in this issue october

BWthe black and white

the black and white. Oct. 2010. volume 19 issue 3. 5152780449. 6501 NW 62nd ave. johnston. iowa one copy free

As pictured above, Dane Van Brocklin has once again utilized his barn as a Haunted House this Halloween season. Check it out.

thirteenGet educated about the

possiblity of grading policies changing, the elimination of blocked science classes, and the plans for a 9-12 campus.

eight-nineRead a fierce debate about

cussing. Staffers Ian Dunshee and Michael Knoedel go head to head about the use of pro-fanity and its effect on society.

fiveRead about a government

teacher, science teacher, and guidance counselor who fin-ished the Chicago Marathon on Oct. 10.

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EDITOR-IN-CHIEFKelsey Kruse

DESIGN EDITORKelly McGowan

PHOTO EDITORMichael Knoedel

NEWSMike Shi

OPINIONKristine Hayes

EDITORIALZach Winjum

ENTERTAINMENT/REVIEWEvan Culbert

FEATURELauren Coffey

FASHION/HEALTHSpencer Vasey

SPORTSRyan Smaha

BACKPAGEEthan Meng

STAFF WRITERSIsabella Engbloom, Wes Monroe, Alexa Anderson, Rachael Meyer

Editorial6 New policy limits student expression, puts teacher positions at risk

Review10 The Des Moines delis your taste buds are waiting for

Fashion11 Snooki, Lady Gaga, Dwight Schrute. Johnston’s cleverest Halloween costumes

DISTRIBUTION MANAGERIan Dunshee

PHILOSOPHYThe Black and White is published solely by the Johnston High School newspaper staff. Its goal is to inform, enlighten and entertain Johnston students. It is an open forum. In ac-cordance with Iowa law and board policy, students assign and edit material. The paper is published nine times per school year. The paper will avoid material that is libelous, obscene or an invasion of privacy. The law does not require parental permission to use student quotes. Ethically, we believe students can speak for themselves. Staff editorials represent the opinion of a majority of the editorial board. Editorial and opinion pieces do not neces-sarily reflect the opinions of the adviser, school officials or the district. Letters to the editor must be signed. Like all material, letters may not be libelous, obscene or an invasion of privacy. Bring letters to room 413 within one week after publication to be considered for the next issue. The Black and White strives to report accurate and timely information. If you believe that an error has been printed, please contact the editors at jhsblackandwhite@gmail.com. The Black and White is a member of CSPA, NSPA, Quill & Scroll, and IHSPA. Recent issues of the paper earned these honors: Columbia Scholastic Press Association Gold Medalist, National Scholastic Press Association First Class rating, Quill & Scroll Gallup Award, IHSPA state placings.

on the cover: Dane VanBrocklin at his haunted barnphoto credit: Paige Plaskittphoto credit-sept cover photo: Molly Ward

Health12 The ultimate sports drink: chocolate milk! And how to fuel your workout

News3 The low-down on new, healthy lunches from the gold star program

Doubletruck8-9 How will a new grade system, realignment of schools and blocked classes affect

future students?

Entertainment7 Places to go enjoy the fall

October 2010

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Want the B&W online?Send us an e-mail, to jhsblackandwhite@gmail.com and we’ll send you a PDF of the pa-per every month

Opinion4 Cheating VS. using resources

That’s what Shi said- are debates worth it? Shi says no.5 Michael Knoedel and Ian Dunshee take on the issue of profanity

Feature13 Dane and the gang are at it again, it’s the final year of the Van-Brocklin haunted house14 Biotech pioneers learning experiences

The story behind the 2500 total pennies on your 2009-10 “Two cents worth” yearbooks

Sports15 JHS teachers ran 26.2 miles on 10/10/10 at the Chicago marathon

Smaha sounds off with “Full court press”

Backpage16 The amazing, unique talents that students at JHS occupy their time with

12

the b&wnews p.3oct 2010

words Mike Shi

Ron Killian, executive chef of the Iowa Department of Education, carries a tray of oatmeal raisin cookies while passing out samples outside the lunchroom on October 14.

A new lunch program called the Iowa Gold Cycle Menu is being piloted in the high school cafeteria. The program tests a mix of old and new items for possible imple-mentation into lunch menus across Iowa.

The district was one of seven chosen by the Bureau of Nutrition, Health and Trans-portation Services to participate in the pro-gram pilot. “You have a big role in what is coming down the road,” kitchen manager Boe Stoebner said.

Lunch pilots new program

PurposeThe purpose is to expose students to

healthy choices and nontraditional lunches. “[The] main goal is to get healthier items in here and to change students’ ideas on what they like,” Stoebner said.

FeedbackComments on the new menu options will

be compiled. “Your feedback and com-ments will be used when they produce the final menu,” director of nutrition services LaRae Doll said. Students who purchases one of the new menu options are given a comment card to share their opinion on the food’s appearance, smell, taste and texture. They are also asked whether or not they would like to see the items in the future.

In addition to the comment cards, the lunch staff is monitoring if items are actu-ally eaten. Staff standing by the trashcans look to see if students throw away the new items; they also make note of which items are being thrown away. For example, if a student ate only the chicken and threw away the rice in the chicken rice bowl, this would be noted by the staff.

From-ScratchOne of the ideas of the Iowa Gold Cycle

Menu “is to bring in fresh, from-scratch meals,” Stoebner said. Some of the new items are made from-scratch in the kitch-ens in order to get away from pre-packaged food. “Our goal is to produce food kids like and will eat and hopefully are healthy,” Doll said.

Recipes & IngredientsNew and changed recipes are mainly

what are being tested by the district. Reci-pes have been altered to use a wider va-

AftermathsBased on comments from the district and

the six other districts participating in the pi-lot program, a new menu is expected to be introduced in the spring. The new lunches will be implemented all throughout Iowa.

With the new program, potentials for price changes have yet to be determined. On some days with more labor intensive meals, the district has had to increase staff as cooking from-scratch takes more work. Whether or not this translates into an in-crease in prices has yet to be seen.

After the five week pilot program is com-plete, the district is no longer required to participate in the new menu. However, the district may continue to serve the new or al-tered recipes based on student response.

