of burgers and French fries, along with fruits of many kinds. We returned to the Big Yellow House and had a few extra hours of beach time, because we had finished early. At the beach, we used our creativity to dig holes and play with rocks in the sand. After a fun time at the beach, we headed home to pack up our luggage for our last night at the Big Yellow House.

The group prepared thank you cards written to the community we worked with over the week. Once everything was ready, we spent time with Miss O and Miss Kim to reflect on our experiences with the community so far through journaling. For our final dinner at the Big Yellow House, we invited the community to share it with us. We had a delicious dinner of chicken breast, pork chops, yellow rice, and potatoes. After everyone had finished their food, our class played games with the other kids in the community. To close up our dinner, we had a final meeting about our overall thoughts on our three days at the work site. Before we said our final goodbyes, the community gave us each a bracelet as a thank you and as a reminder of our time here in Puerto Rico.

After everyone left, we all pitched in to help clean up and turned in for our final night at the Big Yellow House. We cannot wait for our upcoming adventures during our last full day here in Puerto Rico!

Day 5: El Yunque Rainforest

Today we started off with an early wake-up to eat a breakfast of delectable waffles, sausages, French toast, and fruit. We packed up everything and got in the vans for a one-hour drive to El Yunque Rainforest. At El Yunque, we went down a short and muddy trail to a beautiful but cold river, which we swam in for a nice, peaceful morning. After trekking back up the muddy trail, in our vans, we headed to the El Yunque Visitor Portal, where we had to run through random bursts of rain to get inside. At the Visitors Portal, we learned about how the local ecosystem works, shopped at souvenir vendors, and adopted a Puerto Rican stuffed parrot, where all the proceeds go to a recovery fund for this endangered species. Once we headed back to the vans, we ate lunch at Rest. El Terruño. There we ate some traditional Puerto Rican food, and tasted the island’s national drink, the Piña Colada (the non-alcoholic version!).

After the delicious lunch, we had an hour to visit and buy from the kiosks that were on the street. Once we were finished shopping, we made the trip to Casa Coral, which is where we get to stay for one short night! There, we settled in and checked out the beach. We had an early dinner of pizza and got in the van one last time to head to Biobay kayak tours. We paddled a mile and a half each way through tangled mangrove roots with our partners to see the bioluminescence of the microscopic things living in the bay. Back at Casa Coral, we shared about what we had learned on the trip and what we will take back home. We will miss our time here in Puerto Rico!

Through service, collaboration, and reflection, Saklan’s 8th graders deepened their understanding of community, responsibility, and global connection. Their time in Puerto Rico left a lasting impression, one they will carry forward long after returning home.

#SaklanFieldExperience

Making a Difference

This week, our 6th and 7th graders stepped beyond the classroom and into the heart of service as they spent two mornings volunteering at the Alameda County Community Food Bank. Their hard work, teamwork, and compassion made a meaningful impact.

On Monday, the 7th-grade class rolled up their sleeves and got straight to work, sorting and bagging an impressive 3,200 pounds of apples and oranges. The room buzzed with energy as students picked through the fruit, sorting it into family-sized bags. The class collaborated efficiently and encouraged one another to keep the momentum going.

The very next day, it was the 6th graders’ turn. With equal enthusiasm and determination, they tackled a mountain of produce and successfully bagged 6,860 pounds of oranges! Their focus, teamwork, and positivity were inspiring to watch.

These service-learning experiences help students understand the real needs within our broader community and the powerful role they can play in addressing them.

We extend a huge thank you to the Alameda County Community Food Bank for welcoming us, and to our students for their hard work, kindness, and commitment to making the world a better place, one bag of fruit at a time.

#SaklanCompassion

Service Learning in Puerto Rico

Yesterday, our 8th graders returned from a transformative week-long field experience in Puerto Rico. The trip was a powerful blend of cultural exploration, hands-on service, and unforgettable experiences. Throughout the week, students documented their learning and reflections in a daily blog. Below, we are excited to share the first two entries from their travel journal.

