Mathcounts Competition this weekend!
February 25, 2017
Our friends at Mathcounts have been preparing for the Chapter round of the Mathcounts competition. They will be going to compete on February 25th, at the Calif. State University, Northridge (CSUN),
18111 Nordhoff Street Northridge, CA 91330-8295 Student Union, Northridge Suite
We hope that they can succeed on the looming competition ahead.
You can still participate in the Mathcounts club:
Come every Friday after school to join the Mathcounts Club. In room 219, where you can learn math for an hour, and possibly hangout with your friends there. You even get FREE SNACKS! If you love math as well as free snacks, then this is definitely the club for you. Join today by visiting Room 219 on Friday after school!
Richard Zhu’19 and Daniel Han’19
Science Bowl @ Cal State L.A.
February 14, 2017
Last Saturday, February 4th, eight Walter Reed students went to Cal State L.A. to participate in the Regional Science Bowl. Science Bowl is a competition that test scientific knowledge using a quiz bowl format and buzzer system. This year was Walter Reed’s first year participating.
One Walter Reed team got 4th place! Team members (8th graders): Austin K., Kevin K., Gianni N., and Nikhil N. The other Walter Reed team, that was put together pretty last minute, did well also. Team members (7th and 8th graders): Dylan K., Matthew C., Camilla M., and Lydia Q. Everyone had a lot of fun and the competition was an awesome learning experience.
Are you interested in competing in the next Science Bowl? Starting this month, we are welcoming people that are interested in competing. We encourage everyone interested to to join us in room 137 on Wednesdays after school.
Camilla Martinez ‘18, Lydia Qin ‘18
Ice Cream Lab: Media and Tech Arts
January 23, 2017
Last week Media Arts and Tech Academy learned about phase change in their science class. Ms. Bugyik planned a fun lab where students could observe and cause milk to undergo a phase change. In this lab students combined ingredients into a plastic bag which included; milk, sugar, and vanilla. Throughout the process the students recorded the different temperatures of the milk mixture in the plastic bag. Once all the ingredients were put into the bag students got a larger bag, which they filled with ice and salt, salt will lower the temperature of the ice. When all the bags were ready they put the milk mixture bag into the ice mixture bag and shook it for ten minutes. After the ten-minute shakedown, the milk solution the mixture became… you guessed it, ICE CREAM.
“I thought the project was very intuitive, it was helpful for my knowledge, and for learning chemical and physical changes in that class.”-Ivan Fregozo’17
“Scientific ice-cream tastes like victory” -Erika Hendricks’17
“It was a BLAST to learn how to make ice-cream.” -James Nobles’17
“Very Succulent.” -Henry Eisenstein’17, Edward Shanakian’17, Jason Ross’17
“Making the ice-cream was so fun, I made it at home with my family.” -Levi Mutchnick’17
“It was a spectacular use of science.”-Charles Harring-Williams’17
Yosemite Field Trip
January 10, 2017 (before the trip): This Sunday, the seventh grade IHP is leaving for Yosemite! The students will be leaving at 7:00 a.m. from school and will be stopping at In & Out during the bus ride. In Curry Village, students get to share a cabin with their friends during the evening, and get to learn new facts about nature with their hiking groups during the day. Of the six days in Yosemite students are staying at Yosemite will be having a game night to relax from the hardships of hiking in the cold. On Tuesday, students will have a chance to go to the Tuolumne Grove to see some sequoia trees. However, in this grove, the weather is a lot colder, which means that the students will need to bundle up. The weather in Yosemite is quite cold, compared to the weather in Studio City. It is around 33 degrees each day in the area the students will be staying at. Due to the weather, students will bring thick jackets and multiple layers to wear throughout hikes. Just a few days ago, there was a flood in Yosemite, which means that the students and Ms. Lawrence can expect rain, snow, and possibly even a small flood. Despite the weather, students will have to do their planned activities each day, exploring the beautiful nature around them.
January 21, 2017 (day after arrival): From January 15th to January 20th, it was a hectic and exciting trip for all campers. Of course, they had the time of their lives! Students got to experience nature in the cold. On January 17th, students were supposed to go to the grove to see the sequoia trees, but did not make it until the following day due to a hiccup in the requirements for the bus drivers. Some groups went on their hikes that day instead. Group 1, Ashlee’s group, passed by Mirror Lake to hike up a mountain, where the students got to see the Half Dome right in front of them! On Thursday the 19th, there was a slight problem in the campground due to harsh rain and snow, the mixture of cold water and crushed ice flowed across the ground, building up to the students’ ankles. Overall, students had a blast at the Yosemite National Park even though there were some hard times throughout the trip.
(Pictures to follow.)
Ancient China Project: IHP Ms. Miller
January 10, 2017
The sixth graders in Ms. Miller’s IHP class have an AWESOME end of unit project about Ancient China. They are making an amusement park! Students will be making either an advertisement for the park, a film or commercial, or an actual amusement park. The project sounds very fun, and since we just learned about the project today, more information and pictures to follow!
Faith Spalding ‘19
JPL Invention Challenge OUTCOME
December 4, 2016
JPL held their annual invention challenge (regionals) on November 19, 2016. Three of Walter Reed’s teams were registered and met at Hawkins High School. However, one team was not able to compete due to problems during the building time. On the other hand, the other two teams did compete at the competition that JPL has hosted. One team consisted of Jihyeok Chang, Hannah Kim, and Irene Kim. They showed their design to the audience first and completed the task with within 6.71 seconds. Sadly, the other Walter Reed team was disqualified because the device was not successful. Although the machine was well designed, it did not work out.
However, Walter Reed was not the only school to take part of this competition. Hamilton High School, Oakwood High School, Los Angeles High School, and many more schools participated in this project. Many inventions had the same basic idea or structure. One school had all of their creations designed as a ramp (almost like the seats people sit in when going up the hill at a ski range). Others had a sling-shot idea. Some groups used robotics to complete the task. Most robots did not turn out that well. Some designs completed the task and others didn’t, but they were all greatly designed and built. The outcome was that only some of the inventions would be taken to the final competition. The top fifteen teams with the fastest times would have a chance to compete in the final competition. There was another regional competition in Orange County that Walter Reed students did not attend. Overall twenty teams with the fastest times will make it into the final competition that is held on December 3, 2016.
It was announced on November 19, 2016 that the Walter Reed team, Jihyeok, Hannah, and Irene, had placed seventh at the regionals! Therefore, they attended the finals with Ms. Bugyik on December 3, 2016. Because this group has gotten into the final competition, they had to tweak some areas of the design to make the invention complete the task at a faster pace. Although they did not have the winning time at the finals, they did an amazing job! Congrats to Jihyeok, Hannah, and Irene!
-Hannah Kim ‘18
Yearbook Class and Reed Review Journalists Visit the L.A. Times
The L. A. Times building is located next to City Hall and takes up an entire block! This is the view from one of its windows. The L.A. Times building has a great view of downtown. – Aida Agesyan’17, Jaden Stewart’18
In the Lobby of the L.A. Times there is a large globe of the world that shows different horoscopes and the time. There is also a big linotype printing press. Letters for each article were arranged in “lines” on the press, then dipped in ink and stamped onto a newspaper – Camilla Martinez’18
The L. A. Times has won numerous Pulitzer Prizes. Reporters have traveled far and wide and put themselves in dangerous situations to take great photos. – Caden Kang’19, Jaden Stewart’18
We got to look at the Times’ in-house TV studio. We are on a set where they film videos for their website. One time the L.A. Times interviewed Loki from Avengers/Thor in their in-house studio. The Times does a lot of webcasting and is really into the video era! Some reporters write articles and shoot videos. The videos can be related to news or entertainment. – Caden Kang’19, Faith Spalding’19, Aida Agesyan’17, Jaden Stewart’18
Writers for the Times follow a handbook on how to write. Darrell Kunitomi is showing us a book about the style of grammar that they use in writing the paper. As our language changes, the book is changed also. – Caden Kang’19, Aida Agesyan’17, Jaden Stewart’18
We got to meet people who work in every section of the paper. Here our tour guide Darrel Kunitomi shows us the food section of the paper, since we were in the food and travel section area. We got to meet Noelle Carter, the Test Kitchen Director. You can get paid $300 if you send in your love story and they publish it. – Sophie Hartwick’19, Jasmine Alas-Castillo’17, Aida Agesyan’17, Yotam Barr’17, Jaden Stewart’18
The L.A. Times also has a kitchen where they test out their recipes. – Jaden Stewart’18
The L. A. Times also photographs fashion and food. They do something special for the ice cream, though, because ice cream melts. They can use any kind of backdrop. – Caden Kang’19, Jaden Stewart’18
The L. A. Times has never missed an issue since December 4, 1881, the very first issue of the Los Angeles Times. It is being held up by our tour guide Darrell Kunitomi. Today the L.A. Times is well-known and a reliable source of news. – Caden Kang’19, Yotam Barr’17, Jaden Stewart’18
This is part of the original press from 1881. Water from the L.A. River entered this tube and powered the press. – Yotam Barr’17
The massive towers of printing paper wait behind us. – Jaden Stewart’18
This is a roll of paper that has been loaded up on a machine. The rolls last for only 20 minutes and they are 6 to 8 miles long. The printing press goes through 18 miles worth of paper per hour. – Sophie Hartwick’19, Yotam Barr’17, Jaden Stewart’18
Paper is delivered to the Times by the ton! One roll of newsprint paper can weigh 1918 pounds. – Jaden Stewart’18
This is an image of one of the presses. it is so loud that you can’t hear yourself think! We covered our ears as we watched the whole process of printing paper. – Caden Kang’19, Yotam Barr’17
This is a picture of the newspaper being printed. It is rolled through the press and eventually cut and folded. The articles printed on each page differ in size. One page is 22 inches – Caden Kang’19, Yotam Barr’17, Jaden Stewart’18
The L.A. Times has 6 presses that also print the New York Times, the Washington Post and other papers too. The different presses (machines) are identified with letters. A roll of paper is printed, cut, and folded. Papers are carried out of the printing machines through conveyor belts. Once printed, papers are folded and sent to the packaging station. – Aida Agesyan’17, Yotam B Jaden Stewart’18
A barrel of ink that is used to print the newspapers. The paper is more expensive than the ink. Excess printer ink must be collected by hand. The ink is always recycled. – Caden Kang’19, Aida Agesyan’17, Yotam Barr’17, and Jaden Stewart’18
Getting a copy of “The Envelope”, an insert for Thursday’s paper, hot off the press! We got a chance to read the paper that we saw being printed in machine “B”. – Aida Agesyan’17, Jaden Stewart’18
Shout out to a Reed Standout: Ms. Adkins
Out in the lovely Schall Park in room 156, Ms. Adkins is rockin’ it with her all stars! As we approach Thanksgiving break, Ms. A we are thankful of you and all that you do!
Mrs. Hermes ’95
Pictured left to right: Daniel Bernal Castro (8th) , Naydelyn Zamora (7th), Brian Cheung (7th), Emilio Adjodha (7th), Sophia Azran (8th) , Eddie Vazquez (8th), Kimberly Flores Sanchez (7th)
Save the Drop Water Conservation Contest: Olla Irrigation Project
September – November, 2016
Do you know California is experiencing its 4th year of drought? Ms DeSimone’s 6th period Environmental Science Class decided they wanted to help find ways to save water. They experimented with growing radishes using “olla” irrigation.
Here is their Olla Project, which they shared with the Reed community last week and also entered into a “Save the Drop” water conservation contest sponsored by the Mayor’s office:
Title: The 6th Grade Environmental Science Class is doing a project called Saving the Drop at Walter Reed Middle School. Here is our project. – Cameron Wiener’19
Abstract: We wanted to find a way to conserve water. Our idea was to use ollas. to irrigate radishes. If you are wondering what an olla is, traditionally, it is an unglazed clay container that comes in all shapes and sizes. We did use the traditional olla containers but some kids used Styrofoam cups and glass bottles which were nontraditional. We started our olla experiment on September 19 and we ended gathering our data on October 31, which was Halloween. – Elenea Sourenian’19, Karine Meroyan’19
Question: We did an olla experiment to see if we can conserve water and this is our question: do ollas help conserve water? – Meredith Harden’19, Samara Perez’19
Hypothesis: An hypothesis is a prediction upon an experiment. Our hypothesis is that plants grow healthier and stronger with an olla than without an olla using the same amount of water. – Nicholas De Leon’19, Carlos Rosales’19
Background Research: We did some background research on ollas with the help of the school librarian Ms. Federico. Ollas were developed over 4,000 years ago in North America. Ollas also are a good gardening system. Plants that have grown around an olla take in the the water that they need, and when they don’t need any more, they can stop the seepage. Ollas are called the most efficient water irrigation system in the world. – Jaymee Martinez’19, Elizabeth Zaval’19
Materials: We’re going to tell you some of the materials we used. We used soil, tape, a clay unglazed pot or bottle or syrofoam cup, some ollas used black plastic piping. We used a 9 inch diameter pots, 12 inch rulers with marked centimeters, and 16.9 ounce water bottles. Some of the other materials we used are gorilla glue, radish seeds, and the greenhouse.
Procedure: In this experiment our procedure was to first use a black plastic bucket with holes on the bottom. Next we poured soil inside the bucket and placed the olla in the middle. After, we poured water in the olla. Then we planted 9 radish seeds around the olla pot. For the second pot, which is the control pot, we did the same thing but the only variable that changed was no olla. – Emily Diaz’19
Results: During our experiment, our radish leaves were thought to be dying. We were worried about those yellow leaves. But, it turns out, when we researched it, we found out the first two leaves are called cotyledons, and they fall off so the plant can use them as nutrients. In the end, the plants growing with an olla were bigger and healthier than the plants growing without an olla. Some of the olla plants were big and had many healthy plants, but not all of them were as big or as healthy. Some ollas worked better than others. We think Olla #11 worked the best. Olla #12 was dug too deep and the seeds did not get any water. – Deja Taylor’19, Daniela Santiago’19, Karine Meroyan’19
Conclusion: In conclusion, even though the control pots used the same amount of water, the ollas used the water more efficiently than the control pots. The olla pots held healthier plants, and there were more plants. Next time, if we do this again, we should all have a clay-like olla, but different shapes. – Natalie Ortiz’19, Ulyses Sanchez’19, Steven Gee’19
Some feedback from our audience:
“I liked the presentation. I think that the idea was really smart.” – Ben’17
“I would hope to figure out if the ollas work on other plants as effectively.” – A.P.R.’17
“The project was amazing and we can use this is our student garden in Schall Park.” – Angela’17
“Very good presentation. You should try watering the plants with different liquids and see what grows and doesn’t grow.” – Daniel ’17
Ms. Jung’s 8th Graders Visit Jet Propulsion Laboratory (JPL)
November 2 and November 15, 2016
Above: Reed students being photobombed by a life-size model of the Voyager. Voyager is the furthest working space craft so far. Voyager has a black, bulletproof cover (Kevlar blanket) to protect it from micrometeorites (small rocks) and trap in heat from the sun. It also has a solar panel, to provide energy. It has a gold-plated record and record player on it, with a message to aliens (“sounds of the earth”, including saying “hi” in over 55 languages and how to find the location of the earth). The talk about the time capsule was incredibly interesting. Voyager 1 and 2 are powered by RTGs. It takes 36 – 40 hours to send and receive a signal (18 hours to send signals, because of the long distance). In this room they have press conferences and NASA officials discuss future missions. We listened to Hans Solo narrate a movie. – Brayden’17, Annie’17, Yzzy’17, Kristy’17, Cameron’17, Kiera’17, Emma’17, Finn’17, Ford’17, Milla Penelope’17, Emilie’17, Chaya’17, Natalie’17, Aiden’17, Gianni’17, Daniel’17, Steven’17, George’17, Julia’17, Irene’17, Zoe’17, Milana’17, Jackson’17
Above: Model of Mars Rover “Opportunity”. It has a look-alike, “Spirit”, which was lost in a storm on Mars after being unable to move, stuck in sand forever. Rest in peace “Spirit”! “Opportunity” is still exploring Mars. These were the first two Mars rovers. – Caitlin’17, Skylar’17, Hunter’17, Michael’17, Danya’17,
Above: Thermal Imaging video of esteemed Reed scholars shown side by side with a normal video camera image. The thermal image shows temperature in a photo by using infrared sensors. Color correlates to heat. The redder the color, the hotter the person.The bluer, the colder. Jackson’s hair is blue because moments before he put water in his hair. Satellites can use this camera to measure global warming or other changes on the Earth. – Michael’17, Brian’17, Liam’17, Eric’17, Henry’17, Skylar’17, Julian’17
Above: Wow! Mark Watney approved! This is a life-size replica of “Curiosity”, a car-size rover that is also the most recent rover sent to Mars, launched 4 years ago. It is run by RTG batteries, which are nuclear generated, and which means it will work both day and night. It does not have solar panels. It includes a drill and arm (mining beam) that can deposits rocks into the rover for analysis. It has a laser to get readings through soil. It has an amazing ability to navigate Mars. It can help detect life on planets and moons. A new one with hydrogen fuel will launch in 2020.- Mira’17,Raine’17, Aiden’17, Gregg’17, David’17, Natalie’17, Chaya’17, Avery’17, Finn’17, Jackson’17, Danya’17
Above: This is the space flight operations facility plaque, that can be found right outside the control room where we saw which signals were being sent and received from different robots in space. It marks only one of JPL’s amazing achievements.. – David’17, Natalie’17, Julia’17, Lauren’17 Reminds me of the great time we had there. I especially liked the lucky peanuts. – EHA’17
Above: This is the Mission Control Room. The only time this room is used is when there are launches or other critic events. Scientists gather here to control critical events of important missions. The people working on the project come in here so they will be close to all of the data coming in, in the adjacent room, the “Center of the Universe”, to help ensure the safety of the mission. . This room is also where people celebrate after a successful event. Many missions are monitored in this room. People eat peanuts here on launch days. In here we were able to see satellites and robots all around the world and in deep space, see how they communicate with the “Center of the Universe”. – Amelie’17, Kristy’17, Gregg’17, Aiden’17, Zoe’17, Brayden’17, Irene’17, Yzzy’17, Avery’17, Thomas’17, Danya’17
Above: Houston, we have no problems! This is the “Center of the Universe”, the NASA control center for robots in deep space, which monitors the antenni in Goldstone, Madrid, and Canberra, enabling communication with robots 24 hours a day, 365 days a year.Data signals from deep space probes are received, and data signals are sent back. Launches and landings are controlled from here. We learned about time delays and the tradition of lucky peanuts. It takes forty minutes round-trip to communicating with Mars. Images are projected onto the board showing the activity of the spacecraft signals and the location of the three satellite bases. Active signals light up green, and the more jagged line means more information being transmitted. It was very cool to see where space missions are observed here on earth! We always see mission control centers in the movies, so seeing the real thing was really cool. It would be very interesting to work as an engineer in the mission control center. Love science class! – Tatum’17, Julian’17, Ford’17, Gianni’17, Natalie’17, Henry’17, Laine’17, Kevin’17, Zane’17, Hanah’17, Cole’17, Lauren’17, Julia’17, Milla Penelope’17, Jackson’17
Above: This is the Assembly Bay, the room where they put together all the rovers and other stuff going into space. This is a clean room, meaning that the air is cleaner than outside, only 10,000 dust particles per cubic foot (more pure than the air on top of a mountain). Temperature and humidity are controlled. This is to prevent earth life forms from contaminating missions that are searching for signs of life in deep space. They do not want a false alarm of life in space, so they want to make sure there are no skin cells or other parts of human life on the machines. This is important because in space we look for signs of life and you shouldn’t find signs from the people working on the vehicle. Scientists and engineers must wear special protective suits in this room and make sure they stay grounded. Even dust can cause malfunctions. Parts of space vehicles are transported to this room in the boxes shown. The boxes keep dirty air from touching the parts of the vehicles, and are opened only in this room. They want to eliminate all possible contamination. The mannequin is named “Bay Room Bob”. Only “unmanned” spaceships are made here. There is a plaque on the wall for every robot mission assembled here. Parts for the next mission in 2020 are waiting to be assembled. The pizza shaped wedges are solar panels. The two metal rings with pyramids is the gap between 1st and 2nd stages. – Gianni’17, Yzzy’17, Caitlin’17, Liam”:17, Mira’17, Cole’17, George’17, Zoe’17, Thomas’17, Julia’17, Steven’17, Lauren’17, Aiden’17, Annie’17, Raine’17, Ju-An’17, Zoe’17, Natalie’17
Thank you JPL!
7th Grade History Class: Poems
November 15, 2016
In Mr. Graham’s first period class, students are in the process of making poetry books based on the inventions of ancient China. Each group is made up of six students. The books are made of construction paper and plain white paper that contains artistic drawings on one side and creative poems on the other. The topics that the poems are about are porcelain, travels by sea, steel, disease and medicine, and tea. Through these poems readers are able to learn more about that topic and the basic concepts of that topic. The cover page has the title and the group name of the project and the back cover has the names of the authors. Although this project is currently in progress, it is safe to say that readers will enjoy reading the collection of the poems when they are completed.
November 4, 2016
Career day took place on Friday, November 4, 2016 during periods 1 and 2. It was a great success. People from all different careers came to present. Politicians, doctors, and lawyers are just a few. In Mr. Graham’s class, period one, the presenter was Wendy Greuel. Wendy Greuel served as the Los Angeles City Controller and was a member of the Los Angeles City Council. She talked about her experiences in public services. During second period in Ms. Jung’s class, the presenter was a lawyer and part of a charity that provides services to the mentally ill and fights for their rights. It was really interesting because there are very few people in that field. Career day was a great event that allowed students to explore different careers that they may want to pursue.
J.P.L. Club: Don’t Waste a Drop Contest
Students with interests in engineering and science come together to be part of the team known as the “Wolves”. This “Wolf Pack” is going to compete in the Jet Propulsion Lab’s (also known as J.P.L.) nineteenth annual Invention Challenge. As an extension of the Science Club, we meet in 112 with Mrs. Bugyik as our advisor. We have split up into three teams; all competing for their device to represent Reed. On Saturday November 19th all of our devices compete against other local schools and individuals. After that we will hopefully compete in December at the final competition.
But what exactly are we building? Well, our device must transport 8oz. of water from a solo cup to a another container. This device must be able to transport the water and goldfish (a plastic goldfish, obviously) two meters. As time is ticking, our teams are putting the final touches on their projects. Our devices will be judged on how fast the transport the water and how much water is spilled.
Our teams are so excited to compete in this amazing opportunity. “This challenge is fun, this isn’t just about winning, it’s about working together as a team to make the best device possible!” says Elliot Fayman ‘17. The competition is tough though. The Wolves are competing against some of the best schools. We are one of the few middle schools competing, it’s mostly high schools and private schools that we are up against. “We really hope our design works, my team has put in so many suggestions to make our design the coolest one there.” says Matthew Kawashiri ‘17.
As the competition gets closer, I personally can’t wait to get to the testing phase. This competition is for sure one going to be one of the best (of many) highlights from my last year here at Walter Reed Middle School. *Team pictures coming soon.
Caroline D. Bradley Scholarship 2016
The Caroline D. Bradley (CDB) Scholarship is a national, merit-based award that pays for four years of private or alternative high school for sixteen rising 8th grade students selected from an applicant pool of several hundred gifted students throughout the country. The Institute for Educational Advancement (www.educationaladvancement.org) works with the CDB Scholars and their families to discover the optimal high school match and placement of each individual, with ongoing support and guidance throughout the high school years and beyond.
One Reed student has been selected to be a Caroline D. Bradley Scholar more years than not, since the award’s conception. Jarett Malouf was Reed’s 2013 Caroline D. Bradley Scholar; Kathy Lee was Reed’s 2014 Caroline D. Bradley Scholar; last year Sarah Jung was our 2015 Caroline D. Bradley Scholar, and this year, So-Jung An is our 2016 Caroline D. Bradley scholar! Congratulations So-Jung! Maybe next year it will be you?
So-Jung has this to say about her achievement:
“I am incredibly honored to have been selected as a 2016 Caroline D. Bradley scholar, and so grateful to all of the lovely people at IEA. This scholarship is an opportunity that has not only opened many more doors for me, but also offers support that makes me that much more confident as a high school applicant. The people at IEA are all wonderful individuals who truly want to help you, and I am elated to become a member of such a supportive community! If you are asked for an interview, you should be very excited to meet some of the amazing people behind the organization. The interview was a great positive learning experience. For me, applying for the Caroline D. Bradley scholarship was a process that provided a chance for me to learn how to accurately express myself and my abilities. I am incredibly excited to work with IEA in the years to come.”
Ancient Civilization Market
On Friday, May 28, 2016, the 6th grade history classes of Walter Reed Middle School had the annual Ancient Civilization Market in which groups of 5 to 8 people showed an aspect of one of the following ancient civilizations: Mesopotamia, Egypt, Israel, India, China, Greece, and Rome. Some groups focused on politics, some on food and cooking, others on clothing and fashion, and much more!
7th and 8th graders came to the fair, starting out with three tickets, buying more for 25 cents each. They bought products, played games, and did activities, and in doing so, they learned about each individual culture. We took break periods, taking the tickets we had and spending them in other parts of the market. Parents, friends, and family came to see students’ projects and to enjoy products such as food, drinks, and even toys!
The civilizations sold items that were related in some way to their ancient civilization topic. There were seven different areas for the seven civilizations. Each booth had a unique way of advertising their civilization or giving out information on their topic. When visiting Mesopotamia one could have seen a group who sold some cardboard weapons to show what the Assyrians used in combat. One Egypt group sold flavors of juice that represented white and red wine — what the pharaohs drank. An Israel group sold honey sticks to show the form of tax or money in Ancient Israel. The India group sold elephant objects to show the sacred animal of India. One group from the Roman aisle sold Caesar Salad to show the death of Julius Caesar. They stabbed the salad with a fork to show how Julius got stabbed on the murderous day known as the Ides of March. There was a China group that sold orange chicken as part of the Chinese diet. One of the Greek groups even sold crowns in order to show the Greek magistrates’ hierarchy. By selling these products students found a creative and innovative way to share information with their guests.
Each group also had interactive activities. An Egyptian group offered the opportunity to explore the Egyptian afterlife. One India group allowed the guests to plant their own seeds as a symbol of peace that the India ruler Asoka brought, and another group offered up an article on clothes worn by different social classes and then challenged visitors to answer questions to earn a prize. There was a chance to buy (and learn about) Roman food. An Israel group had a tough obstacle course in which various political challenges were represented while another Israel group had students participate in an archeological dig to excavate objects. There were many more activities which the students cleverly connected to their projects.
Some of the students even made costumes to mimic their focus area. The students from China’s Qin Dynasty group wore Chinese hats and dresses. A Greece group used materials to compose a toga. A Rome group also found a creative way to fold a toga! Clearly the students had lots of fun in their attire and definitely entertained and taught the audience valuable information.
The Ancient Civilization Market was a huge success. Rather than simply talking with guests about the civilizations students found an amazing way to engage the audience. By selling products, having games, and having activities the guests were opened to a new perspective and world! Above all the students had fun working on their projects in such creative and innovative ways. So if you are ever in need of buying some Caesar salad, elephant jewelry, honey sticks or crowns, come visit students booths at next year’s Ancient Civilization Market.
By Vivienne Bridges’18, Andrea Garcia’18, Jasmine Garcia’18, Mireille Karadanaian’18, and Irene Kim’18
Reed Review interviewed Kaitlin, a member of the Israel Booth:
Reed Review: How was your experience doing this project?
Kaitlin: We had a fairly easy time. We did have a hard time finding items to sell, but we did find all the information on (the Israelite leader) Deborah.
Reed Review: Why was it hard to find things to sell?
Kaitlin: We couldn’t find something to sell that could attract people and include politics. We chose honey sticks because, back then, honey sticks had a lot of currency and Deborah means “bee” in Hebrew. Also, honey is very sweet and sweet things attract people.
Reed Review: Who was Deborah?
Kaitlion: Debrorah was one of the first women judges, military adviser, and was the leader of the Israelites. She helped defeat the Canaanites.
Reed Review:What was the process of completing this project?
Kaitlin: Our history teacher told us to get into groups. I went to my friends and we picked a civilization to focus on its political leader.
Reed Review: Was it fun for you?
What’s It like to be a Library T.A.?
Library practice is a great enrichment class to have. When I joined this class, I was exited to learn how books were shelved, processed, checked out, and checked in. I have learned how the call number is used to shelve books, how the circulation system works, and more. We have the opportunity to help the librarian, Ms. Federico, during nutrition and/or lunch by checking books in and out. Also, library TAs can help students with printing during class time, nutrition, and lunch. During the year there are book fairs which allow students to purchase books, toys, and other items. If you become a TA, you can help Ms. Federico with the Book Fair by informing students and teachers about products, prices, and more. Overall, library practice is an excellent class and is interesting and fun. – Artur Manasyan’16
Being a library TA is one of the most wonderful experiences that I have had in my three years at Reed. Library practice is a really fun class for anybody who loves books like I do. In this class the students get to shelf books, process the books that Ms. Fed buys, and they get to help out at the circulation desk during nutrition and lunch checking in and out books. Students also get to help out teachers when their classes come in for a research project. They get to deliver summons to other classes. We also get to dust and clean shelves that need tidying. If not busy in the library, students have the option of helping in other offices or classrooms. Being a library TA is hard work but a very fun class. You also get to help Ms. Fed plan events like the Book Fair, Battle of the Books, Valentine Book Blind Date, and book giveaways. This class has been a great experience, and I’m really sure other people will enjoy it too. – Yunuen Vigil’16
April 26, 2016
STEAM Academy Poetry 6th Grade
Our poetry unit was based on the book Love That Dog. We also had a guest poet come in to speak about being a poet and the process of writing poetry. These poems show the progression of our poetry unit. The first poem is from the first day of the unit (The Best of the Best). Then there is one written one week into the unit (Hopefully Different). The other two – Change and Fatty Fasting Frankie are final products. — Ms. Mills
The Best of the Best
By Sawyer Huffman'18
I think that
6th grade is my favorite
grade I feel like
we are more independent.
I like all my teachers
and I really like
having PE every day.
we have to run
a lot, a lot, a lot.
I have learned
to like running.
(Inspired by Robert Frost)
By Lukas Buddensieck'18
I hope that I am good at things
That is, until the judgement bell rings.
I want to be more than regular
When I see people acting like kings.
Other people enjoy to write poetry
Most likely about an apple or a tree.
A lot of my siblings think I’m gifted
But do they really know me, me, me?
Others take journeys of great fortune
While I have to write a poem about a cocoon.
I would like to be just a bit different.
I’d like to travel to the moon.
But how can that happen when I’m here
Filling my own words with fear
Everybody has a gift of their own
I just want some people to leave me alone.
Fatty Fasting Frankie
By Matisse Kremerman'18
My name is
Fatty Fasting Frankie
I eat anything I please
Aero planes and video games
They all sound good to me
If I’m ever feeling hungry
You’d better run away
Because it takes a few people
To fill me the whole day
When I was at my heaviest
I at elephant and snacks
I never showed my gratitude
I never paid them back
I lounged around
I ate all day
I looked like a tic tac
That’s when one day
I lost some weight
Now my arms and legs
By Samuel Medina'18
My change is out of range that range is too far to reach that’s why my teachers teach so I could reach things that I couldn’t reach before so now I could reach things cause I got taught how to if I have not gotten taught then I’d be a big failure and be a nobody if I’d be a nobody then I’d be like them guys sweeping their homes under the bridge
April 20, 2016
Ancient China-India (“Chindia”) Game Day
Two 6th grade IHP students enjoy Game Day while challenging each other’s history expertise. Enzo Banal explained, “We got the opportunity to do a peer review of our classmates’ India/China board game projects. We expanded our knowledge of India and China by exploring creative ways to relate to information, and we gave criticism to others to help better our classmates’ games.”
On February 22, 2016, the 6th grade IHP classes had Game Day. Game Day meant playing your classmates’ games that were based on ancient India and ancient China. Each class had their game period and the chance to play others’ games with their friends. Students had four weeks to complete the project, and everyone had a blast. Not only was it fun, it was also educational.
The games were all very unique in their own ways. Each one showed the type of games the student liked the most. You had to open your mind up in order to find that sense of creativity needed to make a game like the ones in the classroom. The games ranged in type from computer games, board games, trivia games, and even card games. Many famous games, such as Monopoly, Twister, and even the Settlers of Catan were creatively replicated in order to fit our criteria and gave us a fun way to learn.
Creating a game not only allowed students to creatively display their knowledge of China and India but also caused them to discover the perspectives shown by the different games. As a result, lots of amazing facts were learned or developed during Game Day. The games had creative ways to showcase the effort and facts that were included. There were also some communication skills that developed. One example of this is the writing of the instructions. Students had to figure out the best way to present their project without making it sound confusing.
The purpose of the Chindia project was to improve our skills in making connections to G.R.A.P.E.S. G.R.A.P.E.S is an acronym that consists of geography, religion, achievements, politics, economy, and social structure. This acronym allows us to make complex and deep relations to history topics. This project pushed the 6th grade IHP students to bring their creativity to its full potential. Our colleagues have spent many hours brainstorming and testing their ideas. This amount of effort has led us to a wonderful, exciting, and entertaining Game Day. The games were enjoyable to play, challenged our thinking, and taught the players a lot about both China and India.
This was definitely one of the most enjoyable projects that was done throughout the year in Ms. Miller’s class.
Games supported different numbers of players. While some games supported only two players at a time, there were many games that featured a player capacity of 4 people or more as seen by the group at the right who is playing an innovative board game. Minki Shin reported, “It was a great experience that taught me more about China/India in a fun way.”
Ben Youn: “Game Day was a perfect example of having fun and playing. I saw many of my classmates’ creative games, and it was a great final project. Having all of all friends playing and having a great time was an amazing experience.”
Willow Stein: “The India-China game was very fun. It was a good way to express knowledge about the civilizations without writing a boring report.”
Mila Seraji: “The India-China game was a great way to learn and encourage creativity. This project gave us the opportunity to create any type of game that compares and contrasts ancient India and China. It allowed us to study ancient India and China in a fun and unique way that helped expand our knowledge on the topic.”
Lydia Qin: “Game Day was a excellent way to reinforce the facts that we knew about both civilizations while having fun. It was interesting to see how everyone decided to display the knowledge. Some people decided to make a card game, while others made a board game.”
Amelie Missig: “Game Day was a great experience and a great way to learn about different civilizations. This project not only helps the game-makers learn about India and China, but it also teaches the viewers about the ancient civilizations while letting them have fun playing a classmate’s original game.”
Camilla Martinez: “Creating the India-China board game was interesting and an effective way to analyze what we learned throughout the unit. Game Day gave us a chance to see how our other classmates displayed their knowledge.”
Ben Martin: “Game Day was an experience for us to creatively learn about the G.R.A.P.E.S. of India and China. To me, Game Day was a great success due to the following reasons: 1) It tremendously enhanced our learning about India and China; 2) It was learning made fun; and 3) It was the first step to entering the business world of entrepreneurship. For these three reasons, to me, Game Day was an amazing success.”
Jadon Lee: “The India-China Project allowed us turn our history knowledge into a game. It was fun on Game Day because we had a chance to have fun with history. It was a fun way to compare and contrast the two different ancient civilizations.”
Jeffrey Kwon: “It was a fun and educational way of learning about these interesting civilizations.”
Kevin Kwak: “The India-China games enhanced my knowledge of China and India in a fun and easy way.”
Christopher Ko: “The games were both entertaining and time consuming, but it was also so informational. It also helped with the fact that you got feedback from your friends.”
Ian Kim: “Game Day was a fun, gaming experience that will help you learn more about the history of China and India. It is fun and it is a good way to learn. It was a great way to experience the past and today at the same time.”
Hannah Kim: “The Chindia project was a fun and educational experience to compare the China and India civilizations using our creativity in order to make any type of game. It tested how much we learned about the two civilizations in a fun, creative, and educational way.”
Doyoon Kim: “Game Day was an amazing opportunity to see creativity and ideas come together to make fun and effective learning resources for the class.”
Ben Karish: “The India-China game project was a great way to display our knowledge of India and China. Game day was fun and reinforced our knowledge about India and China.”
Anabelle Kang: “This project was a creative way to express ancient India and China’s differences and similarities while learning more from other classmates.”
Michel Jung: “The China India project was a fun and effective way to learn about both of these civilizations. We got the opportunity to look at our classmates’ work and their own ideas of the project. Looking at other people’s projects I got to see many creative projects that I enjoyed playing at the same time. Again, this was a great way of learning and having fun for everyone as a class.”
Wesley Icken: “It was excellent to see the way that your classmates see these countries and how to play by their rules.”
Melina Hernandez: “The Chindia project was a fun and educational way to learn about the differences and similarities between Ancient India and China. In addition, it reinforced the facts we already knew about the ancient civilizations as well as teaching us more information we weren’t aware of.”
Nikko Haroldson: “Game Day was a fantastic and entertaining way to learn about both India and China.The project allowed students to be creative and think outside the box.”
Hunter Griswold: “Chindia project was a fantastic way to incorporate what we learned from two Ancient Civilizations in one final project. It also gave us the opportunity to play and learn from each other’s games and build friendships with others through the experience that the games provided.”
Evan French: “The India-China game project was an experience unlike any other. Not only did it test our knowledge of the two countries, but also our creativity, artistic skill, and intelligence to create a real, operating board game.”
Emmie Fitz-Gibbon: “Game Day was a fun and creative way to show the similarities and differences between India and China in the form of a game. It also allowed us to see other people’s ideas and points of view by playing their game.”
One enterprising student adapted Twister to add an extra level of challenge to her Chindia game while other students shared innovative board games together.
— Vivienne Bridges’18, Nico Cence’18, Andrea Garcia’18, Jasmine Garcia’18, Irene Kim’18, Netta Nakash’18, and Xander Tralins’18 with reviews by the IHP class.
April 5, 2016
Lyric Poetry and Swing Music
Today Alana Folsom’03 visited Ms.Rasner’s 8th grade IHP English classes. She is an IHP alumnus currently finishing graduate school and teaches poetry to freshman in college. She introduced the topic of poetry to the class by explaining how she came to love poetry. She was introduced to poetry’s beauty in high school. Alana shared with the classes a poem (“Midsummer”) by one of her favorite poets, Louis Gluck. She asked the class to imagine what type of music may describe the poem’s “tone” or “mood”. Students offered a vast array of responses, from piano and violin in minor key, to Taylor Swift’s Romeo & Juliet, to 1940’s swing music, to 1970’s classic rock and roll. She encouraged the students to imagine their own visual image of the poem’s narrative, and then try to describe that image in their own words.
The students enjoyed her company and advice. She also talked about her college and high school experience, encouraging the students to follow their dreams. She convinced the class to go to a school to find an education that interests them. Her visit inspired us to pursue our passions! – Eileen Garcia’16 and Patrick Kim’16
March 29, 2014
NASA Cassini Scientist for a Day Project
Congratulations to Ms. Jung’s outstanding 7th grade science students who participated in the NASA Cassini Scientist for a Day Project. Cassini spacecraft orbits Saturn for in-depth exploration of the planet and its moons. Our students submitted essays to JPL’s Cassini Mission Program Manager Earl Maize recommending a destination for the spacecraft’s next mission. Students who received recognition of participation in this project were Gianni Notaro’17, Dohyun Kim’17, Irene Hong’17, Lola Johnson’17, and Alina Piedra’17.
March 29, 2014
Los Angeles County Science Fair
Congratulations to Ms. Sofio’s 6th graders who competed in the Los Angeles County Science Fair on March 18th at the Pasadena Convention Center. They worked tirelessly for months on their projects and took on the challenge to compete alongside more than 800 students. Enzo Banal’18, Lauren Boles’18, Matthew Chak’18, Devin Downey’18, Emmie Fitz-Gibbon’18, Evan French’18, Mireille Karadanian’18, Molly Loretz’18, Leila Pagel’18, Camilla Martinez’18, and Amelie Missig’18 did an amazing job presenting their projects to several judges. Every one of them represented Walter Reed and the IHP with confidence, pride, and admirable sportsmanship.
Honorable Mentions were awarded to Emmie Fitz-Gibbon’18 (General Physics) and Amelie Missig’18 (Plant Biology and Physiology). Enzo Bana’18l won Third Place for his bridge construction project (General Physics). He was also awarded an Honorable Mention by the Professional Engineers in California Government Organization. Enzo will compete in the California State Science Fair and the Broadcom Masters competition. Good luck Enzo!
March 8, 2016
Reed Cadets Score 2nd Highest in State of California!
On February 6th, 25 cadets participated in a competition held at North Valley Military Institute, which tested their ability to march, drill, and also their precision. The 25 cadets were split into 7 person squads and 13 person platoons. Both placed second out of 5 schools and will be moving on to the state competition later in March. The Color Guard is a 4 person team who performs a drill routine, and Reed’s Color Guard placed first out of 5 schools. They were also individually judged and one of Walter Reed’s cadets, Nicholas Diprima, placed first out of 150 cadets.
Just recently the cadets had a state inspection and scored 96%; they have the second highest score in the state in five years. The cadets had to answer many questions referring to the rank and the badges they have on their shirts. They have done the best they could and I must say, I am very proud of our school’s cadets. – Alexis Casas’16
March 8, 2016
L.A. Times Reporter Zahira Torres (left) interviewed by Reed Review Reporter So-Jung An (right)
What I first noticed about Zahira Torres’s article about the reaction of students towards the book To Kill a Mockingbird was how well-written it was. She had pulled comments from several students from various schools and neatly sewn them into an interesting summary of people’s reaction to the novel. When she was interviewing the students and teachers at our middle school, I made several observations. Torres centered everything on the person she was interviewing. She asked them how they felt about it, what they believed, and what they thought about the issue. She was actively listening to her person. She picked up on the most interesting comments and asked the person she was interviewing to say more about it. I was amazed by her ability to multitask: she took notes while listening carefully to her person while asking more questions at the same time.
When asked to answer why she had wanted to become a journalist in the first place, Zahira Torres answered that she had always wanted to know everything as a child. “I used to drive my family crazy with all of my questions”, she said, “When I realized that asking these questions wasn’t a bad thing anymore, and was actually a career, I was delighted!” Part of being a journalist is asking people questions to discover their story. Torres also stated that her high school journalism teacher told her, “Everyone has a story. You just need to discover what that story is.” I realized that this statement is in fact, true. We need to get to know people, learn where they come from and who they are. Journalism also helps our society bring light to issues that are not discussed very often. Torres once wrote an article about a cheating scandal in a school system. By writing an article about this issue and letting people know about the scandal, Torres helped the students who were unfairly treated.
Journalism is so amazing because it gives us the opportunity not only to learn more about different people around the world, but to bring justice to communities. It helps our society in numerous ways, and I encourage others to take part in it!
−So-Jung An ‘17
March 7, 2016
Judge For A Day
Ms. Mesino’s Period 6: ADV ELD/ LTEL class
On February 29, 2016, Judge Eric Taylor, who is a judge for the Superior Court of Los Angeles County in California, inspired my ADV ELD/ LTEL class. My students wrote “thank you” cards to Judge Eric Taylor and shared what they learned about this exceptional experience:
Katherine Montoya: “Dear Judge Eric Taylor, I loved the story you shared with us. You inspired me to open up more windows in life. Thank you for the yummy cupcakes and the cool gifts. I am having fun with the judge hammer! I guess dreams do come true when you work hard. The lawyers you brought with you were so kind. Thanks to you, I am interested in becoming a judge. Thank you for everything!”
Jeffrey Lopez: “Dear Judge Eric Taylor, Thank you for giving me advice to keep moving forward in life.”
Veronica Recinos: “Dear Judge Eric Taylor, It was extremely interesting to listen to your story and overcoming your obstacles to reach your goals.”
David McCoy: “Thank you for speaking about how to become a judge and sharing your YouTube video.”
Dayanara Zepeda: “I learned ….You should follow your dreams!”
Leonardo Olvera: “Dear Judge Eric Taylor, Thank you for coming to our ADV ELD/LTEL classroom and sharing your life experiences.”
Jennifer Lopez: “Dear Judge Eric Taylor, Thank you for sharing what you went through in life and what you had to do just to find the perfect job.”
Jacqueline Serrano: “Thank you for coming and sharing facts about your job. You made me learn how I can follow my dream by working hard.”
Sukhmandeep Singh: “Dear Judge Eric Taylor, I like that you answered all of our questions.”
Jennifer Avelar: “It was interesting watching you in your judge black robe on YouTube.”
Angieluz Guerrero: “Thank you for telling us what judges do in real courts.”
Sergey Savin: “Dear Judge Eric Taylor, Thank you for talking about how it feels to be a judge. You could have chosen to stay at work, but you chose to come to our class…Thank you!”
Jessica Morales: “I remembered when you said, Enroll in any school no matter where it is.”
In addition, my students wrote “thank you” cards to the following attorneys:
Daniel V. Kitzes, Michael Chan, Adriana Dulic & Stacie Yee:
Jamille Rodriguez: “Dear Daniel V. Kitzes, Thank you for coming to our ADV ELD classroom. Judge For A Day was a great experience. The vanilla cup cakes were delicious. Please come back for our Science Fair Project presentations on March 17, 2016 from 5:00p.m.-7:00p.m. in room #173.”
SJA Ortiz: “Dear Adriana Dulic, Thank you for coming to our ELD/LTEL classroom. We had a wonderful time with Judge Eric Taylor.”
Roey Castillo: “Dear Michael Chan, Thank you for making sure all of our guest made it on time.”
Brandon Amador: “Dear Stacie Yee, We felt so special having attorneys and a judge speak in front of the class.”
Joshua Daniel Hernandez: “Dear Adriana Dulic, “You were so generous when you gave us the gifts.”
Angel Caceres: “Dear Daniel V. Kitzes, Please come back for our Science Fair Project presentations on March 17, 2016 from 5:00p.m.- 7:00p.m. in Room #173.”
Anahi Salinas: “Dear Daniel V. Kitzes, The chocolate cupcakes from Sprinkles were delicious.”
Genesis Lara: “Dear Michael Chan, Please come back for our Science Fair Project presentations on March 17, 2016 from 5:00p.m.- 7:00p.m. in Room #173.”
Sarah De Oliveira: “Thank you for coming to our class and sharing your stories.”
Daniel Hernandez: “Dear Stacie Yee, Thank you for coming to our ELD/LTEL classroom and giving us judge hammers.”
Mario Guevara: “Dear Michael Chan, Thank you for sharing your life story and letting us know how you were an ELD student too.”
Ms. Mesino: “Hello Everyone, I would like to take this opportunity and say, “THANK YOU! On Monday, February 29, 2016 “JUDGE FOR A DAY,” was an amazing day for my wonderful Long Term English Learners (LTEL students). My students came back the next day refocus, inspired, motivated and ready to take charge of their education. WOW! Judge Eric Taylor was such an inspiration to my students and the rest of my guest. My wonderful students can’t stop talking about this memorable moment. Although learning a second language can be an obstacle for my students, now they have realized the importance of embracing two languages to better pursue their goals in life!”
January 30, 2016
Tech Trek Science & Math Camp for 7th Grade Girls
American Association of University Woman is offering a week-long residential hands on science, technology, engineering, and math camp at UC Santa Barbara for current 7th grade girls. All girls attend camp during the summer, on sponsorship provided by the local American Association of University Woman. Students will be nominated by their Math and Science teacher and will be requested to complete an application and write an essay. American Association of University Woman members will select several candidates for interviews and campers will be chosen from that group. For more information contact firstname.lastname@example.org or 7th Grade Counselor Ms. Demus.
December 11, 2015
UCLA Physics Department Field Trip!
Thank you UCLA grad students Emma Curry and Ryan Roussel!
We would like to thank the Particle Physics Department of UCLA for giving us this opportunity to learn about particle accelerators and for the small tour of UCLA. – Noorim Oh’16
We got to see a particle accelerator in real life and learn more about particle physics. It made me more interested in the subject. – Michele Tsujimoto’16
When I first saw the glow of particles in the accelerator, I was immediately hooked. I wanted to know more about the machine and the physics behind it. – Patrick Kim’16
It was amazing to see the “Pegusus” particle accelerator and all the other cool things at UCLA. I hope I get to see more things like it soon! – Nya Holmes’16
Seeing the UCLA students in action really made it seem like a possible career track. It was very interesting to apply what we are learning in class to real life apparatuses. – Veronica Zellers’16
Simply knowing that people are always working on something new and observing the complex process of the particle accelerator was a treat in itself. This field trip really impacted my view on the physics world as a whole. – Lee Nichols’16
The particle accelerator grabbed my attention, the physics behind it is so very interesting. For example, I learned the helix is created by using the magnetic force to make its circular shape – Sean Lee’16
Thank you so much to the people at UCLA Physics lab for letting us tour it. I think it is so incredible how technologically advanced and complicated their particle accelerator and laser machines were. – Gillian Balk’16
Ryan was a great tour guide and the Physics Department there was so awesome! Having that equipment available to students was really great. On this field trip I really got to understand what the next level of physics may be. – Charles Ajar’16
It was a great experience to see a real-world example of something we have learned about. It was also really cool to ask Ryan questions about how he got to where he is at UCLA and about physics. – Owen Pallenberg’16
Thank you to Ryan, as well as the UCLA Physics Department, for having Reed’s AP Physics 1 class on campus! It was amazing to see a particle accelerator in action, and I came away with a lot of new insight on particle physics. It would be great to go on another field trip to see bigger particle accelerators, or even just to listen to more students talk about their work – Sarah Jung’16
The campus was very welcoming and friendly. Our tour guide, Ryan, was an excellent teacher and humorous as well. I learned a lot about lasers too. – Jesse Park’16
This field trip gave me so much more insight not only in particle physics but also what it is like to be getting a graduate degree. – Alison Cabanday’16
This field trip really inspired me to become a physicist. I learned a lot about particle acceleration and about all the labs and experiments that they were conducting in the physics department. Even though everything was complicated and hard for me to understand, I was inspired by what they were doing. I just want to thank Ms. Jung and everyone! – Ki Suk Lee’16
This field trip has deepened my knowledge and interest in science and it was just a great experience to see and learn new things. I really thank Ms. Jung for taking us on this field trip, and Ryan for explaining and showing us the particle accelerations and being our tour guide to see the beautiful campus of UCLA. – Sion Yoo’16
The field trip allowed me to realize that the material I’m covering in class really is applicable to the real world. It’s interesting to see where I could end up or what career choices are out there. AP classes are a great way to find if a subject interests you by going in-depth. – Charlotte Krone’16
The field trip to UCLA gave me a chance to see both physics and a college lifestyle in a different perspective .I got to see how physics can be applied to real world situations. Overall, the field trip enabled me to see where I can be in a few years. I am very thankful for this experience. Thank you Ryan and Emma. – Susanna Kim’16
It was great that Ryan was a student, so that I was able to see how college actually is, especially in the physics department. I‘d love to do more field trips like this in the future. – Johanna Panis’16
Easily one of the best field trips of the year. This experience has opened my eyes to how physics is taught in higher levels. I am truly grateful. – Jeanine Kim’16
I look forward to the AP Physics exam at the end of the year. Take this class! You won’t regret it and it will prepare you for your years in high school and college. You’ll understand so much more about our beautiful world. – Sean Cho’16
December 11, 2015
On December 11, 2015, Reed Cadets went on a weekend trip to Leadership School at the National Guard Armory in Bell, California. Cadets learned the basics of Cadet Leadership: respect, manners, and courtesy. While most of our Basic Cadets went on this trip, our Cadet Leaders took roles in either “Advanced Leadership” or “Intermediate”.
Cadet Leadership School is a great way to give our Cadets a motivational, turn-around trip that helps Cadets feel like they are in a role of a leader followed by others. Cadets were well-fed and well-treated by the Commandants. Cadets experienced a valuable way of learning that can help them achieve their personal goals in the future. Near the end of our trip, Cadets attended the awards ceremony. Ribbons, awards and promotions went out to most of the hard working Cadets.
I, Cadet Jesus Sandoval, went on the Leadership School trip too, I had a great time with my fellow Cadets and our Commandants. I participated in the awards ceremony and received 2 ribbons that are very special to me: the Intermediate Leadership Ribbon and the Honor Unit Ribbon. I was happy to go on this trip and I hope more Cadets will experience this amazing trip.
December 9, 2015
Tech Academy: Student Websites
Who? I, Ani Tarakchyan’16, have created a website for U.S. history. My friends helped with all the quotes written on the page. Mr. Helverson, my History Teacher, and Ms. Selig, my Student Teacher, have currently been discussing several topics about the Revolutionary War. They also are featured on the website.
What? This is for our class website for History. More specifically, we are learning U.S. History. Personally, I love this topic because U. S. History fascinates me. It’s an interesting topic in my opinion.
Where? I started the website in Mr Helverson’s class during lunch time, but since that wasn’t very convenient for me, I started to work alone in my home, or wherever I was with my computer.
When? I finished the website a couple weeks ago. The website itself took me about a month to finish. It took me so long because I couldn’t always work on it, due to large amounts of homework.
Why? This website is not only for student use. Parents could also use it, if they would like to see what’s going on in their child’s class. Others could also view it to see what kind of a class we have going on, but the main purpose of the website is to keep the students in our class up to date on what’s going on.
How? How? You may ask. I created the website using wix.com. Wix offers free templates for websites and makes it easy to create. No coding needed. The website was simple to make and turned out pretty good.
If you would like to view the website, please click this link: http://room160p4.wix.com/ushistory
– Ani Tarakchyan ‘16
The Technology Academy, believe it or not, has THREE websites! One for the 8th grade (see above), one for the 6th grade honors class, and one for the regular 6th grade Technology Academy class. The creators of these websites were Ani Tarakchyan, Gautam Gupta, and Aidan Azran, Each of these students also administrate the respective websites, and update the websites daily for things such as homework, upcoming events, and class announcements. The students come in at lunch to Room 160 to do this. The websites started with the bare minimum: the homework page, the home page, the contact page, and the “about” page. Exploring more and more, they started adding more advanced items, such as a live chat room, password protection, and a customized domain name.
You can find these websites at the following links:
— Gautam Gupta’18 and Jaden Stewart’18
December 8, 2015
Change in Culmination Requirements
LAUSD has made a change to one of the culmination requirements for earning a Certificate of Completion in middle school. In 7th grade, students will earn one point for each semester course in English/ELD, math, social studies, science, and P.E., if given a mark of “D” or higher. In 8th grade, students will earn two points for each semester course in English/ELD, math, social studies, science, and P.E., with a mark of “D” or higher. This is a change from the previous requirements, when students were required to pass each class with a “C” or higher in order to culminate. If a student earned an “F” first semester of 8th grade, he/she can still have the opportunity to culminate if he/she receives a grade of “C” or better in the same course second semester. -So-Jung An ’17
November 19, 2015
Ancient Egypt Project
Ms. Siminski’s 2nd period class got to create their choice of hands-on activities based on Ancient Egypt. One of the choices was a 3-D map locating many of Egypt’s cities.
Another option was to make medicine that was used in Ancient Egypt. We also either wrote an essay or made an informative brochure. This project was personally one of our favorites and we can’t wait for another one to come our way! – Samantha Solomon’18 and Daniela Biasini’18
November 19, 2015
Farther, Faster, and Straighter
In Ms. Tang’s science class we built two cars, one with four wheels and one with three wheels. We had to form a hypothesis about which car would go farther, faster, and straighter. The cars had to be built exactly the same way, with the only difference between the two being how many wheels they had and how they were decorated. The cars were required to be a shoe box with a length of at least 12 inches and a width of between 3 and 10 inches. We also had to use CDs for the wheels. The car had to include axels, and we decided what to use for them. We brought our cars to class and they were graded for their creativity. Then we raced them on a ramp.
November 17, 2015
100% for 100%
Mr. Wolfgram’s 6th period class was the first class in all of Mr. Wolfgram’s history classes to get all 100% on a test! Every student. Mr. Wolfgram had agreed to dye his hair any color of their choice if they met his class incentive. They have been working on this for a very long time. Mr. Wolfgram is in association with Floyd’s Barbershop who is sponsoring this class incentive. Everyone worked toward one goal: 100% for 100%! – Alexia Geokchyan’16 and Alexis Casas’16
The “after” Mr. Wolfgram!
November 12, 2015
Ms. Lawrence’s Math Lab
Ms. Lawrence conducted a lab to help us better understand slope. Ms. Lawrence sent us to find the slope of staircases and ramps across the campus. We recorded the tread, or run, and the rise of the step. We multiplied those numbers by the number of steps in the staircase. We then recorded that data, and used the information to find the slope of the staircase.
We recorded similar data for a ramp. We chose a ramp on campus, then measured the height and length of the ramp, with the length being the hypotenuse of the triangle that was the ramp. We recorded this data, and then proceeded to do further exercises where the slope of the was changed to see what the ramp would look like. – Gianni Notaro’17
November 6, 2015
Cadets and the Pyramid Lake Bivouac
November 6 – 8 many cadets from different schools attended the Bivouac at Pyramid Lake. The first day when we arrived, all the cadets were divided into three different companies. The companies were called Alpha, Bravo, and Charlie Companies. The companies were then given multiple crates of food and supplies for the entire weekend. We were assigned to build our tents before we ate. Once we finished our tents, the Sargent Majors gave us instructions on how to make our dinner. Our dinner was hot dogs and chips, it was really, really good.
The next day after we were done with personal hygiene and dressed, the Sargent Majors gave our squad leaders instructions on what we were going to eat. We ate eggs with bread and hash browns, it was so good. When we were done we cleaned up and went to classes. Throughout the day we had classes on how to build shelter, purify water, create a fire (which was my favorite class), how to build traps, and different ways to show if we needed help. Once we finished our classes, we had lunch which was grilled cheese and tomato soup, it wasn’t the best but the grilled cheese was so good. After eating we were tested on what we learned to see if we actually earned our bivouac ribbon. When all the testing was done, we had dinner, which was hamburgers. It was my favorite meal. Once we were done we cleaned up, and we went on a hike for the night. It was my favorite event out of the entire trip. I saw my first shooting star, it was amazing.
The last day was the saddest part, when we all had to leave. We woke up and were assigned to clean up our areas and pack up. Once we were done we had lunch and left and went home. – Emily Bonola’16
I liked the CACC Bivouac because of the survival lessons and experiments they taught us. I learned a lot of things along with the rest of Charlie Company and its Cadets. Many of us used these survival tricks during the Bivouac. We all had to cook our food and we were left with a limited food supply, which made it challenging for us. The food was good and the whole Bivouac was nice and educational – Jesus Sandoval’16
We learned about different ways of purifying water. One of the ways is you build something called a solar still. Two other ways are boiling water and putting iodine tablets in your water. We learned about shelter. The two kinds of shelter we learned about were the debris hut (made of leaves, dry wood, etc.) and the dig-out shelter, both in my opinion looked hard to make. Then we learned about checking if plants are safe to eat. It’s a long process but it’s better than getting sick. Next, we learned about PMA (a Positve Mental Attitude). Did you know your brain is the most important thing in survival? – Lorelei Berg’17
At the end of every class there was a test to see if you really understood what you were taught. I felt that it was really fun to actually make a demonstration. To actually achieve it, it took a lot of teamwork. – Bryan Rodriguez’16
My squad number was Squad Alpha Four. I was in a squad with one girl from Reed and the rest were from North Valley Military Institute. Our first class was on building a fire. I learned a lot from that class. One of the things I learned was that choosing a location is very important. We learned a lot more things that day, such as how to build traps and snares, how to test plants and edible foods, send distress signals, and how to make tools and weapons. After dinner we went on a hike. We could see so many gorgeous stars. Sooner than I expected it was time to leave. Even though it was very cold, I loved the experience. I was very happy because at the awards ceremony I won three ribbons: the Bivouac Ribbon, the Survival Ribbon, and the Honor Unit. My squad was the only squad that won this ribbon. This bivouac was a great experience and I hope I can do it again some day. – Katelyn Berg’16
November 4, 2015
Cadets Visit Ronald Reagan Library
On November 4th the Cadets visited the Ronald Reagan Library. Students were separated into separate groups: the Presidential Group, the Military Group, and the Press Group. Each person in each group played a different character. I, myself, was Ronald Reagan himself. As Ronald Reagan, I got to be the Commander in Chief and leader of the free world. As President, I got to sit behind the president’s desk in the Oval Office.
I had to make some life threatening decisions about the students being held in Granada as hostages. Making some wrong – and some good – decisions I was able to successfully save the American students as well as the Granadian residents. Granada is no longer a communist country. Going on this trip was very educational and fun. A great way to wrap up my years at Reed! – Mackenzie Buote’16
I enjoyed learning most about the Berlin Wall. I had no idea that Ronald Reagan had something to do with it. The Berlin Wall separated East Berlin from West Berlin. President Reagan in 1983 said to break it down. I was the Secretary of Defense, Caspar Weinberger. I helped President Reagan choose which option to go with. We all had our own roles. – Erick Khechoyar’16
We learned that Ronald Reagan was an actor when he was young. We learned that he believed that everyone has nice in them. – Kenia Garcia’17
November 3, 2015
Tech Academy- California Science Center Field Trip
On November 3, 2015 the 8th grade Tech Academy students took a trip to The California Science Center in Downtown. While we were there we observed amazing things. For example, the Endeavor, wind speed, the forces that keep the planets together, etc. To make sure we were safe many parents and teachers came to supervise the students. While eating, students had the chance to run around in the rose gardens and learn the names of many flowers. Lastly, we were gathered to make roller coasters with rubber tubes and small different kinds of balls with different types of masses. The challenge was to keep the ball on the tube without letting it bounce off. Which taught us about velocity and the speed of the ball when rubbing against the rubber tube. So we all give a special thank you to our loving science teacher who made all of this possible, Mrs. Bugyik. So thank you on behalf of the 8th grade Tech students and we can’t wait for the next one!
-Arial Olshansky ’16
Shout Out: Environmental Science Academy 6th Grade
I think the Environmental Academy is great because you can work as a team, have fun, but learn at the same time. I would never regret joining this academy. — Isabella Soltero’18
Your brain is like a plant in the garden, it grows and grows each day. — Sarina Noguera’18
I like this Academy because our lessons provoke THOUGHT! — Anthony Oliveira’18
I think Environmental Studies is good because you know your surroundings and you know what to do to help the environment – that helps you and other people. — Craig Stuart’18
I like the Environmental Science Academy because we get to learn about the environment and how we can take care of it and protect it from becoming polluted. And our core classes often connect to the environment and I really like that. — Clara Delnik’18
The more you read, the better you will understand, the more you understand, the better. — Gregg Young’18
Nothing is impossible. You can do anything when you put your mind to it. In this academy, we learn the help of a team, friendship, and from the start to a living thing. We learn a lot from this academy. I never regretted choosing this academy. — Somara Oliva’18
“Go green or go home!” The Environmental Academy is very fun, not only because you get to learn, but also you get to experience how to make a garden. Ms. Tomlinson will fill up your brain full of information about the environment and will help you make beautiful posters for the school and your class. Ms. DeSimone will help you do lots of things to take care of the garden and the school. — Narek Harutyunyan’18
The environment can change you. I think the Environmental Science Academy is great because Ms. Tomlinson helps your listening comprehension skills by listening about current events and answering questions she gives you. — Victoria Guess’18
I like the Environmental Science Academy because we get to do projects and listen to stories about the drought as well as taking notes and making a notebook. — Jose Tapia’18
One person can change the world. In the Environmental Academy you learn how to take care of the environment in fun and awesome ways. — Ketzia Cortes’18
The big Eco-Friendly ideas are always great ideas. — Miyu Welch’18
Plants are living things. Humans are alive. See, we all have something in common. — Elizabeth Schilperoort’18
What I like about this academy is that we learn how to take care of the environment. I also like how we make projects/posters to teach people how to take care of our environment. — Noelia Hernandez’18I would definitely suggest coming here (Walter Reed Middle School) because I came here in the middle of the school year and I loved it! I came here from Athens, Georgia, and it was really hard at first but then I really started to like it and I made a lot of new friends. I’ll see you in school! — Elliot Garret’18Working with nature will make earth happy. — Wilbur Quiroz’18I like Environmental because we do fun activities! Also, you get to be in the garden with Ms. DeSimone. — David Alexander Ramos’18Think green, healthy and smart towards the Environmental Science Academy. — Shania Broadway’18Environmental Academy is great because you get to look things up and make posters. Plus, you get to save our planet by learning how to conserve water and much more. — Stephanie Sanchez’18When everyone works together, anything is possible. — Jonathan Mabry’18Earth helps us, so we help Earth. — David Ramos Cordero’18Anything is possible when we work together. — Christopher Yang’18Only in a garden, patience is a key. — James Wong’18The more you cut down trees, the less environment there’s going to be. — Kaitlyn Rivera’18What I like about my Environmental Academy is that we work together and I am happy that our teacher Ms. DeSimone loves to be outdoors and instead of being in a classroom all day we get to go outdoors. The garden is my family. My academy is my family. — Maylea Barranco’18If you like instruments, that’s good, but if you like gardening, that’s even better. So change you elective and get protective of plants! — Sal Tucci’18You can change something that seems small and it can become bigger than everything. — Aiden Bernal’18Environmental Academy is great because it’s about the environment and Earth. I like going to the garden and planting things. It’s fun to not be alone and growing plants in the garden. I love Environmental Academy. — Danna Hernandez’18I liked how different people have different electives. I liked how only a few people could be in the elective. I liked how I could get an easy A by just participating. I also like how I can go to the garden. — Chris Heredia’18When you join the Environmental Science Academy, you can actually do something very fun and help take care of the environment. Environmental is very different from technology because now everyone is so attached to technology, but they don’t realize what is surrounding them, and the Environmental Science Academy has that. — Sandy Huerta’18What I like about the Environmental Academy is that this academy has us do many homemade projects. One of the projects was making papyrus paper and writing Egyptian Hieroglyphics on it. This is the best academy because it’ll keep the whole Earth and us happy. — Angel Munibe’18What I like about this academy is that it cares about two things only: Nature and Us. — Montserrat Mier’18What I like about the Environmental Academy is that we get to go to the garden, AKA “Schall Park.” I like my job. My job is greenhouse organizer and I love it. — Daniel Chico’18Most people don’t like gardening. They think it’s a waste of time, but when you try it and succeed, it’s like you’re making a second life. — Yaneli Zapata’18I like Environmental Studies because I get to go to a garden and work with other people. I love this elective because I think it is very enjoyable. If I had another elective, it wouldn’t be this much fun. — Ken Nagashima’18The Environmental Science Academy has taught me many things, but it has really been teaching me how to get ready for high school. — Jacy Wilson’18It all starts with you. One little tree you grow can change the whole world. A bag of empty, plastic water bottles can help the garden, community, or the whole world. Help yourself and everyone else to keep our Earth healthy and clean. — Michelle Morschagin’18The best feeling is when you’re with your friends in the garden having FUN! — Diana Menendez’18What I like about the academy is that I can work at different jobs with my friends and also work in the garden. — Herbert Hernandez’18Inner PeaceIs ReleasedWithNature— Charlie Fleming’18The more you recycle, the better the environment will be. — Ian Rivera’18I like this academy because it’s about taking care of our Earth and making sure we have a future for mankind! This academy is amazing! — Melanie H.’18I like the Environmental Academy because we get to go create and take care of a garden. I also like the Environmental Academy because all of the teachers care about you and your grades and they’re all really nice. I also like the freedom and kindness of the Environmental Academy. — Cooper Jackson’18I like the Environmental Science Academy because it gives us a chance to look at the environment in a different way. — Julianna Happacher’18The Environmental Academy is a good place to be. In sixth grade, you get to work in the garden and the teachers, like Ms. DeSimone are really nice. It is a great academy. — Christopher Collins’18What I like about the Environmental Science Academy is the topic. Caring for our environment and wilderness is very important. I love focusing on that topic. I also love the teachers. They are extremely kind and want nothing more than for us to succeed. — Rhiannon Chavez’18The teachers care about your grades and how you do in other classes. — Martin Molina’18Being in the Environmental Science Academy is a great academy that teaches kids to interact with and become involved with the environment in our daily lives. It also teaches us to respect our environment! — Gabby Atwood’16I liked many things about the 6th grade Environmental Science class. We got to plant lots of plants and at the end of the year; we got to EAT them in salsa. — Nicholas Mejia’18Our academy is very good and savage! — Mitchell Gonzales’18What I like most about the academy are the teachers. — Nicole Martinez’18
Getty Villa Experience!
Ms. Mintz’s classes visit the Getty Villa
The Getty Villa is a neat little museum. It is based on Herculaneum, a city near Pompeii, Rome, that was destroyed in the eruption of Vesuvius, a volcano, and was covered in ashes. I find it pretty cool that they were able to dig up the lost city, make the blueprints, and make an almost exact replica of Herculaneum.
All the art is over 2,000 years old, which is also amazing, since a good quantity of it is practically intact. Most of it seemed to have been Roman and Greek, but there were also things from other countries and continents. What I found the most interesting was a mummy, or, more specifically, how it was mummified. The mummification process is usually something people don’t think about much; however, it is quite an interesting topic. If you go to the Getty Villa, be sure to check it out. – Shea Edwards’18
The Getty Villa is an artistic museum containing remains of Greek and Roman artifacts, such as: architecture, weapons, armor, clothing(not a lot though), pottery, and more. Some parts of the museum included very forestry-like patios with fountains, benches, and lots of sunlight. Other rooms contained fun activities like: drawing on vases, tracing symbols, and a screen show. Drawing on the vases was fun because we got to see how they used patterns to express themselves. They also used it to show nature. Last, there were many statues. One of my personal favorites was “Venus”, which depicted a woman startled while bathing. It was the Roman version of Aphrodite or “Venus”. That was my experience at the Getty Villa. – Alyssa Mora’18
It was a really hot Friday, around 102 degrees, and we went on a field trip to the Getty Villa. We got to see the ocean on the way, because the Getty we were going to was the one by the beach. When we are arrived at the Getty, we received ipods with headphones. The ipods had a map for the Getty Villa, and more information about the places inside of it. We decided not to use them though, because we wanted to look through the Getty ourselves.
So, we started to walk through a beautiful hallway with pillars, and patterns engraved on the floor. After that, we saw a small walkway made out of branches, with grapevines growing on them. The grape leaves were a greenish-red, and it was beautiful. There were skinny white flowers that looked like grass growing out of the ground, and those were beautiful as well. My teacher had almost stepped on a worm, since it was camouflaged with the ground so well, but luckily she noticed and put it back into the dirt where it belonged. Soon after, we went looking around and found a statue that we were allowed to touch. It was a huge, and very detailed, sculpture of a woman from Rome. I’ve always wondered how they sculpt these things with such detail, or how they even managed to sculpt a human form out of a rectangular base, and my teacher told me that it somehow seems to sculpt itself, as if the human form was already inside of the sculpting material. When we finished looking at the statue, we also got to look at different roman artifacts, like pots or cups, or mini daggers. My favorite was the stained glass pots, because of the beautiful mix of colors on the transparent material.
While we were walking around, we saw lots of pretty lakes and ponds. One of them that we saw had lily pads and water lilies, and it was so pretty! It also had koi, a type of fish, and small silver fish swimming around with them. We checked out the lake right next to the gift shop. It had a little waterfall leading to it, and lots of lily pads. People threw coins in there and made wishes. We spent a little more time looking around, and I saw a video on how to make a skinny glass pot out of molten glass. First, on a stick, they had mushed together dung, water, dirt, and sand to make the core, which would be dug out later. After it dried, they stuck the core in molten glass, to make the outside of the glass. When that dried, they could decorate it, and let that dry for a bit too, but only for a little so that the design is still liquidy enough to pull or stretch out the designs to make some kind of pattern. At the end, when the whole process is done and everything is dry, you would dig out the core, because I’m pretty sure you wouldn’t want a pot full of dirt. . Overall, it was a fun field trip, and an amazing experience. – Danaya Harutyunyan’17
The West Garden is so beautiful! It is one of my favorite places in the Getty Villa. I love the mosaic and fountain there. Before I knew what it was called, I called it the Mosaic Garden. Whenever I have to draw my favorite part at the Getty, I always draw that garden. The Herb Garden is so cool. My favorite plant is the Lamb Ear plant. It is so soft. Last year when I went there our guide gave me a Lamb Ear leaf. The Herb Garden has so many different scents from different plants. And now for the grand finale, the Molten Colors exhibit! I love that place. So many colors mixed into different types of swirls. I could stay in that room all day!!! – Shira Lieberman’17
The Getty Villa is an artistic museum containing remains of Greek and Roman art. such as: architecture, weapons, armor, clothing(not a lot though), pottery, and more. Some parts of the museum include very foresty-like patios with fountains, benches and lots of sunlight. Other rooms contained fun activities like: drawing on vases, tracing symbols, and a screen show. Drawing on the vases was fun because we got to see how they used patterns to express themselves. They also used it to show nature. Last, there were many statues and artifacts. One of my personal favorites was “Venus”, which depicted a woman startled while bathing and as well was the Roman version of Aphrodite or “Venus”. – Alyssa Mora’18
The Amazing Earth!
Ms. Mesino’s 6th grade students recently completed their Earth Model Projects. Her 1st period students took a moment to share with Reed Review what they learned from their assignment:
“The Earth is a planet NOT named after a mythological being. I learned that the earth has a lot of layers. It also rotates a full 360 degrees in 24 hours.” – Tymin Rasconsmith’18
“The Earth has four main layers. These layers are called Crust, Mantle, Outer Core, and Inner Core. The Crust has two layers also, they are called the Continental and Oceanic Crust. The fun part of my project was painting it and typing.” – Jennifer Aliaga’18
“The Earth’s layers are different sizes and the crust is very thin. The fun part was doing the tri-fold.” – Ruby Ramirez’18
“What I l earned about the Earth’s layers is that the Crust is a very, very thin layer. I also learned that there are 10 million species living on the crust.” – Marcos Mejia’18
“Let me tell you one fact: the Crust is less than 1% of the mass of the Earth.” – Leslie Urquilla’18
“The Crust is a thin layer and the next layer is the Mantle. The Mantle is fatter than the Crust. The Outer Core is a little hot, but the Inner Core is the hottest layer of the Earth. I had so much fun doing my project.” – Jazmin Lara’18
“I learned that the Mantle is 2,900 km thick and starts 30 km down.” – Tihaja Tucker’18
“The Mantle is the thickest layer My favorite part about this project was drawing the pictures. It took me three days to finish. I had so much fun on this project.” – Fakhar Nareed’18
“The Asthenosphere is the top part of the Mantle. The most favorite part of my project was making the Styrofoam ball model. I tried to be the most creative I could be.” – Ashley Reyes’18
“The Mantle is the layer of rock between the Earth’s Crust and the Core. The inside of the Earth contains a lot of pressure. After the Earth was made, it began to cool. The outer shell became a hard crust of rock. The inside of the Earth is still unbelievably hot because of nuclear reactions that are still going on.” – Alice Cilia’18
“I learned that the Mantle has convection currents.” – Juan Gomez’18
“The Mantle is made out of silicon, magnesium and oxygen. It was fun to paint the 3D model because it was the messy part.” – Michel Mallory’18
“There are four main layers. The Inner Core layer is as hot as the sun, and we live on the Continental part of the Crust.” – Tarnim Ahmed’18
“The Inner Core is made out of iron and nickel, I thought it was all liquid (it’s not). It’s also 1,250 km thick. Anyway, the most fun part of my project was painting the globe.” – Enrique Alvarado’18
“The Inner Core is under so much pressure that it is solid.” – Melanie Lares’18
“My favorite part of my project was carving out the ¼ of the globe. One interesting fact about the Inner Core is that it has a radius of 760 miles.” – Logan Alexander’18
“My favorite part about this project was the 3D model of the Earth.” – Hector Solis’18
“The 3-D Model was hard and fun to paint. I was happy it came out great!” – Nichole Chun’18
“My favorite part was the model. I could be creative and colorful.” – Chris Matias’18
“It was fun creating the story because we were able to use our imagination and be creative.” – Sofia Moscoso’18
“I had so much fun. My favorite part was making the 3D model because I got to paint, build, and be creative.” – Jacqueline Zuniga’18
“I learned to always be creative and don’t be afraid when you are doing your presentation.” – Nicholas McCall’18
“My favorite part was presenting my project to Ms. Mesino, the class, and Mr. Torres. I hope I can present my project again” – Sean Perez’18
Posted October 2015
My Trip to the Center of the Earth
This project took me 3 years to build. I was so nervous that someone would catch me working on it.
I call it the Blaster 3Million. I am an undercover spy working for the B.3.M. My mission is to take a trip to the center of the Earth. I painted my Blaster 3 Million camouflage. Everybody would ask me what I am doing all the time. Unfortunately, I always had to say “All I have been doing is science homework”. Did you know that the Crust is less than 1% of Earth’s mass and is 5 to 100 km thick? Anyway, let me get back to the exciting way I got to the Core. Where my mission took place was in the North Pole, Sure I was nervous drilling down to the core, so I put my “big boy pants” on. I stole my dad’s helicopter to get to the North Pole. I attached the ship to the helicopter on a giant latch hook and off I went.
I got there around 6:00 clock in the morning and I realized that it was still dark. I pressed the start button and I was off drilling into the Earth. I drilled into the Ice Caps. Then I moved through the Continental Crust. After that I drilled through the Oceanic Crust. I finally made it through the Crust itself. It was very hard work! After about an hour the craft finished drilling through the Lithosphere and the Asthenosphere. At that point I finally broke into the Mantle. I looked on my phone and I was that the Mantle was 67% of Earth’s mass and was 2,900 km thick. I must have had really good cell service down there!
Then my ship experienced huge swirling Convection Currents in the Mantle which shook the craft a lot. It was around 7:00 when I reached the Outer Core. When I realized that I reached the Outer Core, I discovered that it was all liquid. I went through all of it so fast I was like a cheetah. It frightened me a little, The Outer Core is 2,300 km thick. Eventually, I reached the Inner Core. I was so excited that I finally reached the Inner Core! I guess I should tell you how thick it is. First of all, it is 33% of Earth’s mass and has a radius of 3,480 km. At the end of my mission I was the first kid to go down to the Core of the Earth. This was a major achievement!
— Logan Alexander’18
May 20, 2015
Congratulations to the 6th grade students who competed in the Los Angeles County Science Fair on March 27th at the Pasadena Convention Center: So-Jung An, Kiera Bennett, Cameron Feldmar, Julian Ha, Natalie Jefferson, Zoe Jespersgaard, Mira Kaplan, Laine Katz-Vano, Ford McDill, Emilie Moore, and George Percival.
So-Jung An won First Place in the Materials Science Division with her project, “Playing with Pencils.” So-Jung’s work was awarded the Most Outstanding Project by the American Materials Society. George Percival earned an Honorable Mention in the Biochemistry Division for his project, “To Stain or Not to Stain.”
So-Jung and her project were invited to compete in the California State Science Fair held this week at the California Science Center in Los Angeles. Congratulations again to So-Jung, who came in 3rd place after two days of rigorous competition. So-Jung’s amazing project, “Playing with Pencils”, fascinated the judges in the Material Science category.
So-Jung is the second student from Walter Reed to compete at the state level. Next month So-Jung will compete in the Broadcom Masters Engineering and Science Fair. Good luck!
Show Choir Wins “Light Up The Stage” Competition
This past weekend, Walter Reed’s newly formed Show Choir, “UpBeat!”, competed in the “Light Up The Stage” competition at Luther Burbank Middle School. This was the Show Choir’s first competition. The group had never seen a show choir before, except for the TV show, “Glee.” “UpBeat!” won 1st place overall and 1st place in music.
1st place soloist went to Reed student Mia Banks. Clara Pryor was awarded Best Performer. “UpBeat!” performed a “Farmer Set” of eight songs, opening with Oh, What a Beautiful Mornin’ and Workin’ Day and Night, through Sky Full of Stars by Coldplay, and Avicii’s Wake Me Up. “UpBeat!” is directed by Lisa Smith, and choreographed by Leo Ayala.
“Upbeat!” will be performing on May 26th and May 28th at Walter Reed. All shows starts at 6:30pm. Tickets will be available at the door.
Music Students Sweep San Francisco Heritage Festival
We are pleased to congratulate the Walter Reed Middle School Senior Orchestra, Senior Band and Concert Choir for each placing 1st and winning the Gold Award at the 2015 San Francisco Heritage Festival which took place from April 9-12! Additional congratulations to the Senior Orchestra and Concert Choir for winning an invitation to Festival at Carnegie Hall! The Heritage Performance Program provides the most elite choirs, bands and orchestras the opportunity to perform in some of the nation’s most exclusive venues and learn under the direction of internationally acclaimed conductors. Choir got the highest score the school has ever had and beat out the women’s high school choirs!! Congratulations to Ms. Smith, Ms. O’Rourke, Mr. Rosen, Ms. Howell and their students!!
PTSA Music Scholarship Concert
Reed student Sadie Deitchman’16 placed Honorable Mention in the 31st District PTSA Music Scholarship audition for her performance on the Bass Clarinet. Congratulations Sadie! A concert by the scholarship recipients will be held in Highlander Hall at Granada Hills Charter High School on Wednesday, March 25, 2015 at 7 PM.
aBattle of the Books 2015!
Battle of the Books is a long-standing competition here at Reed, used to encourage reading and competition. The contestants form teams, and there is a list of 20 books that they have to read. On the day of competition, they battle other teams and the top scoring teams get to go on to regionals!
There were hundreds of students on Wednesday 3/18 ready to compete for the spots in regionals. They were determined, but also ready to enjoy the experience. Participant Carissa Edwards-Mendez’15 said, “It is really fun to form teams and compete with your friends!” There were three rounds in the competition with twenty questions each. At the end, the four top teams got to move on to regionals.
The regiional competition is an interschool competition with Walter Reed, Sepulveda, and Milikan Middle School teams competing. The competition was held at Sepulveda this year. The students seemed to really love the competition. Liana Kaye-Lew’15 commented ” I felt that it was a very invigorating and exciting competition as my first one at regionals!” There were 5 rounds and at the end, Walter Reed claimed the first place trophy. Go Wolves!
– Andrew Bricklin’15
Sixth Grade Science Fair in Schall Park
The sixth grade Science Fair was held during periods 1- 4 on March 19th at Schall Park. The entire sixth grade participated. We learned things we never knew. Parent of Tiffany Mar’17 commented: “These sixth graders spent hours of hard work, their excellence shows. I am so impressed!” Parent of Daniel Riemer’17 added: ” Science, presented visually and with a side of fun.” –Nicole Krinitsky’15
Some student comments: “The experience was great! Seeing what other kids had come up with was fascinating. It was all good fun.” – Asher Berson’17
“I thought that the Science Fair was educational, delicious, and fun.” – Cesar Diaz’17″The Science Fair was a great way to see inventions you may never see.” – Amitia Simone
“There were many exciting and interesting projects. Some were informational, and the others had activities that were meant to pique interests.” – Julian Ha’17
Ms. Lawrence’s MathCounts Team
Ms. Lawrence’s MathCounts Team took Second Place in the San Fernando Valley MathCounts Competition with Cal Tech Coach Bella! Reed student Kathy Lee’15 was the highest scorer in the competition, as well as the winner of the Countdown Round. Congratulations to all our MathCount competitors, the Reed Team, the Reed individual competitors, and Coach Bella! We are proud of all of you!
James Reber’15, Jonathan Kim’15, Kathy Lee’15, and Elliot Kim’15 will represent Reed at the MathCounts State Competition this March 14th at U.C. Irvine. Good luck to all!
MathCounts is truly an amazing program, and the experiences that I have gained are ones that I will never forget. Learning with other talented peers under Bella and past coach Not Kevin has improved my math skills considerably, and the competitions themselves have been hectic, but exciting, days that I have always looked forward to.
– Kathy Lee’15
Ms. Hermes’ Dream Team Project
In Mrs. Hermes 7th Grade Tech Academy elective class we have been creating a series of files called “The Dream Team.” We have chosen professional and collegiate athletes to make up our ultimate dream team! One project we recently designed is the back side of a cereal box… here are some samples. Enjoy!
– Ryan Edelman’16
Mr. Graham’s Unit Notebook
The Unit Notebook is a semester-long research project on a topic of your choice (as long as Mr. Graham approves!). The topic must relate to American history in some way. It was very interesting to learn about topics that we have never studied before and to discover the ways that they related to American history.
– Kyra Kraft’15, Carissa Edwards-Mendez’15
Our Advice to Future 8th Grade IHP:
Make sure to get a well-known topic so you can find information quickly. – Kai Schelly’15
After the UN, you will literally be an expert on your subject. So don’t pick a topic you think will be easy, pick a topic in which you are genuinely interested. – Samantha Myman’15
Do not have a competition with your peers to pick the most obscure topic known to man because you will not be able to come up with enough information and it will not end up going well for you. – Josie Arnold’15
To get off to the best start, try to find a really good book that defines a lot of terms about your topic. – Elliot Kim
Start off with the biggest parts first, like the Outline and the I.D. Terms. The rest will slowly start to fall into place. – Carlos Bonilla’15
Try to have at least two really good sources when you start to do the Outline and I.D. Terms. Those two sections are the base of the project, and you want to have good information. – Erika Wu’15
Using an “economy of words” is in your favor. Be thorough and direct, but not wordy nor lengthy. – Max Hammond’15
Longer is not always better. – Justin Seok’15
Don’t worry about the length of the outline and the I.D. Terms. Worrying and including fillers only worsen the project. – Daniel Chang
Don’t worry about the length. If your topic is small, your UN won’t be as long. That doesn’t mean that it is a bad UN. Make sure to do ID terms every day! – Hayeon Kayla Lee’15
Think of the UN as a bunch of small assignments as opposed to one large assignment. – Patrick Smith
Start early on. Don’t procrastinate, as it will get harder and worse for you when the deadline gets closer. – Kevin Chang
Organization is key. – Max Doyle’15
Read your book immediately. – Gabriel Salomon’15
Do the Title Page, Villanelle, and anything of this sort when you are not stressed. It’s apparent in your work when you rush these types of things. – Emily Blum’15
It is very easy to get carried away thinking about what you have to do: stop thinking about your work and just do it. – Elinor Oren
I can’t really tell you not to procrastinate, because you already know not to. So, in the event that you do, don’t undervalue sleep and fresh air. No matter how pressed you are for time, 5 minutes in the cold night air will sharpen you up, increase your productivity, and actually decrease your worktime. With that. good luck. – Hanyyul Lyna Kim’15
Set goals for yourself, don’t use words like “try” or “maybe” You WILL finish whatever goal you set. When setting goals, set an alarm clock. – Mia Steinhaus-Shinkman’15
Make a schedule for each day so that you have a plan that you can accomplish each time you work on it. – Zoe Banks’15
Turn off your phone, computer, TV, anything that will distract you. – Eva Carloss’15
Check the format, rubric, and directions while you are doing the project, so that you are doing the right thing. – Soma Chu
Proofread and save each page when finishing a page. I lost like seven pages of I.D. Terms because of this. Don’t do what I did. – Laurent Chang’15
Keep this in mind: Due dates don’t change as time keeps moving. – Harrison Hong’15
Formatting will take longer than you think. Give yourself a cushion to account for the time you will inevitably spend reprinting incorrect paginations, spacings, etc. – Tiffany Chang’15
I finished my UN three weeks early and let me tell you, it was like an elephant was lifted off my shoulders. Words of wisdom: Don’t procrastinate. – Evie Chokler’15
Back up your UN! Email, flash drive, shared drives, etc. – James Reber’15
Have fun and enjoy the project. After you finish, you will know almost everything on your topic. – Chaenyun Kim’15
Sampling of Unit Notebook topics chosen this year:
1920’s Flappers, Polly Joyce
Alcatraz Island/ Fortress: Federal Penitentiary, Emily Park
Alfred Hitchcock and His Work in Hollywood, Mia Banks
American Ballet, Sorcha Whitley
American Intervention in the Korean War, Hangyul Lyna Kim
American Olympic Gymnastics, Mia Steinhaus-Shinkman
American Photography, Natalie Karadanaian
Apple Inc., James Reber
Battle of Gettysburg, Kevin Chang
Central Intelligence Agency (CIA), Grace Swift
Chess, Xander Wallace
Comic Con, Laurent Chang
Diabete, Flynn Klace
During Slavery, Carlos Martinez
Girl Scouts, Alina Juliano
Google, Justin Seok
Guns in America, Max Doyle
History of Processed Foods in the U.S., Ali Freas
History of the Computer, Elliot Kim
Indigo Dye in 18th Century Colonial America, Elinor Oren
Japanese American Soldiers During WW II, Kai Schelly
John Muir, Harrison Hong
Klezmer (Yiddish Instrumental Music), Joseph Rosenbaum
Lassen Volcanic National Park, Brayden Armes
Martha Graham, Emma Ashton
Minimalism in Music, Max Hammand
Misty Copeland, Audrey Cooper
Nikola Tesla and The Golden Age of Electricity, Macrae Eckelberry
Pacific Theater: WW, II Blake Ro
Parker Brothers, Charlotte Oxley
Pirates, Rory Simpson
Pixar Animation Studios, Ally Hong
Social Media, Chaenyun Kim
Space Race, Joseph Koo
Stamp Acts – Constitution, Daniel Chang
Stanford Prison Project, Hayeon Kayla Lee
Star Trek, Franny Davis
Starbucks, Carissa Edwards-Mendez
Steve Jobs, Carlos Bonilla, Patrick Smith
Steven Spielberg, Keren Lee
The American Involvement in the Pacific Theater of World War II, Diana Francis
The Confederate States of Americ, Kathy Lee
The District of Columbia, Josie Arnold
The History of Punk Rock in the USA, Gabriel Salomon
The History of Surfing, Eva Carloss
The Influence of Culture, Politics, and Economics on Postwar American Art, Kyra Kraft
The Interstate Highway System, Jonathan Kim
The L. A. Riots, Diego Muscardas
The Titanic, Emily Blum
The Underground Railroad, Liana Kaye-Lew
U.S. Air Force, Vlad Tereshin
Universal Pictures, Ryan Hicks
Vogue Magazine, Kat Millner
Wall Street, Mark Blekharman
Walt Disney, Evie Chokler
Woman Suffrage, Erika Wu
Women’s Right Movement in the late 1800s to mid 1900s, Soma Chu
Women’s Rights Activists, Jade Campodonica
World War I, Leo Viscomi
World Wide Web, Gregory Gorobets
Yosemite National Park, Andrew Bricklin
November 12, 2014
Getty Villa Field Trips with Ms. Mintz
We visited the Getty museum to learn about ancient Romans, Greeks, and Egyptians. We saw art, gardens, and even a real mummy! At one point, we took umbrellas and posed with the Venus sculpture. I was on the left standing on the base of the sculpture. I had a great day, and I can’t wait to go back!
– Sarah Metz ‘17
Ancient Joke: What did the Egyptian boy say to his father? “I want my mummy”. At the entrance of the Getty on a sunny day, we got Ipods with apps to guide us around. My group visited the molten glass display, at which we watched videos teaching us how the artifacts were made. I can’t tell you about all the artifacts we saw, but some of the artifact we saw were ancient paintings illustrating the myths, sculptures, and a wealthy mummy. Right before we went to lunch we crossed the garden and turned left to find the Venus statue, the only artifact we were allowed to touch. I’m standing on the base to the right. I’m super excited to go back and see what awesome field trip my awesome teacher, Ms.Mintz, has planned for us next!!!
– Arlette Bassel ‘17
When we went to the Getty Villa on December 10, 2014, I had an awesome time! The bus ride took forever! This trip was to introduce us to the Ancient Greece and Rome Chapter in our social studies textbook.
– Jasmine Alas-Castillo’17
We learned about Roman mummies and the names of different myths in ancient Greek and Roman times. It was valuable.
– Raj Harji’17
The Roman and Greek statues were so realistic that I almost talked to one. I believe that if someone wanted to learn more about Roman or Greek art, they really should visit the Getty Villa. What makes a visit to the Getty Villa even better is that, after a long historical day, you can have a walk on the beach that is about 5 minutes away.
– Michael Flores’17
We had a really fun time and, at the end, we took a picture with a beautiful statue. The statue was very detailed and had different textures. I think that there isn’t anything more beautiful than that statue. I recommend for you to visit the Getty Museum and see the statue in our photo because you will be amazed by what you will see.
– Victoria Magidova’17
When I first walked into the museum I had no idea what I was going to see. I went from room to room looking at statues of Roman gods, goddesses, and regular citizens from ancient Rome. I learned a lot of new things about Roman people that will help me learn more when studying my textbook. I recommend going to the Getty on a sunny day; when I went it was very sunny and enjoyable.
– Zach Abelson
It was such an amazing experience. I was able to touch a statue of a goddess. It was amazing to know that the Greeks made this statue. Going to the Getty was a good way to introduce the new unit we are going to start. This is one field trip I won’t forget!!
– Leana Khan’17
Volcano Explosions with Ms. Harper
Ms. Harper’s science classes exploded volcanoes in Schall Park on Friday Dec. 5th.
To create my volcano I used a Gatorade bottle, paper bag, masking tape, card board box, water, and flour. I cut the paper bag into a couple of long strips. I put the bottle in the center of the card board box, got the masking tape, and put it on the opening of the bottle. Then I put masking tape all around the masking tape that was attached to the Gatorade bottle to form a volcano shape.
Now, time for paper mache, which is water mixed with flour. You put water in a bowl, then add the flour until it is sticky like glue. If it is too thick, then add a little more of water. Then paste the mixture on the strips of the paper, and stick them on the masking tape. The paper bag is brown, so it will give you the color that you need. Let it dry over night.
Lastly, you want to make it erupt. You can use many things like, baking soda, apple cider, vinegar, diet coke, and/or mentos. I used baking soda, water, and vinegar. I also used red food coloring to make it look like lava. I put in all of those ingredients in a bottle and an amazing explosion was made.
I learned that a project isn’t that hard if you don’t rush, and take your time.
– Dening Allessandro Aviles’17
My project was a little difficult to make because of the clay shaping. But it was fun. It is made out of clay, moss, paint, diet coke, mentos, and fake trees.
– Ava Gasca’17
My volcano took about 4 days to make. I built my volcano out of paper mache. It was not hard to build and it was fun
– Michelle Medrano’17
I built my volcano out of flour and hot water. It was hard but fun and exciting.
– Maya Fares’17
The best volcanoes seemed to be the ones that had unopened sodas with mentos. I wish I had been able to do it!
– Reed Review Reporter Nicole Krinitskiy’15. Other Reed Review Contributors to this article: Moksha Narayandas’15 and Sol Madar’15.
Building Websites in Ms. Hermes’ Class
– Evan Maine’16
With the expert guidance of Los Angeles County Museum of Art Docents, Ms. Bobrosky’s 7th grade Humanities Academy history students took a trip through time and space to feudal Japan on December 1st…
It was great to see all the armor the Samurais used to protect themselves from foes as well as “dressing to impress”. My favorite part of the tour was when we got to draw and design our own helmet and arrowhead. It was a real pleasure visiting LACMA.
– Ethan Zamora’16
I learned lots of new things! For example, I’ve always wondered why the Samurai armor was so flashy and decorative. Now I know! The armor was decorative because they needed to look menacing or they were part of a parade. And it had something to do with wealth. I especially liked the horse helmets and the little bow.
– Stella McFadden’16
The exhibits were amazing, the collection of artifacts was incredible. I learned a lot of cool things about what Samurais wore.
– Tarlton Walker’16
My favorite part was probably seeing the different types of armor and weapons, and learning how they all functioned out on the battlefield. I’m very glad I got to see it all and hope to learn more about Samurais.
– Ethan Shahine’16
Before I went to the museum I didn’t know anything about Japanese history. But after the tour I have learned about Japanese armor and society. My favorite part was the painting in which there was a man riding on a horse away from an army.
– Maya Cohen’16
I learned more about the Samurai, the battling that occurred, and mainly just Japan! The displays were fascinating and beautiful.
– Amellia Sones’16
My favorite part of the tour was at the end, when we saw the cool demon helmets, and we drew our own helmets.
– Jacob Ramer’16
My favorite part was seeing the three Samurai riding on the horses in armor. I had a really great time.
– Chloe Matthews’16a
A Culinary Trip to The Fertile Crescent
Using various food products, Ms. Mill’s 6th grade students were asked to create the Fertile Crescent of Ancient Egypt. All different types of food were used – from gummy bears to banana slices! Some of the most common ones were rice, pastas, beans, and candy. This project gave the students a very in depth grasp on the idea of the Fertile Crecent. As one student said: “It is called Fertile Crecent because when the river floods, it leaves fertile mud for the farmers to plant crops.” Overall, it was a major success and it showed the true fun if the Culinary Academy.
MathCounts starts today, September 26th!
MATH COUNTS is back at Reed. Whether you just want to have fun learning math or actually test out your competition skills, our new Cal Tech coaches, Jalex and Bella, will bring a lot of their knowledge and valuable expertise to the Reed Community. This opportunity is open to all grades and skill levels, so join us every Friday afternoon in Room 114 from 3:10 to 4:10 . There will be plenty of snacks and games to add to the experience.
– Mark Blekherman’15
Editors Note: MathCounts is free and open to all Reed students. For further information, please see Ms. Lawrence Room 114.
IHP class trip to the California Science Center
Over 200 students from all three grades of Reed’s Individualized Honors Program visited the California Science Center on September 12th. The students, along with their teachers (Ms. Sofio, who organized the event, Mr. Graham, Ms. Lawrence, Ms. Rasner, and Ms. Miller) and the parent chaperones enjoyed learning fascinating details about Pompeii and the Endeavor. The students also had the opportunity to explore the museum’s many other exhibits.
I really enjoyed the Pompeii and Endeavor exhibits. The Endeavor was larger than I expected, and I especially liked the video presentation about how the astronauts eat in space. The Pompeii exhibit showed how advanced the city was through the many unearthed artifacts that were preserved for centuries. The video presentation recreating how quickly Mt. Vesuvius obliterated the city was very interesting, as were the plaster molds showing the exact position of the people when the city was destroyed. I’m glad that all three IHP grades could go together on this class trip.”
– Charlotte Oxley’15
California State University’s Early Entrance Program (EEP) is conducting its 31st Annual Search for Exceptional Academic Achievement (SEAA). The SEAA is for students between the ages of 11 and 15 who have been identified as gifted. This assessment provides experience in taking SAT-type tests and potential qualification for special opportunities such as the Cal State LA Early Entrance Program or Honors Academy summer workshops. For more information, refer to
Meet the High Schools Night 2015
2015 MTHSN brochure
Going to Meet The High Schools Night was an amazing experience. The event started in the auditorium with an introduction. We were given a list of the schools, showing the location for each school’s presentation. It was my choice where to go, but I could only choose four schools. There were also food trucks and booths for people to buy snacks. My friend and I bought some fries, they were so yummy and tasty. When we went back to the auditorium, the first session had just started, and my choice to attend was North Hollywood High School SAS. I really liked the academic classes they provide, and I liked the fact that I still could be in an SAS program, just like I am at Walter Reed. I also liked Taft High School, because it also provides many clubs and sports which I love. There were many other good schools that came to Meet The High Schools Night, I just wish I could have see them all.
Many people helped set up this event. Maribel Garcia was the chairperson. PTSA volunteers were PTSA President Kim Shlesinger, Maura Ross, Sun Coe, Veronica Gonzalez, Carol Kiernan Convey, Kris Khoo, Sheila Edmiston, Jiean Park, Krystel Carrillo, Nancy Vasquez, Carmen, Patty Reyes, Alysa Prewitt, Cathlin Polvani, and Dan Riemer. Some school staff that provided security were Omar Ochoa, Mrs. Blanca, Mr. Torres, Ms.Maddie, Mr.Demski, and of course Ms. Gamba, our principal. The last set of volunteers that helped were all the California Cadets and Cadet Commander Mr. Gallagher.
One last thing: thank you to the volunteers, thank you for helping with this event. This event helped with some choices I have to make for myself, decisions that might impact my future. I want to be a social worker, so I want go to a good school, and be able to pursue my dreams. – Emily Guevara’18
Caroline D. Bradley Scholarship 2015
The Caroline D. Bradley (CDB) Scholarship is a national, merit-based award that pays for four years of private or alternative high school for sixteen rising 8th grade students selected from an applicant pool of several hundred gifted students throughout the country. The Institute for Educational Advancement (www.educationaladvancement.org) works with the CDB Scholars and their families to discover the optimal high school match and placement of each individual, with ongoing support and guidance throughout the high school years and beyond.
One Reed student has been selected to be a Caroline D. Bradley Scholar more years than not, since the award’s conception. Jarett Malouf was Reed’s 2013 Caroline D. Bradley Scholar; last year Kathy Lee was Reed’s 2014 Caroline D. Bradley Scholar; this year Sarah Jung is our 2015 Caroline D. Bradley Scholar. Congratulations Sarah! Maybe next year it will be you?
Sarah has this to say about her achievement:
“I feel like applying for the Caroline D. Bradley Scholarship was one of the best decisions I’ve made. I’m glad I carried through with the application, because it allowed me to convey my thoughts and passions, my dreams and aspirations, and most importantly, my authentic self, on paper. I am honored to have been chosen as a scholar, and very grateful to the people behind the organization. The scholarship opens up so many avenues for me as a high school applicant, and I feel so privileged to be able to depend on IEA’s support throughout my application process to high schools. If you are selected as a finalist and asked for an interview, you have nothing to be nervous about. Instead, you should be thrilled, because you’ll be meeting with unbelievably kind and lovely people who just want to get to know you on a more personal level. The interview actually turned out to be my favorite part of the application. To anyone who may want to apply this year, the important thing to keep in mind is to try to convey as much of YOU as you can in your application. Best of luck!”
Please note NEW date and time for PSAT testing at Reed:
Monday, October 26, 2015
10:37 AM (after nutrition)
PSAT testing this year will be during the school day on Monday, October 26th, 2015. Registration is available in the Student Store. The cost is $12, nonrefundable. We are limited to the first 100 students who sign up. The PSAT 8/9 is an assessment designed for eighth and ninth grade students and is closely aligned to the PSAT/NMSQT and PSAT 10. It is the first test of the SAT Suite of Assessments. These tests reflect what students are already learning in their classrooms and provide benchmarks to understand student’s progress as they enter high school. Results will be received this December. Results include itemized feedback on test questions and advice on improving academic skills based on testing performance. The SAT Suite of Assessments measure skills that students develop over many years, both in and out of the classroom. Overall, the best advice for anyone preparing to take the SAT in high school is to read widely and take the most challenging classes you can between now and junior year of high school.
A Better Chance (ABC) Scholarship Program
Founded in 1963, A Better Chance (ABC) is a national organization that has aided more than 12,000 students of color with summer opportunities, high school placement, new scholar orientation, leadership development, college awareness, career readiness, and Parents-as-Partners. 98% of the alumni report that A Better Chance (ABC) has had a positive impact on their lives. Two-thirds of their alumni keep in contact with each other and with the organization. 53% of their alumni have earned a professional or graduate post-college degree.
Hayeon Kayla Lee is a current 8th grader at Reed who is also a current ABC Scholar. Congrats Hayeon! Hayeon has this to say about her experience applying for ABC: “It may seem scary at first, due to competing with all the kids from California who are just as motivated as you! The first advice I would give, would be to try ABC out. A Better Chance helped me prep for how to act, and gave me advice about what to do for high school. By becoming a Better Chance Scholar, I learned what to expect for my future and how to overcome hurdles of life when I come across them.”
For more information please visit abetterchance.org.
Caroline D. Bradley Scholarship 2014
The Caroline D. Bradley (CDB) Scholarship is a national, merit-based award that pays for four years of private or alternative high school for sixteen rising 8th grade students selected from an applicant pool of several hundred gifted students throughout the country. The Institute for Educational Advancement ( www.educationaladvancement.org) works with the CDB Scholars and their families to discover the optimal high school match and placement of each individual, with ongoing support and guidance throughout the high school years and beyond.
One Reed student has been selected to be a Caroline D. Bradley Scholar more years than not, since the award’s conception. Jarett Malouf was our Reed 2013 Caroline D. Bradley Scholar; this year Kathy Lee is our Reed 2014 Caroline D. Bradley Scholar. Maybe next year it will be you!
In the words of the Institute for Educational Advancement regarding Kathy’s achievement: “Clearly,Walter Reed has provided Kathy with an environment where she has been able to learn, grow, and flourish. As a young woman of tremendous aptitude, accomplishment and promise, Kathy Lee is a wonderful representative of your school and a welcome ambassador for the Caroline D. Bradley Scholarship Program. Congratulations to you and your faculty for your emphasis on helping students such as Kathy reach their potential.”
Kathy had this to say about how she felt when she won:
“When I was first notified that I had won this scholarship, I felt honored and amazed that they would choose me. It was a scholarship that I had only dreamed about winning, and I am very thankful to everyone at the organization. It opens up multiple opportunities and is truly a wonderful scholarship that everybody should apply for.”
Reed Review asked Kathy if she had any advice for students who may want to apply this year:
“I would say that the best piece of advice to give to hopeful applicants is to simply be yourself when writing your essays because they want to know who you truly are. Be passionate about your interests, and show why you love participating in them. If you are chosen for an interview, be prepared for an amazing experience because your interviewer(s) are wonderfully kind and thoughtful people who only want to know who you are as a person. The interview experience was one that I had not expected, for it felt like a fun and relaxed conversation.”
Thank you Kathy for being such a wonderful representative for our school. We hope to continue our streak with a 2015 Caroline D. Bradley Scholar. Application materials for the 2015 Caroline D. Bradley Scholarship can be found on their website in early November.
Jack Kent Cooke Award 2014
Two current Reed students won this prestigious award last spring: Hangyu Lyna Kim and Hayeon Kayla Lee. Congratulations to you both!
Hangyu writes: “Jack Kent Cooke Young Scholars Program selects around 65 scholars each year. The award is meant to value the kind of person you are, not necessarily just your inborn talents. The support is intended to develop your character. I am honored to have been chosen. Academic support for us starts in the summer of 8th grade, and continues until the conclusion of high school. The support includes financial aid as well as an “Educational Advisor” to give personal support and advice. The admissions officers at Jack Kent Cooke are looking for many things: passion, curiosity, integrity, and the ability to adapt. What they are NOT looking for is an impressive record of winning awards. All you need to show them is that you make the best of what you are given, and remain optimistic throughout. For me, Jack Kent Cooke means that I can pursue my interests, wherever they may lead. If you are thinking of applying for this award next year, I feel that as long as you show them what you believe is important to you – your values – and honestly represent the experiences that have changed you, the officers at Jack Kent Cooke will connect with you.”
Hayeon adds: “Although thousands of applicants try out for this scholarship, you shouldn’t be scared: be a risk taker. Luckily, for the Jack Kent Cooke scholarship, you learn even if you don’t “win”. The Jack Kent Cooke application develops your writing skill and organization so that you are fully prepared when high school applications come around, and even college applications! For me, the Jack Kent Cooke Young Scholars Program is a place to try out new things and always try my best!”
Highland Hall Waldorf School Scholarship
Highland Hall Waldorf School in Northridge has opened its scholarship application process for the 2016-2017 academic year. Students of Excellence Merit Scholarship will be awarded to five students with financial need who demonstrate high achievement in academics, music, arts, leadership/community service or athletics. The scholarship covers full tuition for the academic year. To learn more, visit: http://www.highlandhall.org/scholarships
High School Programs: Student Reviews
LAUSD Cleveland and North Hollywood Highly Gifted Magnets
Phillip Exeter Academy Presentation November 2014
(Note:Michael Gary, Director of Admissions at Phillips Exeter Academy, a coed boarding school in New Hampshire, was here at Reed to meet with any students who wanted to know more about boarding school and summer school; options at Exeter.)
On October 14, 2014, Reed students were invited to a presentation given by Michael Gary, Director of Admissions at the Phillips Exeter Academy, which is a nationally ranked boarding school for grades 9-12 in New Hampshire. Mr. Gary informed students about what distinguishes Phillips Exeter from other schools, and answered students’ questions about life at boarding school. On behalf of the Reed Review, I was fortunate enough to ask some questions about the admissions process, and what Phillips Exeter looks for in its students.
How to Apply:
Every year, Exeter receives about 2,300 applications from all over the world. There are 30 people in the admissions committee, and 3 people are assigned to read each application, grading it on a scale of 1 to 5. At the end of this grading of applications that takes 2 stages, 400 students with the highest ranked applications are invited to attend. The materials looked at in the application are teacher recommendations, recommendations from an extracurricular activities coach/coordinator, student essays (written about prompts posted on the website in the admissions section), report cards, an interview, and a school report to be completed by your counselor or principal. The applications are to be completed online, and can be accessed at the school website: www.exeter.edu/admissions.
Although the tuition for Exeter is 46,905 per year, Mr. Gary made it clear that financial reasons should not deter a student from applying. About 45% of Exeter’s students are on financial aid, and if you are accepted and your family makes less than 75,000 per year, all of the tuition is paid for by the school. And even if students are not eligible for a complete scholarship, the school has 19 million dollars to give out in financial aid this year, so students can still receive partial scholarships. Mr. Gary assured that because so many students receive financial aid, coming to the school on scholarship will not cause you to be looked upon by the other students. The School and Student Services organization based in Princeton, New Jersey evaluates your family’s financial need for you, and gives this information to Exeter to allow it to determine the right amount of financial support for you and your family. More information can be found at www.exeter.edu/admissions.
Exeter looks for 3 things in students who have applied to Exeter in determining if they will thrive in the community: academic motivation, maturity and independence of character (or time management skills), and passions outside of school. The most important factor, however, is academic motivation, which is shown through your report card and your teacher recommendations. If you are the type of student that comes to school eager to participate in class discussions, work collaboratively with peers, and show respect towards your teachers, and are willing to do the work it takes at home to keep your grades up, then this should not be a problem. As Exeter mostly considers report cards with As or Bs, it is important to study hard throughout the school year. The second most important factor in your application is determining if you are the type of student that has enough maturity to effectively manage your own time and live independently. If you fit this criterion, it should be evident in both the teacher recommendations and in the interview, which can be arranged via the website. The interview is an important part of the admissions process because it lets the admissions office at Exeter know what you are like. So don’t be nervous, and try to talk to your interviewer the way you would talk to a parent about what happened at school, a teacher when you are called on to participate in class, or a friend in a conversation about mutual interests you share. Highlight what you can bring to the table, and what you do best in order to make your interview truly stand out. Lastly, Exeter does consider extracurricular activities you are interested in to see what talents you can share with the school: however, this is an ancillary concern and comes after the consideration of grades and personal maturity. These activities might be athletics such as baseball, tennis, or swimming, or academic, like debate, or MathCounts.
If you are interested in going to Exeter, or just want to see what life in boarding school is like, Exeter offers a summer school program for 8th graders going into 9th grade and 7th graders going into 8th grade. You also have to apply for this program, and financial aid is available. For more information, go to www.exeter.edu and click on Summer Programs.
– Tiffany Chang’15
University Talent Searches
The primary goal of Talent Searches is to discover students who are exceptionally able academically in order to provide opportunities that encourage them to excel. Please call for starting dates, costs, and deadlines
- PACE and ACE
California State University, Los Angeles offers gifted and talented students grades 9-12 the opportunity to take college courses for credit (323) 343-3131.
- UCI Academic Talent Search and Summer Enrichment Program
Gifted and Talented students grades 6-10 may take pre-college class and/or boost test taking skills (949) 824-5069. The ATS program identifies extraordinary mathematical and/or verbal reasoning abilities, assists participants in their placement in pre-college programs, and offers information and materials which will aid parents and educators of high-ability students. The program also offers an opportunity to sharpen students’ test-taking skills in preparation for the SAT and PSAT. Students will have the opportunity to become familiar with these reasoning-ability tests and learn strategies for taking them well in advance. ATS applications are accepted at UCI. Call the UCI ATS Office at (949) 824-5069 for information on eligibility and cost or visit the website at www.cfep.uci.edu
- The Johns Hopkins University Elementary Students Talent Search
Gifted and Talented students grades 2, 3, & 4 are identified with exceptional mathematical and/or verbal reasoning abilities. The Talent Search identifies students of exceptional mathematical and/or verbal reasoning ability. Talent Search is a two-step process. The first step identifies students who have scored at or above the 97th percentile on a national standardized, achievement or aptitude test, such as the Stanford Achievement Test. The second step asks identified students to take an above grade level test. The Scholastic Assessment Test (S.A.T.) is given to seventh and eighth grade students. The Plus Academic Abilities Assessment Test is given to fifth and sixth grade students. Summer programs are
offered based on qualifying scores to either the Center for Talented Youth (CTY) or the Center for Academic Advancement. Limited scholarships may be available. For more information, contact the Johns Hopkins University, (310) 754-4100 or visit the website at www.jhu.edu/gifted
- Midwest Talent Search (Northwestern University)
- Academic Talent/UC Berkeley
- Duke Talent Identification Program
- Education Program for Gifted Youth, Stanford
- U.S. Dept. of Education