First Entry.

For the next six weeks, I have the pleasure of working as a camp intern for Harlem Grown,  a non-profit youth organization that encourages children to lead healthy, sustainable lives through its school programs and mentorship. In the summer, kids can take part in a seven-week camp that explores science, urban farming, and other classic summer camp rituals. The campers’ ages range from seven to fourteen, divided into three main groups.
 
As a camp intern, I, and another Barnard student/Barnard Noyce Teacher Scholar— Victoria Krovatin —have put together a STEM-based curriculum for the three age groups at camp. Brainstorming for the summer, Victoria and I were given the task of dreaming up activities that we would’ve wanted to do at camp. With this freedom, we researched engaging, hands-on activities and compiled a list of projects for the campers.
 
On the second day of camp, we introduced the scientific method to our younger campers. After going over the basic necessities for plant growth— water, sunlight, soil, etc. —we let the campers decide which variable they wanted to alter. This freedom excited some campers and frightened others. While some proudly exclaimed that they would water their plants ten-times a day, others felt intimidated by the opportunity, fearing they would “be wrong.”
 
Luckily, science is just as much about failure as it is about success. Giving campers the freedom to change any variable not only affords them the experience of experimental design, but it also gives them a taste of real-life results. Yes, some of the camper’s lettuce seeds will not sprout due to overwatering, or lack of sunlight, or some other change, but this experience will teach them that failure in science, as well as life, still yields important results.

For the oldest group, we combined arts and crafts with a lesson on decomposition. Using newspapers, we created origami boxes that acted as planters, which can be placed directly into the ground. I especially loved this project, because origami teaches a lesson in patience and long-term goals. The repetitive actions and intricate folds feel tedious and frustrating, but to see one’s work morph into a tangible, recognizable object is extremely satisfying.
 
Leading STEM activities with the campers has allowed me to experience differences in learning styles and age-related personality traits. Ultimately, teaching these campers is about balance; the younger campers tend to have a lot more enthusiasm for the activities, but find it harder to follow directions for a certain period of time; the opposite is true for the oldest group of teenagers. Regardless of the challenges involved in these activities, I am grateful to get time with the younger groups, because when I am not leading these activities, I am a counselor for the oldest group.
 
Only into the second week of camp, I am extremely grateful for the opportunity to work with this incredible organization and the amazing kids who partake in the camp. Every day presents excitement, challenges, and dozens of moments that make me laugh. Already, these kids have taught me much more than I have taught them.