Day 1: Exploring Old San Juan

Today was a great start to our Puerto Rico trip! We began the day with a delicious breakfast and then set out to explore Old San Juan. We walked along the blue cobblestone streets and observed historic monuments such as churches, statues and fortresses. El Morro was one of the fortresses that we visited, and it had a gorgeous view of the ocean, many tunnels and staircases, and great spots for photos. Next, we walked among the colorful buildings of Old San Juan to get to our lunch restaurant. We ate tasty Puerto Rican cuisine before exploring the local shops to buy souvenirs. We also stopped at one of the narrowest houses in the world, which is only five feet across the entire way back!

Then we headed to Santurce, another one of the neighborhoods in San Juan, and we walked along the streets to view the huge murals and street art.

After a long day of walking in the heat, we finally returned to the Big Yellow House and relaxed in the ocean. We saw a horse swimming in the ocean, which surprised all of us! After visiting the beach, we showered off and ate a dinner filled with more Puerto Rican food.

Our favorite parts of the day were visiting El Morro to explore the different levels, playing in the warm ocean, and observing the murals of Santurce.

Day 2: Service and Salsa

Today we went to the worksite to begin the construction project. We poured buckets of sand, shoveled concrete, and passed buckets full of wet concrete. It was very challenging in the smoldering heat, but we made sure to stay positive and hydrated. After we finished with construction for the day, we went to a member of the community´s home. There, we learned about Angel, the foreman, and his experience with Hurricane Maria. Angel and many others lost everything in the hurricane, and Angel has helped rebuild over 60 houses since. Afterward, we went to the beach to swim and relax.

When we returned to the Big Yellow House, we had pasta with red sauce for dinner. Following dinner, we learned how to salsa dance, which was quite tiring!

The best parts of the day were visiting the beach and playing in the sand and water. We also enjoyed seeing the completed floor that we made at the construction site.

We are so proud of our 8th graders for their curiosity, compassion, resilience, and willingness to learn through real-world experiences.

#SaklanFieldExperience

Exploring the Elements

In chemistry, eighth graders explored the periodic table of elements, often described as the ultimate map of matter. They learned to read the table like scientists—discovering how atomic numbers and atomic masses reveal information about each element’s structure, bonding potential, and the shared properties within each column. With each lesson, students grew more confident in understanding how the periodic table organizes and explains the world around us.

One question that sparked lively curiosity was: “How can an element have a negative boiling point?” To find out, students conducted a hands-on Dry Ice lab. Wearing goggles and gloves, they observed how this compound sublimates, changing directly from a solid to a gas at room temperature. They watched Dry Ice “boil” on the counter, producing dense vapor clouds, and experimented with how everyday objects reacted to the extreme cold. From squealing pennies to bubbling vapors, the lab brought to life the concept of boiling points and how temperature affects different substances on Earth.

To deepen their understanding, each student selected an element to research in depth. They created Bohr models, uncovered the discovery stories behind their elements, and explored everyday uses—from technology and medicine to construction and art. To showcase their creativity and knowledge, students designed custom T-shirts celebrating their chosen element. The results were as stylish as they were scientific!

#SaklanHandsOn

Celebrating Learning at Saklan

This week, our campus buzzed with excitement as second and seventh-grade students showcased their learning during two incredible culmination events. Culminations are opportunities to bring community members together to celebrate student learning and provide a platform for learners to share their knowledge, creativity, and growth.

As part of their Welcome to Saklan PBL unit, second grade explored the question: How can we help newcomers to Saklan feel welcome? After considering what may be the most important elements of our campus to teach newcomers about, students dove deep into mapping, writing, and presentation standards. With help from a critique and revision session with Mylesa, our Director of Admissions, second graders have created a complete self-guided tour of our Saklan campus that can be shared with new families. The digital and interactive components can be used by newcomers for years to come! To celebrate their work, they led families on a live version of their tour this week with great success! Come hear more about this unit at CLAS on November 14th. 