SuppliersThe company supplying the food is the

same as before; however, the food is pro-cessed and presented in a different man-ner. Also, a larger variety of food is being

purchased. The food is mainly from two companies, Reinhart and Martin Brothers. Loffredo and Earth Grains/Sarah Lee pro-vide fresh produce and bread.

Though both Reinhart and Martin Brothers have distribution centers in Iowa, where ex-actly the food is grown is a mystery. “I don’t know where it comes from,” said Stoebner about the sweet potato fries served Oct 5.

Spencer Hyde ‘11“I get the new lunches every-day and I’m a fan of the tex-ture, the taste and the looks. I was disappointed in the tetrazinni, the looks. It looks like someone took a stinky diarrhea dump on my tray. Other than that, everything’s been good and the school should keep it coming.”

“This isn’t like school food, it’s more like restaurant food.”

Cathleen Dutcher ‘12

“Some of the food is a little too bland. Like the Asian chicken with rice, it just seemed to me that the rice was the same rice that they used and it didn’t add any flavor so it didn’t taste good at all.”

Laura Smalley ‘13

Mirza Besic ‘12“It would work in our schools if you get past the initial fears of trying something new and different. Just because it’s healthy doesn’t mean it’s bad.”

Michael Knoedel/ BW

riety of ingredients and also fresher ones. Some old recipes that have been altered include turkey tetrazzini and the chili.

New recipes involve more use of fresh in-gredients. For example, in the past, garlic cheese bread was simply bought. Now, the kitchen uses local bread and top it with its own cheese. “[We] want to make sure [we] have the freshest and best tasting ingredi-ents we can provide,” Stoebner said.

Some items though are “fresh out of the freezer,” Stoebner said. Whether or not the ingredients used are canned, dried, fro-zen or fresh vary based on the meal being made, but an emphasis is put on fresh.

Some response to the new recipes has been positive. “It’s not as processed, and it has more interesting flavors than what we usually have,” junior Alissa Campbell said.

“The new items are unique entrees,” se-nior Mary Feng said, “you can’t get strom-boli bites at McDonalds.”

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the b&w opinionp.4

words Mike Shi

That’s

wha

t

said

Junior Tina Wu sits in her room, studying for a math test. She is working through math problems, checking her work each time, figuring out where she went wrong and what to do next time. Many problems later, she decides to call it a night, and goes to bed. The next day, it is eighth period, the period of the test. She walks in, sits down, and takes out a No. 2 pencil. Deep breath in, it is almost here. The teacher hands out the tests, she looks down, and the first question is something she did not practice. Yes, it is based on some-thing she studied last night, but she practiced finding de-rivatives, not memorizing the definition.

Truth is, even with study guides, it is hard to know enough about the content of a test to adequately prepare yourself. Some people solve this problem by get-ting the answers to the test from students that already took it. This hurts them be-cause they do not know the material at all, and come finals week, they’re going to be left scram-bling. Other people chose to ask others what things are covered on the test, and use that information to help them study. This isn’t cheating.

Look at this scenario: A senior girl asks one of her peers that took the test a day or a class period early what topics are covered on it. She does not tell her exact questions, just the main theme. She is not providing answers, just adding to the study guide given to her by the teacher. Instead of spending all night studying everything, she makes sure she has a full understanding of the parts that are in the test more, and she knows enough on the less-covered topics.

She does not need to just memorize the characteristics of a state, she needs to be able to apply them too. Or the opposite, she has to memorize the theories of government to be able to pick out which item listed is not a theory of government. Is this cheating?

Biology teacher Jennifer Rollings said, “I wouldn’t consid-er [telling other people questions on tests] cheating.” Using a study guide is not any different. Rollings said, “My study guide reflects the test, so there’s not really an advantage to telling.” Telling people questions does not do the studying for them, they still have to know their stuff, but it takes away some of the stress.

Dictionary.com defines cheating as, “to take an examination or test in a dishonest way, as by improp-er access to answers.” Asking other people to help you know what to study is not improper access to answers, it is us-ing your resources.

Spanish teacher Gerald Hollingsworth believes that sharing answers is cheating. “Inflated scores... could cause that person to have a higher GPA, potentially costing you or another student access to preferred college entrance or scholarship. It also forms another false, but a negatively successful pattern, for that ‘cheating’ in-dividual, throughout life.” Cheating hurts yourself and oth-ers, creating an incentive not to simply take other people’s answers, but to do your own work and study yourself. How-ever, asking people to help you go over material and figure out what to study is not cheating.

Sharing, not cheating

Illustration/Rosemarie Freymark

oct 2010

Wow, that was some debate on the other page; you should probably read it before this article, just saying. On one hand, we have Michael, who thinks you should only cuss in drastic situations, on the other, we’ve got Ian, who’s all about cussing,

A Different Perspective those four letter words are just, well, words. Both are valid arguments I guess. Both sides debated with logic and reasoning, both sides brought up valid issues and yet, when all things were said and done, my opinion didn’t change, and probably neither did yours.

Now, this isn’t just with cussing. With pret-ty much any issue, once you make up your mind, it’s probably not going to change just because of some debate. Debates, at least in my mind, don’t do anything. Take any is-sue like health care, immigration, abortion or whatever. No matter how eloquent and logical a debater is, he or she has pretty much got a 90 degree uphill battle to get people to change their opinion. Try as hard as they might, debates simply don’t work. They can try to persuade us with their cred-ibility, they can appeal to our emotions, they can show us facts and figures (hey, ethos, pathos and logos,) but in the end,

the status quo wins out. Like in real life, first impressions on an issue are likely to last, even after a rousing debate.

I know what you’re thinking, I’m just too darn stubborn. People can and really do change their opinions after hearing a de-bate and that I, the reader, am definately not be one of those people who does not change their opinions. Let’s take the cuss-ing debate as an example. For those who think cussing should only be used in dire situations, did your viewpoint change after reading Ian’s arguments? For those of you who are “for” cussing, did your viewpoint change after reading Michael’s arguments? No? Good. People have already made their own reasons and arguments.

