Fall Sports
Third Form - News
Egg Drop ChallengeMembers of the SKS community recently flocked to the base of the Schoolhouse in order to witness the Third Form’s “Egg Drop Challenge.” Each Third Former was tasked with creating a device to protect their egg from a three-story drop from the Schoolhouse. While enthusiasm was not uniform among the boys at the start of the project, nobody chickened out and an exciting array of solutions was developed for the assignment. Each boy scrambled up the stairs to the launch point where they were greeted by high-spirited but good-natured chirping from their peers. Each then released their ovoid payload yielding as many results as the choices on a deli’s breakfast menu.
Commenting on the exercise, Third Form Dean Mr. Galusha said: “Overall, I am very pleased with the boys’ efforts. While some of the devices may not have been much to crow about, it was fun to see how many of the boys met the criteria of the assignment without getting egg on their faces.”
Egypt Comes to the Hillside
Third Formers recently provided the community with a unique perspective of Ancient Egypt. Tasked with converting the Third Form Space, the students first invested three weeks learning material from a variety of sources before actual planning began. The project was a combined effort of Mr. Galusha’s History class – which focused on Egyptian History, architecture and artifacts and Mrs. Darrin’s English class, which focused on Egyptian mythology and religion.
The Third Formers began the museum project with a planning session to define the nature of a museum and then to determine what kind of artifacts they wanted to create. Each student was responsible for two artifacts in the museum, one individual piece, and one as part of a group theme. Each component had to include a specific write up describing what it was, its relevance to Egyptian society, and the process as to how the student created it.
All aspects of Egyptian life were represented. Mr. Galusha commented, “We use our homemade acronym GREEF (Government, Religion, Economy, Education, and Family) as a jumping off point for each culture we study. It helps the boys know exactly what to look for. Students find is much easier to understand, catalog and recall the information once it has been broken out into easily identifiable chunks.”
Mrs. Darrin was particularly impressed with the boys’ creation of an Egyptian-themed graphic novel. This component of the project, in which each student was responsible for one page of the novel, “reinforced the importance of teamwork, collegiality and compromise as the group worked together to produce literary and visual reflection of their interpretation of an Egyptian god.”
Visitors to the museum were treated to a scale model of the Nile River, an Egyptian boat (made entirely from recycled material found around campus), a mummy, several multimedia presentation and various other exhibits.
One Third Former mentioned that “it was a very comprehensive project. It showed us all, in visual detail, what we had studied in our textbooks. I may forget what I read, but I won’t forget what I saw. Some of these things I will remember forever.”
Zahi Hawass, would be proud.