In a seventh-grade math PBL unit, students coded Scratch video games based on their interests. Seventh graders used math knowledge of graphing rotations, reflections, and translations to design an original or remix an existing Scratch game. To culminate this work, they shared the games they made with other students! Third through fifth-grade students were invited to learn about how the seventh graders designed their games and then were given an opportunity to play them!

Culminations like these highlight the power of Project Based Learning, where curiosity drives discovery and students share their learning with pride.

#SaklanProjectWork

Who Do Artifacts Really Belong To?

Sixth graders have begun their first PBL unit of the year, in which they seek to answer the driving question: Who do artifacts really belong to? During this unit, students will develop an understanding of what cultural heritage is, how artifacts tell the stories of people’s lives, the role of museums, the history of changing archaeological practices, ancient Egyptian civilization, history research skills, as well as sijo poetry, narrative, expository, and argumentative writing.

Recently, they’ve been thinking about the purpose of ancient artifacts, such as Nedjemankh’s stolen gold coffin, and about their connections to their own treasured possessions. The class read The One Thing You’d Save, by Linda Sue Park, before writing personal narratives about their own treasured artifacts. Students got lots of practice giving and receiving both teacher and peer critique on these pieces before turning in their final drafts.  

Last week, they zoomed with an archaeologist, Dr. Hannah Wellman. She shared the evolution of ancient mummification practices, as well as changes in legal practices and ethical arguments regarding the treatment of ancient Egyptian cultural heritage. Dr. Wellman’s example of Nefertiti’s Bust as an example of the significance of museum context of artifacts gave the class a great launching point for discussions in preparation for visiting the Badè Museum this week. 

Dr. Aaron Brody, an archaeologist and Badè Museum director, taught the sixth graders about their collection, the benefits of a high degree of context for artifacts, and why repatriation in this case may not be ideal or desired for the museum or the country of origin. Both experts helped the class understand how repatriation conflicts came to be and why people have reached different conclusions about repatriation in various situations. 

#SaklanPBL

Learning Through Light, Color, and Connection

Over the past week, many Saklan students learned about Diwali, the festival of lights, which is observed by Hindus, Jains, and Sikhs around the world—including members of our own community. Diwali lasts for five days in October or November and honors the triumph of light over darkness and good over evil.

To deepen their understanding, students read books about the festival and participated in hands-on activities that brought Diwali’s traditions and meanings to life.

Kindergarten, first grade, and second grade students gathered in the pavilion to meet with Saklan parents Molly and Manju, who read Diwali by Hannah Eliot. Inspired by the story, students created vibrant rangoli—decorative designs traditionally made on the floor or tabletops using colored powders, rice flour, sand, or flower petals—to celebrate the spirit of joy, color, and togetherness that defines the festival.

In fifth grade, two students, along with their parents, led their classmates in a beautiful Diwali celebration. Together, they explored the meaning of the five days of Diwali, the symbolism of the auspicious colors red and yellow, and the ways families honor the festival through stories, food, and traditions. Students created their own diyas—small oil lamps traditionally made of clay—and colorful rangoli designs, discovering how light, color, and creativity represent hope and goodness shining through.

Two sixth graders also shared their family traditions, teaching classmates about Diwali’s symbolism and the use of marigold garlands and diyas. After learning and crafting, the class enjoyed traditional sweets—gulab jamun and milk cake—while connecting their discussion to the novel The Night Diary and previewing their upcoming study of ancient India and Hinduism.

A heartfelt thank-you to the students and parents who shared their traditions and stories with us! Celebrations like this strengthen our community and remind us of the beauty of learning from one another—honoring the many ways light, family, and culture connect us all.

#SaklanCommunity

High School Advice from a Saklan Alumnus

The 8th-grade class was treated to a special visit with Saklan Alumnus and graduate of the Class of 2025, Cam, for a presentation about Head-Royce High School and navigating the high school application process.

Cam shared important information from their own experience as a freshman at Head-Royce and provided encouragement and advice to Saklan’s Class of 2026 about the sometimes daunting transition to high school. Bring specific questions to ask about each high school that you visit, Cam advised, and during your interview, always trust in yourself because when a high school accepts you, they want you there because of who you are. 

Finally, Cam emphasized the importance of getting to know their new high school teachers, something that felt they were very well-prepared to do after building close relationships with their teachers here at Saklan.

Cam also described campus life at their high school, including clubs, sports, their advisory group, and academics. Cam recommended that the 8th graders nail down the habit of “marking as done” on assignments in Google Classroom, as this will be very helpful when turning in their high school assignments.

The visit ended with a fun, interactive Kahoot! game designed by Cam and a question-and-answer session.

We extend our heartfelt gratitude to Cam for sharing their experience, time, and encouragement with our 8th-grade students.

#SaklanAlumni

Finding Rhythm in Instrumental & Percussion Ensembles

As shared in last week’s blog, Saklan middle schoolers transition from a general music program to an elective model—allowing them to focus on specific areas of musical interest. In addition to choir, students may choose Instrumental Ensemble or Percussion Ensemble, both of which encourage collaboration, creativity, and musical growth.

Instrumental Ensemble

Each Tuesday, ensemble musicians begin class with a music theory session to strengthen their understanding of the pieces they play and build skills for improvisation and composition. So far this year, they’ve been learning about the keys of different wind instruments and how to play chord progressions.

On Wednesdays, students start class by listening to and analyzing music from a wide range of genres and cultures, broadening their musical perspective and inspiring thoughtful discussion. Every other Friday, the group meets for hands-on practice—working on music production projects, breaking into sectionals, or fine-tuning their repertoire.

Currently, the ensemble is rehearsing two energetic pieces: “Eye of the Tiger” and “Spooky Scary Skeletons.” Look for them at the Halloween Costume Parade this year, adding some musical fun to the festivities!

Percussion Ensemble

Percussion students also begin each Tuesday with music theory, using rhythm games and transcription exercises to reinforce their understanding of musical notation and strengthen communication within the group. Thursdays start with music analysis, offering a chance to explore global rhythms and discuss how percussion shapes different musical traditions.

This fall, the ensemble has been diving into bucket drumming, experimenting with how striking different parts of the bucket—or using stick clicks—creates a variety of sounds. Students are developing skills in listening, echoing rhythms, and maintaining tempo as a cohesive ensemble. They’ve been applying these techniques to learn the bucket drumming piece “Seven.”

Looking ahead, the students are excited to expand their practice to boomwhackers and other auxiliary percussion instruments, continuing to explore how rhythm connects music across cultures.

Through these ensemble experiences, Saklan Middle School musicians are not only building technical skills but also developing confidence, collaboration, and a lifelong appreciation for making music together.

Staff Spotlight: Vickie

Meet Vickie Obenchain, Saklan’s globe-trotting, zero-gravity-experiencing, shark-snorkeling science teacher extraordinaire. From the icy expanses of Antarctica to the warm waters of the Bahamas, Ms. O doesn’t just teach science—she lives it. Her adventures in professional development don’t just fuel her own curiosity; they spark a love of learning in every student lucky enough to enter her classroom or join one of the incredible field experiences she plans.

What has been the most enriching professional development experience you’ve had in recent years? How have they tied into your curriculum?

I love taking part in professional development! To me, it’s an opportunity to learn new techniques, learn with other like-minded educators from around the country, and see what scientists in the field are doing. These opportunities help both myself and my students understand the world around them, as I bring these experiences back into the classroom. These opportunities have also allowed me to share career opportunities available in the science profession with students, as new ones are constantly popping up. 

A few of my favorite experiences have been ones that have opened my eyes to our amazing planet and expanded my own knowledge in fields I felt I could use more expertise. These include: National Geographic Grosvenor Fellowship, Bimini Shark Lab Teacher Fellowship, Embedded Teacher Program, and the Saklan Summer Fund. With the National Geographic Grosvenor Teacher Fellowship, I went on an expedition to Antarctica. Experiencing the beauty of one of the most remote places on Earth—while learning alongside National Geographic scientists and photographers—was truly a once-in-a-lifetime experience. I spent time learning about the effects of climate change on Antarctica, how the food chain is very dependent on an incredibly small invertebrate, krill, and learning about different species of penguin. Helping both my earth science and life science curricula.

Learning about different species of sharks while snorkeling among them in the Bahamas with the Bimini Shark Lab allowed me to rethink what I thought about these stunning creatures. It inspired our Earth Day topic a few years back, where we rethought about how sharks are presented in the media, yet how they are integral to the food web in our oceans. Maybe respect for all wild animals is the way to go!

Flying on a ZeroG flight with the Embedded Teacher Program to better understand the gravitational pull on Earth, Mars, the moon, and in outer space was not only SO cool, but was also mind-blowing to realize how matter is affected by the pull of gravity! Matter reacts differently than you expect with different gravitational pulls (or no gravitational pull for that matter), and having the students brainstorm and create hypotheses before I went on the flight on what might happen as I did experiments in that environment allowed them to open their minds around what scientists have to consider when designing and engineering for outer space. This tied into my physical science units, as well as my lower school 5th-grade science unit.

With the Saklan Summer Fund, I got to travel with Linda Lathrop to Egypt to not only learn about Ancient Egypt, but to learn about their technology and engineering expertise. Learning alongside an Egyptologist, seeing science and history come together, as well as getting to take part in some fun additional science activities, made this experience remarkable. It helped me enrich my curriculum, such as in my earth science topics with my 6th graders on deserts, engineering activities, and 8th-grade fluid laws, such as when my 8th graders create their own hot air balloons!

There have been many more, but those definitely jump out! 

What do you love most about teaching science at Saklan?

I love teaching at Saklan for many reasons, but mainly because I get to see my students fall in love with science! With the small class sizes, each student gets to be hands-on and experience science firsthand. I think students get excited and take in the ideas and concepts when they actually get to see the lessons come alive, not just read about them in a textbook or have a teacher lecture them on a certain subject. I know I learn best by doing; it excites me! (Probably why I still seek out ways to keep learning!) When students watch an experiment unfold, engineer their own inventions, or take part in simulations of the natural world, the world around them starts to make more sense. Science helps them connect what they observe to how things work—and fuels their curiosity to keep exploring and learning more.

And because I teach Preschool through 8th-grade science, it is so fun to watch them grow through the years—looking forward to lab science and diving eagerly into each new topic along the way!

As the coordinator for overnight field experiences in the middle school, what do you find is most beneficial when you get students out in the field?

Getting students out of the classroom and getting to explore the environments they are learning about during our field experiences makes the learning come alive. Not only do we see the students make connections from the classroom curriculum to the world around them, but we also see them become more confident as they work with new communities, discuss ideas with people living in those environments, and gain some new perspectives on the world around them.  These experiences really tie into our mission and our SEL program. Students live courageously, taking a step outside of Saklan to spend a week away from home at Westminster Woods, Hawaii, and Puerto Rico. They act compassionately to help clean beaches and build homes. And they are challenged to think creatively as they work on projects associated with these experiences.

Students also build meaningful bonds with their teachers and peers during these experiences, connecting through shared activities, meals, challenges, and the many memorable moments each trip provides. All the memories tie the community together. The advance for middle school starts the school year off full of bonding experiences that allow students to share their different strengths with the community and create memories to connect with each other as the school year progresses. 

I think these trips are a highlight for many of our students because they expand their own learning, get to create lasting memories with their peers, and the experience allows them to gain confidence and, in some students, a desire to explore more! Which I believe has also made our EF Tours program flourish! Students want to explore the world beyond just our Saklan trips, and families want to join, too. From Peru, Vietnam, Japan, the Azores, and next Australia and New Zealand, our students are confident, excited, and ready to learn more about our world! Which makes this planet-loving science teacher so happy!