Why waste your time and effort trying to change someone else’s mind on a topic when it simply isn’t going to happen? That time could be better spent with, well, pretty much anything.

to take an examination or test in a dishonest way, as by improper access to answers

Cheating:

Illus

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words & layout Rachael Meyer

the b&wopinion p.5oct 2010

What the is Up With(insert word here)

Profanity?Desensitization The Power of Profanity

words & layout Michael KnoedelEver since the fifth grade, I’ve always had a colorful vo-

cabulary; colorful meaning vulgar. I don’t know how exactly it happened, or why I kept saying words kids were con-stantly being told in class were bad to say. Maybe I thought it made me cool, or perhaps I just wanted to rebel against the adults that told me no. It can be hard sometimes to figure out when habits and beliefs really start to develop. When are kids truly ready to start dating? How many times do parents have to take their kids to the church, synagogue or mosque until they start believing; or do they ever? How many licks does it take to get to the center of a Tootsie Pop? The world may never know, yet all are very important questions, vary from person to person, and most impor-tantly, their answers won’t change a thing.

Whether you’re debating the existence of a higher power, or if profanity is OK to use in any situation, a definite answer to such questions (if at all possible) wouldn’t stop anyone from simply doing what they do. People are still going to pray and people like me are still going to cuss to their heart’s content. It’s all around us, and no one has died from being over exposed to the profanity. Yet everywhere around us, there is a con-stant barrage of immoral examples for future generations.

The TV idols of our younger siblings are wearing mini-skirts and tube tops, or have a six-pack and a tan that makes them look like a walking tumor. Better yet (or worse depending upon your view), you can watch such individu-als parade around on Primetime doing drugs and getting it on like rabbits. I couldn’t care less, but the more respect-able side of society does (or so I hear), so are slang words no one remembers really the BIG problem? People 100 years from now will wonder why we ever considered such words to be bad in the first place. So why censor such words from the ears of our society when pornography is just a click away from your fifth grader at the local library? A lot of questions with common sense answers stall real progress in the community, and it’s all because some peo-ple “feel” that things like cuss words just aren’t right. Yes, it’s true, legally everyone can have his or her voice heard, and that’s only fair. But why does his or her voice suddenly snuff mine out because he or she don’t approve of the spe-cific words I use?

In the past when someone used a curse word, they immediately got the attention of their peers. Instead, students overuse profanity until everyone becomes desensitized from them like the boy who cried wolf. It seems that students are incapable of forming a complete sentence without sandwiching vulgarity in to them ev-erywhere they can. Curse words need to be used much more sparingly.

Curse words are just a combination of letters that our society labels as vulgar. When it comes down to it, these words have a power that others do not. For instance, if I put the word mango in an article, no one will say a word and continue reading on. While if I put in even one small reference to a curse word, the parents, teachers and administrators would go ballistic. They would threaten my advisor and even the newspaper as a whole just like what happened in the FML article last year.

The Black and White published a page about the pop-ular book and Web site FML. The story in no way made reference to any curse words. It merely talked about a few student’s bad days and connected the stories to some-thing in students’ culture. Even though no intention was made to offend anyone, parent outrage ensued. Only in important or dire situations should profanity be used.

A relaxed environment should call for relaxed words. There is no reason to curse in a game of Monopoly with friends, but when curse words are being used in people’s everyday vernacular, what’s the point? What would peo-ple say if they are in a dire situation? Exactly the same thing they would in regular conversation?

One day, someone “stole” my friend’s keys and de-cided to fake steal his car in front of him for fun. While backing out, the thief was too busy looking at my friend’s face to notice that he was about to back into another stu-dent. Realizing the danger in the situation, he was able to curse at the thief to get him to notice the pedestrian. My friend almost never cursed so when he did in this situation it was extremely powerful. Powerful enough to save a life.

If my friend cursed regularly, the thief would have paid no attention or thought it was funny. These words should be used, but only in the appropriate environment and appropriate situation. When things go dire, the Red Alert button of cursing should always be there, but never overused. If the button is constantly pressed, Red Alert wouldn’t mean anything at all.

words & layout Ian Dunshee

the b&w editorialp.6

Confusion over policy causes conflict

oct 2010

Under the Friday night lights a varsity football play-er runs down the field for a pass. He misses the catch and the team loses the game. Monday morning, the head coach is called in by the principal to tell him the player should have caught the pass. In the end, the principal reassigns the coach to coach seventh grade football. The varsity player feels responsible because he was the one that dropped the pass. This has never and probably will never happen. Coaches are rarely blamed for the performance of their athletes.

Now take a real situation that occurred at an un-named high school in Iowa. In this situation the teacher was blamed for a story one of her students wrote for the school newspaper. The teacher will remain unnamed.

The story was about the football team’s lack of success. Nothing earth-shattering. The football players stood by their quotes, but the story upset people. The principal of the school confiscated the papers (a violation of Iowa law). He told the writer to apologize for her story in the next issue of the paper. She refused because she felt she had done nothing wrong. Ultimately, the principal kicked her out of the class.

After the controversy, the adviser resigned. Her error? She supported the First Amendment rights of a student. Imagine how the student felt when the adviser resigned.

Rarely are coaches blamed for the performance of their athletes. However, teachers are blamed for their students’ performances even when the perfor-mances are constitutional.

This is why in 2009 former school board member Tyler Buller revised the school’s student expression policy. “The law clearly intended to include protec-tion for advisers,” Buller said. “But administrators have found a way around that. I just wanted to close that gap back up.”

The policy was passed in April 2009, but was re-cently overturned by the current school board on a 4-1 vote, although two members were absent. Board member Jill Morrill was the only member to vote for keeping the policy. “To provide for our best possible environment,” Morrill said. “That’s why I voted (to keep the additional language).”

Board President Tracy Orman voted against the policy. “We still have the policy, we just took out the additional language,” Orman said. “The law already covers (for protection of teachers), we don’t need to exceed state law.” If that was the case, then the teacher mentioned might still be advising.

Although we are fortunate to have an administra-

tion that follows the law when it comes the First Amend-ment, these people will not be here forever. Principal Bruce Hukee is retiring this year. What if the new princi-pal decides to call students and teachers to the office ev-ery time he or she or a parent

finds something “objectionable”? What’s next? Will art teachers be in trouble for students who

portray a partially nude human body in a painting or sculpture?

Will history teachers be in trouble for students who use “objectionable” situations for a current event?

Will English teachers be in trouble for students who use realistic dialogue in a story?

People disagreeing about objectionable material is nothing new around here. A few years ago fresh-man English students stopped reading “The Choc-olate War” by Robert Cormier and “I Know Why the Caged Bird Sings” by Maya Angelou because they were “objectionable.” The books contained violence and sexual references. The school board voted to allow the books in lit circles with parental permis-sion, but they could no longer be used as class novels. Students had no input on the decision.

The board made a mistake when it took out the language that gave additional protection to teachers who support students practicing the First Amend-ment. Morrill said it best, “If it protects advisers, ad-ministrators, and allows students freedom of press, then why wouldn’t you provide that environment?”

Lauren Coffey/ BW

entertainment the b&w p.7

words & layout Kelly McGowan

Sophomores Erin Yocum, Kim Hughes and Allyson Veatch carve pumpkins.

Ethan Meng/ BW

oct 2010

FALL!exp

erie

nce

3- Trick or Treat?Planning on handing out candy to trick or treaters this Halloween? Here are some jokes from elementary school kids that you can expect to hear:

Knock knockwho’s there?booboo who?you don’t have to cry about it!-Martha Shoemaker’s pre-school class at Wallace

Knock Knock,Who’s there?PhillipPhillip who?Phillip (Fill-up) my bag with candy!-Kate Florer’s 4th grade class at Wallace

Why did the football coach go to the bank?To get his quarterback!-Tate Larsen, 2nd grader at Lawson

Why did the skeleton NOT cross the road?Because he didn’t have any guts!-Bailey W, 2nd grader at Law-son

1- Go to a pumpkin patch!

2- bake a pumpkin

Crisp, cool air, the bright orange of pumpkins on every doorstep, crunchy leaves and warm apple cider. All of these are signs that fall is in full swing. Set aside a day, a weekend or even just Hal-loween night to do some classic fall activities. Don’t let it pass you by without enjoying a bit of autumnal splendor.

Baked Pumpkin1 sm. pumpkin2 tbsp. apple cider2 tbsp. honey2 tbsp. melted butter

1- wash the pumpkin.2- bake on a pie plate for 1 1/2 hours at 350 degrees.3- cut a hole 3 inches in diameter, scoop out pulp and seeds.4- mix honey, cider and butter, put this inside of the pumpkin.5- put top back on, bake again for 30 minutes.6- cut into wedges and serve with basting mixture.

www.aliciasrecipes.com

-31 apple varieties in store or pick-your-own-30 minutes from Des Moines-$7.95 weekend admittance-Admission includes hay rides, corn pool, corn maze, apple slingshot, farm animals and super slide-Feed Bunk, their restaurant has soups, steak sandwiches, sweet corn, homade apple sauce and more.-Bakery has cider donuts, carmel apples, ice cream and more.

Howell’s Pumpkin Patch

Center Grove Orchard

Iowa Orchard

What is the biggest pencil in the world?Pennsylvania-Jacob D, 2nd grader at Lawson

What is a pirate’s favorite let-ter?Arrrrrr!-Connor K, 2nd grader at Lawson

11-6 Sundays 9-7 Saturdays. 32835 610th Ave, Cambridge

Saturday & Sunday 9-6, 9875 Meredith Drive, Urbandale

-hosts a pumkin carving contest, submit photos online-has a bakery and large selection of produce and honey-no pick-your-own apples, only availible in-store

-25 miles south of Des Moines-$6.00 general admission fee-Enjoy a pumpkin patch, tractor rides, pedal-cart racing, a corn maze, and a bunny farm.-Feed an assortment of farm animals in the ‘Barn Yard.’-Gift shop offers dried florals, jack-o-lanterns, and floral wreaths.

10-6 everyday. 3145 Howell Court Cumming, Iowa 50061

[the b&w

changepolicy changesp.8&9 oct 2010

(For the 9-12 campus) It loos pretty cool it makes me think of a college campus. I like it.

Alisa Paiser ‘11

I want (blocked classes) for everything. I don’t think they should get rid of them because most sciences need two periods to do.

Brandi Jansen ‘12

I like year round a lot better because I can pay attention easier.

Emilie Githens‘12

I like block classes, I like getting done with a class in half a year, I feel like I can concentrate more.

Nathen Jones ‘1280/2

0

realignment

blocke

d clas

ses

Compiled by Kelly McGowan, Kelsey Kruse, Michael Knoedel and Zach Winjum

That’s a horrible idea. The school is already really full of these little kids. They’re little, they’ll get trampled.

Haris Kajtazovic ‘11“Having one [library] is much more conclusive to have one for a 9-12 campus because most 9-12 campuses only have one library.”

Mary Helen Krofta, Librarian I think they should put the freshman at sum-mit and put everyone else at the high school. Because they aren’t ready for the high school experience, they aren’t old enough.

Taylor Smidt ‘12

Blocked sciences classes have existed since 1998 until a Sept. 27 board decision eliminated them.

Science teachers began discussing block cours-es about three years ago, but it wasn’t until the department’s one-and-a-half year study finished that returning to full-year courses was seriously discussed at board meetings.

In blocked classes, a student must process two days of information in only one day. “A student might have the same ‘seat’ time in the class but not the same ‘think’ time,” Math/Science Coordina-tor Jyll Miner said.

“While there is no clear and concise evidence that shows that blocked classes help or hinder, when a class moves twice as fast as normal, students become like deer in the headlights” Chris Beguhn said. If a student does not understand a section, there is no time to spend another day. This is also a problem for catching up after being sick; then ev-ery class day is like four year-long days.

Last spring, a group of teachers, students, parents, and community members gathered to create The Buildings Facilities Committee to dis-cuss how to accommodate the projected growth of the district. After four months of meetings, they came up with five options and voted on their first and second choices.

On Oct. 5-6 the committee met to discuss how they could make the option with the most votes work. That option included a 9-12 campus using the current high school and middle school, and a new 6-8 building with Summit housing 6-8 as well.

The committee worked with DLR, an engi-neering and architectural consulting firm to create possible plans for the nine through 12 campus. “The consultants are going to lay our a couple possible options of how we are going to make it work,” superintendent Clay Guthmiller said. “Eventually (the building facilities committee) will decide on one option that will be submitted to the school board.”

At the October meetings, the committee split into three groups; each came up with an outline. Two of the groups connected the buildings with new construction and one of the groups allowed for traffic to go through. “I have always favored having ninth graders as a part of the high school,” Guthmiller said. “By utilizing the two facilities, we could certainly make that work.”

Currently, the grading system divides each se-mester into two quarters and a semester test. Each quarter counts for 40% of the semester grade and the semester test is worth 20%.

The high school policy committee has been looking at changing the policy. The proposed change would be a system that did not divide the grading into quarters; rather the grades from the entire semester would accumulate to make up 80% of the final semester. Twenty percent of the semester grade would still come from the semes-ter test. For the changes to occur the school board and administration would have to approve them.

Options

Current grade configuration - add on to each building

New 10-12 HS,grades 8-9 at ex-isting HS, grades 6-7 at summit and existing MS

Existing HS and MS utilized as 9-12 campus, new 7-8 build-ing, grade 6 at Summit

Existing HS and MS utilized as 9-12 campus, grade 7-8 at Summit, new building for grade 6

Existing HS and MS utilized as 9-12 campus, Two 6-8 facilities: one at Summit and one new building

Votes

3

5

6

2

23

parking

parking

LMC

one-way bus/drop off lane

auditoriumcanopy over-head

extended road

new drive-up (one way)

parking

no longer accessible

greenwayopen “plaza”

areas outlined in dotted lines will be remod-eled to avoid duplica-tions of libraries, offices, etc.

gym/auditorium lobby

performing arts facility

media center and offices

Jim AdairRick BrooksNancy BuryanekBrian CaricoJim CaseyTina CerasoSteven ConlanLisa CooperMarci CordaroMarty DoldeTom FoldesKarmen GanoWendee Garton-MolanoNicole GathercoleTerry GebardTim GooteeJames GorscheClay GuthmillerLinda HansenKen HockmuthBruce HukeeBrad JohnsonMikki KinningTim KlineMary Helen KroftaJill MorrillMichele NemmersSharon NorrisCasey O’ConnellJim QuamTom RichardsTanya RichardsBarb SerslandTony SparksScott SyrokaBrad TenpasMark ToebbenEric TootKevin TubbsCaleb WagnerJulie WalterAmanda WoodsRyan WoodsConnor Yocum

CommitteeMembers

While blocked science classes are gone, blocked math will stay for now. “Science, unlike math, is not sequential,” Executive Director of Academic Servic-es Bruce Amendt said. “The skills you learn from bi-ology do not necessarily aid you in chemistry.” A stu-dent could potentially take multiple science classes with no problems where they can not in math.

“I would envision that once we have a new prin-ciple in place, the math department would change as well,” Amendt said. If blocked math were to be taken away in the future, an overhaul of the math whole department would have to take place. With math being sequential, there would not be a way for non-accelerated students to take calculus. If this change occurs, it will most likely be several years down the road.

“Growth requires change,” Amendt said. “Fewer than 40% of schools in Iowa use blocked class-es.” The entire science staff was excited about the change. Once the decision was made, they all went out and gave eachother high-fives.

Parking

expanded road

softball fieldgreen space

parking

bus loopofficesperforming arts facility

redesigned entry w/ visitor parkingLMC

athletic addition

in policy

“I like the 8-9 set up, I came here with the inten-tion to open an 8-9 building and it works but it all comes down to space.”

Brian Carico, middle school principal

I think it takes the pressure off us for tests if it’s 80/20.

Derek Winchester ‘12

I do really bad on tests but I do my homework. I mean if they do the 80/20 thing if I do bad on a test it won’t matter as much.

Rory Mull ‘12

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the b&w reviewp.10

words & layout Evan Culbert

oct 2010

ciousDELINext time you do the deli, try something new.

Walking into any deli, it is hard to feel anything but happiness. Smelling the wonderful aroma of tasty foods of all sorts; and the options are always endless at a deli. Nonetheless, many deli-goers tend to stick to the safe side: the same old ham and cheese sandwich, maybe go “crazy” and get some soup. Countless customers miss out on the mouth-watering sandwiches that have been there all along, crying out, “Eat me, I’m delicious!” It’s time to say good bye to your boring old ham and cheese, and discover a whole new world of ‘deli’cious foods. Check out a couple of Des Moines’ favorite delis, and see what they have to offer. You may find the dream dish that your taste buds will be sure to thank you for.

Customers eating at Jason’s Deli don’t have to worry about trans fat or high fructose corn syrup in any of the food served there. Ja-son’s takes pride in serving only organic “real food.” Customer service is remarkable for a deli, and the setup is very relaxed. Descriptive menu items paired with appealing dish names makes choosing food easy. Take the Ranchero Wrap for example. This southwestern bundle is packed with chick-en breast, cheddar, south-west spices, ranch, pico de gallo, and jalapeños for that extra kick.

If you would rather go a lit-tle farther north for food, try the Plain Jane. Although the name doesn’t jump out like the Ranchero Wrap, this whop-ping baked potato does not disappoint. This yummy dish of starchy goodness is packed with cheddar cheese, sour cream, green on-ions, and of course, BACON. Each bite packs enough toppings to keep the flavor far from boring. Before you head out the door, grab some FREE ice cream made 100% scrump-tious, and of course, organic.

At each of Palmer’s five delis, one will find a different and unique atmosphere. No two of them are the same, but one thing customers can always count on is the exceptional signa-ture sandwiches, and market salads offered.

For those who are indecisive, or afraid to take a risk on something new, one can’t

go wrong with the Apple Orchard sandwich. Palmer’s has suc-cessfully packed the taste of an entire apple orchard into one bite of this fantastic sandwich, consisting of roast turkey, provolone, and sliced Granny Smith with apple but-ter. The combination of apple

butter, apples and the roast tur-key creates a new flavor with turkey

complementing the juicy granny smiths. Don’t forget to grab a side of Palmer’s

much loved market salads before sitting down. Whether it be cheesy tortellini, or yummy snick-er salad. Might as well make it a box lunch for $8.29, with your choice of sandwich, market salad, chips, pickle spear, and of course: you can’t forget the infamous homemade Palmer brownie, in it’s rich chocolaty goodness.

Plain Jane

FREEIce Cream

$6.19

Apple Orchard$6.39

Tortellini 8 oz.$2.69

Market Salads

words & layout Spencer Vasey

the b&woct 2010fashion p.11

Create priceless costumesThree easy Halloween costumes to make on your own

Rachel Swanson ‘11 Jessica Mozga and Spencer Lee ‘11Josh De Lanoit ‘11

What’s your perfect costume?

A. Going to haunted houses

B. Going to friends’ Halloween Parties

C. Carving pumpkins

D. Listening to the jokes of the trick or treaters

Mostly A’sA scary costume such as Jason from Friday the

13th is a perfect match for you.

Mostly B’sSnookie or Mike “The Situation” are perfect cos-

tumes for your outgoing personality.

Mostly C’s Your creativity screams for a Lady Gaga costume.

Put together clothes you already own to become

truly Gaga.

Mostly D’sYour joking personality needs a funny costume to

accompany it. Try becoming Dwight from “The Of-

fice” or create your own hilarious costume.

A. The costume store, you go all out

B. A friend, between your two closets, you can

make the perfect costume

C. Your own closet, you can make a great costume

out of what you already have

D. A thrift store, the clothes are unique and inex-

pensive

A. Gummy eyeballs and worms, gross

B. M&M’s, lots to go around

C. Candy necklaces, fashionable and delicious

D. Laffy Taffy, comedy and candy go perfectly

together

The best part of Halloween is...

Your favorite Halloween treat is...

Your costume usually comes from...

Dwight Snookie Alice & The Mad Hatter

The OfficeBecoming a typical office worker is extremely easy. Any type of drab dress clothes are perfect for the characters on “The Office.” Some of the more unique char-acters are a little more difficult to put together, but can be found for little to no expense at Goodwill or other thrift stores.

Jersey ShoreIf you do not already have Snooki’s big brown hair, you can purchase a “Snooki wig” at Party City for $15. Pair it with an excessive amount of bronzer and oversized sunglasses to complete the look. To become Mike “The Situation,” draw on some fake abs and an Ed Hardy shirt.

Blow out and gel your hair for the finishing touch.

Alice in WonderlandGoodwill has a large selection of sport coats and suits perfect for the mismatched mad hatter. Alice’s dress can be made using a light blue shirt and high wasted skirt of the same color. Add a white baker’s apron to complete the transformation.

the b&w healthp.12

Hydrate Yourselfwords & layout Kelsey Kruse

oct 2010

carbohydrate and protein content replenishes tired muscles

high water content replaces fluids lost as sweat

nutritional bonus of calcium

just the right amount of sodium and sugar to retain water and energy

why choose chocolate milk?

for medium to high intensity

For bike rides, long runs, and sports like football and soccer, beverages with 50 calories, 14 g carbs, and 110 mg sodium per 8 ounces are ideal to replenish elec-trolytes and prevent hydration.

sports drinks

for light physical activity

For low-impact sports, walking, quick cardio, yard work, and short runs bever-ages with no more than 10 calories per 8 ounces should be consumed to prevent hydration.

water or enhanced water

for very high intensity

For runs or bike rides longer than one hour, Gu packets are packed with over 100 calories, natural fruit sugar to build energy, electrolytes to balance blood chemistry and caffiene for an extra energy boost. Take 15 minutes before racing, fol-lowed by one every 30-45 minutes.

electrolyte packets

After loading the bus to head home after the Pella Invitational, coach Pat Hennes announces to the girls’ cross country team that they need to unload the bus to have a glass of chocolate milk. “(The team) can usually drink 3 gallons at a time, if I push them,” Hennes said. “Ide-ally, we would like to have it after every hard workout and race.”

According to the Ames Madison university Chocolate Milk study, post-exercise consumption of lowfat chocolate milk was found to pro-vide equal or possibly superior muscle recovery compared to a high-carbohydrate recovery beverage with the same amount of calories.

information from Fitness Magazine, Men’s Fitness Magazine, eHow.com and Gu.com

for high-endurance athletes

For atheletes with high-endurance level work outs that invovle constant, sustained movement, such as swimmers, bikers, and long-distance runners, chocolate milk is the ideal recovery drink.Choose low-fat or Nesquik powder for best results.

chocolate milk

Eat a banana after your workout. Bananas are high in potassium, an electrolyte that’s most often lost dur-ing excessive exercise. Eat slowly and wash it down with 8 oz. of water.

post work-out tip.*

1/4 cup sugar1/4 tsp salt1/4 cup water1/4 cup orange juice2 tbsp lemon juice

1 dissolve sugar and salt in water

2 add juices and cold water

Make your own Sports Drink

3 enjoy!

the b&wfeature p.13

words & layout Ethan Meng

Ethan Meng/ BW

oct 2010

Walking down a pitch-black hallway ter-rified, yet knowing that you are completely safe at the same time. Your senses are heightened as every sound increases your terror just waiting for a masked figure to spring out and grab you from the dark. For seniors Dane VanBrocklin, Jake Swesey, Tanner Grill, and Thomas Win-kelman, creating this fear for others is what they live for. The haunted house was named by VanBrocklin’s parents when they designed their basement as a haunted house for trick or treaters. “We are taking a bunch of old ideas and add-ing new things to them,” VanBrocklin said. “In years past it was all ‘Boo!’ and then done, but this year everyone will stay in character.”History Ten years ago VanBrocklin’s family put together a haunted house. Over the years the location has been changed from Van-Brocklin’s home in Johnston to his farm in Madrid when he moved during his sixth grade year. One year, the house was moved to senior Blake Barrett’s.

The original team in 2000 started with Swesey and VanBrocklin. Over the years, Winkelman and Grill joined the team. Inspiration The team will always be on the lookout for the next horror movie to be rented for ideas. Movies like the “Saw” series, “Ami-tyville Horror”, and “Sleepy Hollow” have contributed to where the team gets their ideas. “We rent the movie and take notes to see what is scary, whether it be the boo or the gore value,” Swesey said.

Fright Club

The lowdown

Set up With work and Allstate practices the team has limited time to work and have been forced to do most of the construc-tion on the weekends. Due to lack of time, they made plans for the house earlier in the year. “We’ve used more space and we used to have three weeks to put it to-gether,” Winkelman said. “Now we had the layout and ideas done by August.”Advertisement

In years past the team had been limited to the number of people that had been able to come due to people not knowing where the house was or when it was open. They had created groups on Facebook inviting their friends to come but this left out other students.

This year the team has made shirts with designs promoting the haunted house on them. “We felt like after years of pouring our own money into it we could finally pay for the house and not be broke by selling the shirts,” Winkelman said. The shirts are to fundraise for the haunted house so that the people that go to it do not have to pay for admission. The end

Because this is the production man-agers’ senior year, it will most likely be the last year for the VanBrocklin haunted house. “This year we are opening it up to everyone at Johnston and people can bring whoever they choose.” VanBrocklin said. The team is hoping to have at least 100 students to attend each night so they can scare as many people as possible one last time.

What: Where:When:

“My favorite thing is set-ting up scenes because of my theatrical work. Creating and observing is very important to me.”

DaneVanBrocklin

Jake Swesey

Tanner Grill

“Halloween is my favorite holi-day and I love designing things so I think the two kind of worked out together”

“The best part about work-ing the house is scaring your friends and see-ing how they react to your character.”

ThomasWinkelmen

“It has been a fun four years scaring the crap out of people and I hope as many people that can come do.”

The Flair The Brains The Brawn The Omega

A FREE indoor/outdoor haunted house put on by high school students with a bonfire afterwards for those who are too scared to drive home.

October 29 and 30House open: 7pm to 9pmCampfire until 12:30am

Four seniors assemble a haunted house to end a 10-year legacy

1. Senior Jake Swesey attatches a motorized spider to the ceiling.

2. Senior Dane VanBrocklin hangs string from the ceiling for part of the spider section of the house.

3. Senior Thomas Winkelman sets up a fence in the corner to make a cage.

4. Nick Vogel hammers a fence into a support beam for a maze part of the house.

5. VanBrocklin’s grandpa helps with the house by measuring boards to cut.

6. Jake Swesey digs a hole to place a fake gravestone.

7. Dane paints blood onto a table.

8. Graduate Molly Schunicht helps Winkelman hang up dividing tarps.

14000 NW 122nd AvenueMadrid, Iowa

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After all of the legalities were worked out the class was allowed to visit. Students were required to stay with their groups, wear safety goggles, closed-toed shoes, and no cell phones or cameras were allowed to be out on the premises. The people at Pioneer work with biohazardous materials like cor-rosive chemicals, which is why it took so much red tape to be able to bring students in for a tour. However, the day was not all serious. “When we went into (a lab room) all the machines were labeled with Flintstones characters,” junior Brian Turner said. “Sci-entists can actually have fun too.” Another fun aspect was a demonstration about the equipment when genetics first started. “(I liked seeing) the old-fashioned way of get-ting the nucleus out of the cell using .22 caliber bullets. It was messy,” senior Con-nor McCool said. The class was also in-troduced to a bio-infor-matics lab that mixed the physical aspect of the lab with the computer aspect of what Pioneer does. Pioneer takes corn and exposes it to bugs, chemicals and pesticides. Then

the b&w featurep.14 oct 2010

Placing pennies on yearbooks proves difficult

words & layout Kristine Hayes

words & layout Wes Monroe

Biotech pioneers a new way to learn

Gluing two pennies on each yearbook might sound like one crazy idea but that is exactly what the yearbook staff did. Senior Monika Sehic invented the theme “Two-cents Worth.” The idea to use real pennies evolved from her idea.

The first task of the lengthy project was to round up all the pennies, which was not an easy feat. The staff called a bank last year that said it would be no problem to ac-quire the 2,000 pennies needed. However, the pennies’ newly-designed back caused a shortage. “That many 2010 pennies were hard to find due to the high demand by col-

lectors,” junior Hellen Lagerbade said.The staff bought 6,000 pennies to sort

through, only about 20 were found in the first 3,000.

When all else failed, Ebay was the an-swer. Two thousand five hundred 2010 pennies were ordered in perfect, still-in-the-box condition from a coin dealer of the US Mint. They also needed a specific product called gorilla glue to ensure that the pen-nies wouldn’t move from their positions.

Now they were set, they began gluing pennies to 950 books. Trouble ensued. “All the glue would squirt out from under the pennies or bubble up so we had to start over on lots of them,” Lagerblade said.

They ended up giving each person a spe-cific job; one person would glue and then pass the yearbook down to another person ready to quickly add the pennies. If the exact right amount of glue was used, the pennies would stick without glue oozing out the sides. “Once we got going it was fine” Senior Mer-edith Batz said.

They used the concept of Jenga (stacking the books in alternating directions) to dry the books while keeping the pennies intact. It took just over an hour to dry ten to fifteen year-books so the process was a lengthy one.

Finally the job was accomplished and the 2010 yearbooks were fully equipped and ready for distribution.

Twenty students hop off a bus, safety glasses in hand. One of the first things they see is a building full of plants. When they look closer they see that it is a huge green-house with one robotic piece in the middle moving things around. This seems like a scene from a sci-fi movie but it is actually taking place right next door, at Pioneer. Not often does it happen that a sugges-tion by a student turns into a field trip. How-ever, this suggestion was three years in the making. The biotechnology class finally took a field trip to Pioneer for the first time ever. Biotech teacher Chris Siewert said, “We were talking about how biotechnology related to real life and one of the students suggested Pioneer.” Siewert followed up on the idea. “It was mostly about finding the right people who were willing to be a part of (the field trip).” Making the trip happen was not easy. The most time-consuming part was having Pio-neer go through the necessary legal chan-nels to allow the class inside its buildings. “They wanted to show us how (equipment is) put together in a lab,” Siewert said. “I think the computers were harder (to allow the students to see) on their end because of legal issues with showing us their tech-nology.”

they take samples out of the corn leaves, stick them in micro test tubes, and study the data to decide how to make bigger and bet-ter corn. At the end of the trip, students were shown an actual lab with all of the machines and robots moving. “My favorite part had to be when I went into the lab area where they used all the machines, and (they told us that Pioneer) got blacklisted for ordering too many (gun) BB’s,” senior Ahmed Shaharyar said. Pioneer uses the BB’s to mix chemicals in their labs. They are ordered by the millions so when 9/11 occured, the government payed special attention to Pioneer’s or-ders.

In the future, Siewert would like to have this trip be an annual expedition. “I think it’s a great relationship,” he said. “They’re excit-ed to have us, we’re excited to be there. It’s a great way to open the doors of science to a lot of kids.”

Michael Knoedal/ BW

Faisal Alabsi/ The Dragon

Senior Ahmed Shaharyar is spreading the bacteria on a bacteria growth plate in Biotech class.

Senior Jordan Robinson glues two pennies onto a 2010 yearbook.

the b&wsports p.15

University of Georgia junior wide-receiver A.J. Green returned to the team after serving his four-game suspen-sion, and had seven catches for 119 and two touchdowns. Green was suspended because he sold his jersey to what the NCAA defined as an agent. This is an issue that is be-coming more and more relevant in college football, and has impacted other big-time universities such as Florida, Ala-bama, USC, South Carolina, and North Carolina. I mean considering the amount of money they make for the univer-sity, why shouldn’t they be paid?

College football players: should they be paid?

words & layout Ryan Smaha

It was mile 22 when counselor Audrey Bell hit what marathon runners like to call, “the wall”. She closed her eyes for a frac-tion of a second, and before she knew it she was veering off toward the crowd. Her eyes started to water, and she had to resist the impulse to vomit.

All of the sudden, she saw her husband, riding alongside the race on his bike, urging her to keep going.

“Hearing my husband’s voice made me snap back a little bit, and helped me keep pushing through that wall,” Bell said. Bell’s gun time was 3:45:07, which means from the time the first runner crossed the start until Bell finished. Her official time will be a chip time, which is when she crosses the start until when she finishes.

“The gun time can be a couple minutes off of your chip time, because when 40,000 runners have to start, it takes some time,” Bell said.

Bell was one of three teachers that participated in the Chicago Marathon, the Midwest’s most recognizable marathon.

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Full-court Press

By: RyAN SMAHA

college as some of the brightest students that apply to a university and have to go through a rigorous scholarship application, essay, recommendations, and interviews, and receive just as much money as a kid that can throw a football on a string just seems wrong. These players are student-athletes. That means that their first responsibility on campus is to get an education, not to play football. And if a school is giving out a free ride to college just because of athletic ability, the athlete should be greatful, and not get greedy.

But it’s not just about the fact that the players don’t need the money, because it is a financial issue for the athletic department. For many universities, the college football and mens’ basketball programs finance the entire athletic department. Nothing against soccer, wrestling, swimming, baseball, or any other sport, but the fact of the matter is that these other sports actually cost money to run. If the athletic departments had to add, say $500 per month for 80 football players and 15 basketball players, the department would add $570,000 in expenses. That would almost force at least one sport to be removed, and with all the tragedy that happened with the UNI baseball team, why should ath-letes be punished because of their sport choice?

The answer is quite simple actually. College football players actually do receive payments, probably not the payment you are thinking of, though. The truth is, college football players get their entire college paid for, meaning that they don’t have to pay for one of the most expensive parts of someone’s life.

According to FinAid.com, the average graduating col-lege student in 2008 had $27,803 from student loans. These loans will be worked off during the next 10 or so years of their lives, and by that time most college students will have families to provide for. Personally, I am starting to come to the crude realization that in the next five years, I will probably have the least money available for me to use than in any other point in my life. After paying for books, tu-ition, room and board, food, and transportation at an Iowa university, I will probably be paying close to $22,000 a year, not counting any financial aid I might receive. For college football players, they don’t have to worry about close to $18,000 of that cost, just because they are good at foot-ball.

Now, don’t get me wrong, I’m as big of a college football fan as you are going to find. But for people to say that a football player that is already getting as much money for

Teacher Patrick Mattingly runs mile one at the Chi-cago Marathon. The 26.2 mile race spans around downtown Chicago, and goes past Wrigleyville, Lincoln Park, and down Michigan Avenue.

Kelsey Kruse/ BW

oct 2010

The other teachers who ran were science teacher Dustin Mead and history teacher Patrick Mattingly.

The Chicago Marathon is also one of the qualifying events for the Boston Marathon in the spring, adding significance to the race for runners that like the competitive side.

Mead’s gun time was 3:11:55, which would not qualify him for Boston. However, he ran a time that qualified him for Boston at the Des Moines Marathon.

“I’m excited for (the Boston Marathon),” Mead said. “When I’m running there, I just want to enjoy the experience and soak it all in.”

While Mead and Bell ran by themselves, teacher Patrick Mattingly ran with a group supporting former school board member Karen Coaldrake. Mattingly finished fourth in the group with a time of 4:37:05.

“The best thing about the marathon was that you get to run through Chicago and when you have all those people cheering you on and supporting you, it’s an unbeliev-able experience,” Mattingly said.

The Runners

Mattingly

Bell

Mead

Running song

Running song

Running song

Best time

Best time

Best time

Marathons

Marathons

Marathons

3 hours, 42 min

4 hours, 24 min

3 hours, 4 min

Thinks about friends that fought cancer

“The Angry Ameri-can” by Toby Keith

Rudy/Rocky themes

3

3

2

Faculty finishes 26.2

the b&w backpagep.16 oct 2010

Madi Buckley wanted to learn something new. The skill was beatbox-ing and Buckley learned how to do it using YouTube. She would watch a video of somebody beatboxing and then mimick it. “My biggest in-spiration is ‘Butterscotch,’” Buckley said. “She was a girl beatboxer from America’s Got Talent.” Buckley has found that people think it is ‘pretty sick’ when they only know her shy side, then they hear her start to beatbox.

They are unique, bizarre and individual. They are random talents, and the students of JHS have plenty. They can change their clothes in 1.7 seconds, learn to beat box with the help of YouTube, do a back flip off a bench, juggle. All of these talents are from students who saw what they liked and wanted to do it.They either taught themselves or learned from basic instructions or online.

Junior Casey Morales wanted to get rid of his boredom two years ago by learning how to flip. “Me and my friends started jumping on the trampoline and then started to flip.” Morales said. “Then we went and did it on the ground.” Now he flips when he finds cool things like trees, playground equipment, and benches when he wants or when people ask him.

Junior Casey Morales flips off a park bench. Morales learned to do a backflip two years ago.

Anderson/BW

When would being able to change your clothes fast ever come in handy? “You never know, you might catch on fire one day and need to get you clothes off fast, and It’s pretty funny to randomly do when my friends are over just to see if they notice,” Johnson said.

Junior Aaron Johnson holds up his “quick change” cloth-ing. