Grade 10 activity stream

[mgelbart]

Hello! Below you will find updates from VISST teachers regarding Grade 10 courses.

If you would like to receive email notifications for posts, first make sure you are currently signed in to your GitHub account. Then, press the Subscribe button on the right-hand side. If you instead see an Unsubscribe button, this means you are already subscribed.

[mgelbart]

This week we kicked off the Project Block in the Grade 10 schedule. The main project is a 3-way collaboration between VISST, ngx interactive, and the Pacific Museum of Earth at UBC. The Grade 10s will be designing digital companions to physical museum exhibits, with the goal of deploying their work at the museum! For example, a museum visitor could scan a QR code near an exhibit to learn more from the digital companion created by VISST students. We will be heading over UBC to see the museum and meet the director in the next few weeks. If all goes well this project may extend into next year, but for now the goal is to complete a bulk of the work this semester while we have the Project Block available.

In addition to this museum exhibit project, the students will be working on the following other tasks during their Project Block time:

• Preparing for the Grade 10 provincial assessments in literacy and numeracy. These assessments are very low-stakes, but we nonetheless wish for our students to excel. We plan for our students to complete the assessments in January.
• Reviewing for Science 10 in preparation for Science 10 exams.
• Planning an overnight trip, if there is interest.
• Time-permitting, planning school-wide activities/events, catching up on other school work, and/or exploring other topics of interest.

[mgelbart]

The Grade 10s have been busy during Project Block. On Tuesday I am taking them to the Pacific Museum of Earth to kick off that main project. We will be meeting with our collaborators there and ironing out the project specifications so that the students can get to work. As you know, the students are also planning an overnight trip Oct 2-3. They worked with Shaun during Project Block to research & plan this.

In Math class we have been studying sequences and how to represent them with mathematical formulas. This will lead in to linear functions, where we will split up the class since some students have already learned this topic. We've also taken some time (in both Math and Project Block) to practice for the Grade 10 provincial numeracy assessment. This hasn't been anyone's favorite activity as the questions, at least in the practice exams provided by the Ministry, are confusingly worded. Oh well. We will continue to prepare!

[mgelbart]

Here are a couple photos from the visit to the Pacific Museum of Earth (PME) last Tuesday:

The students will start working on the project tomorrow.

In math, we are completing our unit on linear functions, which is one of the most core pieces of Math 10. Next Tuesday Oct 3 there will be a test on sequences & linear functions.

[Philip-Freeman]

New Beginnings! A month (and a bit) of VISST

I am gently reminded by Mike that we should be keeping you informed about what is happening in our classes, and he is of course emphatically correct! It’s all too easy to let the day-to-day busyness of school forever push such important, but less immediate, things ‘to the back burner’. So, here we are… a month into the new year! As someone with many years of experience in the public system I am still adjusting to some of the realities of a smaller school with different basic structures. But I am loving my students, colleagues, and classes. Let me take you on a quick tour of the grade 10 courses I’m teaching:

Combined 9/10 Class

ADST/Robotics –

The 9s and 10s are together for this applied class, learning about electronics, programming, and more. We are starting with the basics of electric circuits, and the students learned about series and parallel arrangements, switches, and basic components… and since have been working on a project applying these ideas in wiring a model house! The students turn a cardboard box into a model house, wiring it with lights and switches, an outlet, and potentially other devices.

(students at work in ADST class)

I like this project because it includes all the aspects of ADST, Applied Design, Skill, and Technology – and creative art as well! Students are being highly creative in designing their houses (and good design, including logical placement of lights and switches, is important), as well as getting a much better understanding of how switches and household circuits work than diagrams on paper could provide.

The project will continue for another couple of weeks (I’ll try to update with pictures of some of the finished masterpieces)!

Following this we’ll look at voltage dividers, breadboards and LEDs (adjustable colour LED), Logic circuits (reaction time game), Microcontroller with the Raspberry Pi Zero), sensor design and calibration (designing a basic controller/graphics tablet), (design of a game or detector,) and eventually setting the students free to designing projectsof their own devising!

The ADST course runs all year, so this all proceeds in fairly easy stages, but there are some cool projects on the way I hope!

Grade 10 – Social Studies 10

My only class just with the grade 10s is Social Studies 10, an examination history and society in the context of the history of Canada in the 20th century.

Since socials is not my subject of specialty I am leaning into the aspects of this with which I do have extensive teaching experience… looking at the philosophy of government and analysis of social differences through language. We have been examining the transformation of Canada’s sense of identity by looking at sources from the past vs. now, and are now stepping through the major events of the century, decade by decade, looking at how the events of each time period affected Canada and the world.

(Comparing the vision of Canada in "The Maple Leaf Forever", then and now) Students are doing a fair bit of reading and writing, and will eventually do their own research projects. I am pleased with the diversity of the class and the many different perspectives they bring to our discussion, and look forward to further exploration with them.

(one student shares her impression of the Komagata Maru incident with a visual interpretation)

Overall Impressions so far!

I started the school year with quite positive impressions of VISST, its staff and its students. After a month I am pleased to say my impressions are even more positive. While I certainly feel there are challenges the school is a vibrant place with motivated students and deeply caring and extremely knowledgeable teachers (and some of the best administration I’ve deal with in almost three decades of teaching). I’m excited to be a part of this evolving and growing school, and to work with an excellent group of people, both as students and colleagues. If you want to discuss any of this, or have concerns, you can reach me through the school email at Philip@VISST.ca

[PalomaCor]

The students have been doing field work at Spanish Banks for their Environmental Science 11 class, gathering data over 3 weeks at the creek. They have been measuring abiotic characteristics such as water pH, temperature, and flow, and estimating the species diversity and abundance by sampling and identifying the aquatic invertebrates found in different parts of the creek. Each student came up with a scientific question to answer as part of our "Creek Study". After this final week of data collection, we will be analyzing the data and the students will be writing scientific reports to share their findings. They have learned about the issues of low samples sizes, but despite only having three days worth of data, we will still use statistical analyses to familiarize ourselves with this.

It has been great to see the students get more organized over the weeks and take on different roles to increase their efficiency. We have also been lucky with the weather, so we got to enjoy identifying our samples in the sun and walking on the beach for a post-sampling treat. This brings back good memories for me, as it's similar to work I did as a research assistant at UBC, where I sampled creeks in Vancouver and then joined another lab to sample aquatic invertebrates in bromeliads in Costa Rica.

Once our creek study is done, I am hoping to line up other field trips for us on Friday mornings. We will be connecting with Free The Fern to learn about plants and help with invasive plant species removal at the Douglas Fir Teaching Garden. I would also like to visit Stanley Park to observe birds, head down to Kits beach for a shoreline cleanup, and connect with a contact from BCIT to support with one of their environmental monitoring projects. We are going to start learning about harmful human impacts and I'd like to balance this out with learning about solutions and innovations, and taking action on restoration and stewardship. If you have any ideas or contacts to share, please let me know!

[mgelbart]

In Math 10 class we are currently working on fractional exponents, e.g. $8^{2/3}$, etc. Next we will be talking more about functions, building on what we did last year. A couple of weeks ago we had our first test on sequences and linear functions. Some students are opting to take the re-test, which will take place next Friday Oct 27.

In the project block, students are diving into the PME project. They visited the museum again yesterday to take a closer look at the Omniglobe, a spherical display that allows dynamic renderings of Earth. One of their main goals for the project will be to improve the user experience and add new content to the Omniglobe display. We have also practiced a bit more for the BC provincial assessments, which will take place in January.

[mgelbart]

Yesterday we held another session of math appreciation jointly with the Grade 9s, investigating the perimeter and area of polygons created on a "geoboard", which is a board of pegs that can be enclosed with rubber bands:

We investigated Pick's Theorem, which can predict the area of a geoboard polygon based on only the number of pegs around and inside the shape. I, for one, thought it was pretty cool!

We also held a quiz yesterday on primes and powers, including fractional exponents, and are now working on expanding and factoring polynomials.

[PalomaCor]

We had our field trip with Free the Fern this morning and learned about native and invasive plants from the founder, Grace. She taught us to recognize the different species of fern (sword fern, lady fern, deer fern, and bracken fern), edible berry plants (salmonberry, salal, huckleberry, oregon grape, and thimbleberry), and snowberries that we should not eat!

We were equipped with shovels and rakes and worked on removing invasive plants in a little plot. That plot was covered in invasive herb robert (a peppery smelling plant also known as 'stinky bob') and lamium (aka yellow archangel), but we had to be careful not to remove the native blackberry. In just 40 minutes of work, we filled up at 360 L bin. The students then planted native sword fern and redwood sorrel (a lemon flavoured plant that can be eaten in small quantities).

The students enjoyed the work and I hope they have been inspired to further connect with local stewardship groups to volunteer with invasive removals and native plantings. Here's a list of groups that youth can connect with.

Free the Fern has a Mushroom Walk coming up - check out their Events Page HERE.

If you are looking for something closer to home, check out [Wildcoast Ecological Society](The Wildcoast Ecological Society also has volunteer events at Trout Lake and North Vancouver.) - they have volunteer events in Trout Lake and Mackay Creek (North Vancouver).

[mgelbart]

In Math 10+ we have been working on polynomials and also practicing more advanced algebraic manipulations in preparation for the upcoming science test on physics (e.g. E = mgh + 0.5mv^2, solve for v given the other variables, or solve for m given the other variables, etc). The next test will take place in late November after the break. Structurally, I have recently implemented daily check-in problems that students must complete before each class, which serve as a basis for initial discussion when we meet.

[PalomaCor]

We enjoyed the nice fall weather at the park for PHE before the rain started.

[mgelbart]

Today we had a quiz on polynomials in preparation for our test next Monday on primes, exponents and polynomials.

After the quiz, in a joint grade 9/10 math appreciation class we explored different kinds of symmetry (reflection, rotational, translational) by trying to mimic a partner. We explored questions like what positions could the partner mimic with multiple types of symmetry (e.g. reflection and 180 degree rotation). It was nice to be able to move around a bit during math class!

[Philip-Freeman]

With apologies for being slow to post, here is an update on some of the things we've been up to in October and November!

ADST 9/10 There’s been quite a range of activity in ADST after the house wiring project! Having struggled with physical wiring, most of the students quickly learned to appreciate using breadboards instead of loose wire (fun fact… they are called breadboards because the first versions were literally bread boards withs screws in them!) Using the breadboards, students have learned about using switches and LEDs before moving on to potentiometers and how they work. They use a voltage dividers as a control (including making a tunable coloured LED using three potentiometers).

We then studied logic circuits and gates, and how such logic gates are used to make the elements of a computer, including comparison and memory (latches).

Finally we put all these elements together to create (and refine) a simple race game / game buzzer, first using simulation software (Tinkercad from Autodesk):

And then in real life:

Although if you look at the schematic you can tell that “simple” is relative!

In the new year we will take another step as the students move to using a microcontroller, specifically the Raspberry Pi Pico. I don’t know if any of the parents are of sufficient vintage to be blown away by where things have gone, but this chip combines sophisticated analog and digital I/O with a Dual core processor and 2 Mb of memory… for under $10 each.

If moving from physical wiring to breadboards made things simpler and more powerful, the microcontroller should be another step up. We will begin by re-creating some of the projects we did on the breadboards, to get started with controlling devices using Python and to see how much easier working in software is to working in hardware (though we will also see why none-the-less hardware solutions are very important in the real world!)

Although I have worked in instrumentation design during my time in research, I am still learning about teaching this and the many challenges faced by the students! We are being patient with each other and learning a fair bit I think! Our students are at a wide range of backgrounds, but even those with significant prior knowledge are finding many things to learn in this process. ADST is a full year class, and in the new year we will explore how sensors work and design and calibrate our own, as well as learning more about using these microcontrollers and python programming. In the last months of the course the students will design their own projects, addressing an interest they have or a need they see around them! It’s never too early to start thinking about this, so I encourage you to encourage them to look at things through an engineering lens!

[mgelbart]

Today in Project Block the Grade 10s were visited by Kate Hauser, university admissions specialist. Kate discussed how to apply to universities and what universities are looking for. The students prepared questions in advance and had lots of great questions for Kate! For example...

Sam asked about paid work vs. volunteering - Kate believes they serve the same role in a university application because either way they can demonstrate dedication, commitment and initiative. JJ asked about the relative difficulty of different programs once you're in university. Sophie asked about scholarships and brainstormed whether to continue one of her current extracurriculars. Regarding scholarships, Kate introduced two major national scholarships, the Schulich Leader Scholarships and Loran Scholarships, and recommended that VISST students read about past winners on the scholarship websites to get a sense of what these students accomplished. Serene asked how to figure out what program to apply to and how different programs are viewed after graduation. Sacha asked about engineering. For more specific programs like engineering or commerce, Kate recommends students demonstrate they understand what these fields are about, e.g. via activities, hobbies, reading, outreach, etc. Kate also let us know about the University of Waterloo's online quiz helping students explore compatibility with different fields of engineering.

We also briefly discussed the differences between admissions to universities in Canada, US, UK, and Europe. We discussed how students can demonstrate leadership: did they take initiative, did they organize events or clubs, did they make long-term commitments and follow through on them, did they engage with the community through volunteering etc.

Also this week the Grade 10s are also completing their Provincial Numeracy and Literacy assessments, which are required for graduation along with one more Literacy assessment in Grade 12. These assessments do not relate to Math/English 10 content but are more holistic, and they do not factor into course grades or GPAs.

[PalomaCor]

For PHE, we have been playing soccer outside and doing exercises indoors. It's been great to see students' exercise form and strength grow in the past year - I keep trying to encourage them to stay active outside of school and it sounds like some students are starting to incorporate this in their lives. Next semester, the students will have one long block of PHE per week, and I am organizing some field trips for us, including snowshoeing, ice skating and swimming. Given we will only have PHE once a week, I will have students make a plan for how they will stay active on the other days and help them follow up on this.

On the first day of snow, we went outside for 10 minutes, and some students decided to test their cold tolerance by going out in their tshirts. They looked cold but happy!

[yhuangteacher]

Welcome to Mandarin 9/10! I am excited about learning Mandarin together with the students this semester. Tomorrow is the first day of the Lunar New Year, and the Mandarin 9/10 students participated in activities to celebrate the beginning of the Spring Festival. The class learned Chinese customs during the Spring Festival, tried New Year’s treats, and made New Year’s greeting cards. Earlier this week, students learned how to say 新年快乐 (xīnnián kuàilè/ Happy New Year) and all the 12 animals in the Chinese Zodiac in Mandarin. They now know how to wish someone good luck in the Year of Dragon 龙年大吉 (lóngnián dàjí). Students also did calligraphy of characters 春 (chūn / Spring) and 福 (fú / good fortune) on red paper, which is an important Chinese tradition!

[Philip-Freeman]

Physics 11ᵢ In physics we use a subscript "i" to indicate an initial variable, so I tend to think of Physics 11 at VISST this year as Physics 11ᵢ -- it's an introduction and starting point! As such we are trying to build a careful foundation for our future studies, and hopefully learn some fun and useful skills and understandings. (a map of the major variables we'll deal with in the study of physics, our "dramatis personae")

We have started with the observation that in physics we do a very strange thing. We turn the world into numbers, simplifying it until we can describe it mathematically. Then we manipulate that mathematics to find out mathematical things. Then we translate that back and expect it to tell us something about the real world! And it does!! No wonder on early mathematician and physicist was almost arrested for witchcraft (Gerbert of Aurillac went on to become a pope, so I guess the charges didn't stick!). To help understand measurement the students first explored creating their own units and the strengths and weaknesses, then took a deep dive into measurement. We did a lab together to use measurement to describe the way that "water gems" absorbed water, as well as finding some interesting phenomena along the way! In a little glimpse of optics to come you can see that once they have absorbed water the beads become all but invisible... something we'll examine when we talk about index of refraction! (data from the class, showing a linear fit to the initial increase... we discussed why this cannot be a complete model)

We are now looking at vectors and how direction can be part of a measurement, and will be linking to the Math 11 trigonometry in a strong way as we examine how vectors combine. To give you a taste of what this looks like here's one of our HW problems, with a solution:

[Philip-Freeman]

Math 11ᵢ Introduction to Precalculus 11 Having a chance to teach math and physics at the same time allows for a lot of fertile cross-connections, and we are exploiting this by continuing with the final unit from Math 10: Trigonometery! We began by generalizing from the right angle triangles used in Math 10 to general triangles, exploring geometric constructions to motivate the ideas, and then doing more rigourous proofs. We used physical models (cardboard strips and paper fasteners) and simulations to build intuition -- if you like you can try a couple of these!

https://www.geogebra.org/m/x8nhjnby?authuser=0

https://www.geogebra.org/calculator/ucq6xdv9?authuser=0

Having proven the sine and cosine laws we were confronted with the question of what it means to find, say, the sine of 120°? This lead to the unit circle, and in turn to the definition of radians. Flirting with mathematical heresy we introduced this using τ before moving to the equivalent description in terms of 2π. (if you aren't familiar with the "controversy" you might enjoy ViHart's take: https://www.youtube.com/watch?v=jG7vhMMXagQ

We will explore the deeper meaning of sine and cosine and practice with more circles and triangles before moving on to other functions!

[ledworthy]

We have begun a poetry unit this week. Our math and Mandarin teacher, Erica, shared a poem with us today. She read it in Mandarin and then shared the English translation with us.

[ledworthy]

We are excited about the upcoming event, By Heart: Poetry Recital and Music. Students in all grades are reading poetry and will have opportunities to recite poetry in class to partners or larger groups of peers, depending on their comfort level. They will explore writing their own poetry as well. I'm hoping parents will share some of their favourite poetry with students. Teachers have already begun to bring in books and poems to share with us. We may invite Mike to share some of his own!

[PalomaCor]

For PHE class, we have recently had a field trip to the ice skating rink and to the Hive bouldering gym. It was lovely seeing the students support each other with the ice skating, so that even those students who were not as comfortable on the ice were able to participate and work on their balance. Students also engaged in some of the extra challenges: skating on one leg, doing crossovers while turning, and spinning in place. After our ice skating session, we spent some time running around, jumping, and climbing the structures at Rainbow Park.

It was wonderful to see the students being able to complete more climbs at the Hive than they were able to last year - they are getting stronger and more confident! They encouraged each other to try different climbs and congratulated their peers for their attempts and successes. I like that climbing is a competitive sport, but you are mostly competing with yourself - trying to do better each time and challenging yourself to figure out the most efficient way to solve the climbing puzzle. I hope that some students will be motivated to visit the bouldering and climbing gym outside of school too.

[yhuangteacher]

Our two groups of Language 9/10 students have collaborated to explore the rich culinary traditions of French and Chinese cuisines through a group poster project! On the presentation day yesterday, students took each other on flavourful journeys, learning about Northern French, Southern French, Basque, New Caledonian, Hong Kong, Northern Chinese, Shanghai and Jiangzhe, and Sichuan cuisines. In a gallery style walk, students learned about different cultural dishes and evaluated their peers on their communication, creativity, and research. There were many engaging posters, including some beautiful hand drawings and creative designs such as a poster in the shape of a hot pot. Some students even prepared a Basque cheesecake and Hong Kong-style milk tea as part of their presentations!

Paloma and Erica

[Philip-Freeman]

ADST 9/10

Microcontrollers Students have been working with the Raspberry Pi Pico microcontroller, learning to use micropython to control events in the outside world and to read inputs from sensors.

Students reading light dependent resistors using the pico analog-digital converter and a multimeter. After learning to use the microcontroller the students undertook a design challenge: to design and build a colorimeter, a device that uses the absorption of light to measure the concentration of chemical solutions.

Commercial Colorimeters

Students were given samples with successive dilutions of a substance, and three unknowns: Samples of known concentration and unknowns (with our lovely Vancouver rain and construction scenery in the background)

Students designed and built their devices with only the basic principles being spelled out for them. A wide variety of designs were produced, most of which worked well.

A finished design. Note the construction of a light shield to prevent ambient light from interfering.

After completing their designs the known samples were used to produce calibration curves, and these were then used to calculate the concentrations of the unknowns. Most groups did well with this, being within 10% of the actual concentrations!

A sample calibration curve relating dilution to the reading from a student constructed colorimeter

Physics Cross-over Project Students are now working on their second design challenge, a cross-over with physics in which they are to use the microcontrollers to design something that can measure the acceleration of a falling object! Each student prepared a design proposal and poster, and students then bid to be in groups based on these proposals. Presently the groups are working on their constructions, encountering successes and failures in what I hope is a reasonable mock version of the real design processes I have worked on in the past.

Field Trip On Friday 11April the ADST 9/10 students made a fieldtrip to see the capstone projects of the Engineering students at UBC at the UBC Engineering Design & Innovation Day. Students had the opportunity to explore the many projects that these students undertook in the many sub-fields of Engineering in which they specialize.

One of the main display areas

Personal favourites for me were a prototype of a prosthetic hand with sensory feedback, and a design to create radiation shielding for a probe using lunar regolith. Often cited as interesting by students were a wearable health monitoring system and the AI based robotic air hockey player!

Special thanks to Mye Weissberg, our parent volunteer whose help and organization helped make sure that our students not only had a great experience, but all made it there and back!

 

[Philip-Freeman]

Physics 11i

Kinematics! We are now applying what we learned about vectors and relative motion to the study of motion in general, the branch of physics called kinematics. We began by looking at a relatively easily observed but not trivial motion – the motion of a toy wind-up caterpillar.

These little guys move fairly quickly, but slowly enough that it is possible to follow the motion, marking the position of the caterpillar every 0.5 seconds using a metronome for timing:

The resulting track can then be measured and used to describe the caterpillar’s motion

Inspiration 4 We then looked at a more complex real-world motion, the launch of a spacecraft (in our case the Inspiration 4 launch of the Space-X Dragon capsule to orbit).

Video from the launch and flight of Inspiration 4

The broadcast of the launch includes telemetry data, from which we are able to work out detailed information about the velocity and acceleration of the two stages

This in turn allows us to discuss graphs of position, velocity and acceleration in the context of this real motion. Those familiar with this physics will note the “free fall” of this stage after it’s engines cut out and before it fires again to land! This leads us to ballistic motion next!   Models of Projectile Motion Our most recent work has been to examine motion with constant acceleration. We can use our previous knowledge of motion graphs to derive a simple equation for an object falling from rest. But given what we know about relative motion we can see that the motion of the frame combines with the falling motion to give a parabola. This is illustrated in a lovely video older than I am (from the PSSC Physics project that was introduced following the shock of Sputnik's launch by the USSR!) Here it is shown, using a slow motion camera, that the ball falls straight down in the moving frame but in a parabola in the Earth's frame of reference

Using strings to show the distance fallen at different times we can build a physical model that shows this:

Position of the ball as it falls while moving sideways!

But the relative motion need not be horizontal! If the initial velocity is at an angle the “falling part” of the motion is the same… something we can show easily with our model by inclining the initial velocity metre stick:

We can use the model as a ‘mechanical calculator’ to describe this more complex motion:

And then do the equivalent calculation using a mathematical model (which is much easier to carry around!)

Physics art on the walls of VISST!

Having described motion we will next be moving to the causes of motion, beginning with momentum, then moving to forces, fields, and energy. This part of the course will be less mathematical, drawing on the groundwork we have done, but leaving computational details for the full course next year.

[Philip-Freeman]

ADST-Physics Cross-over Project

Students have now finished and presented their ADST Physics Cross-over Projects! As mentioned before this was a very open project in which the students used microcontrollers (the Raspberry Pi Pico) to design a device to measure the acceleration due to gravity.

All groups managed to get data and produce reasonable results by a variety of means:

Well done all!

ADST Final Project

Students are now starting their final design projects, beginning with finding need within their communities and/or product to address this need that can be addressed by the electronics skills they have learned so far. They will then design that product and discuss how to impliment and get word out about it. I am not sure if they will have time, but ideally they will be able to produce a prototype of their product by the end of the year.

[yhuangteacher]

Mandarin and French 9/10 combined forces for a joint cooking competition. The students picked Chinese and French-inspired dishes to make and present in class. We enjoyed dragon beard candy (龙须糖), tarte tatin (similar to an apple pie), barbecue pork bun (叉烧包), crème brûlée, and banh mi, among other delicious creations. Students voted for their favourite dishes, and Kenji won first place with his choux à la crème and Keinan got second with his Sichuan spicy beef (四川牛肉).

[yhuangteacher]

The VISST Mandarin students went on a full-day field trip to Vancouver’s Chinatown on Thursday, June 6. Our day began with a tour of Dr. Sun Yat-Sen’s Classical Chinese Garden. Students learned about the history and cultural backgrounds of the garden, and they enjoyed looking at the intricate architecture and serene landscapes. We then had a delicious dim sum lunch; students sampled classic dim sum dishes such as shrimp dumplings, BBQ pork buns, sticky rice wraps, and egg tarts. In the afternoon, everyone eagerly engaged in the Tai Chi workshop, practicing basic movements under the guidance of a skilled instructor. We ended the day with a walking tour around Chinatown, which included learning about different historical buildings and attractions, such as the Millennium Gate, Shanghai and Canton Alleys, the Wing Sang building, and the Chinatown Memorial Monument. We also visited a tea shop and a Chinese herbal shop. I hope that everyone had a great time!

https://github.com/VISST-school/2023-2024/assets/59521804/d92ca5da-c6eb-4e5c-80a7-95b003c87603

Thanks to Attila, JJ, Michelle, and Shaun for contributing photos and videos.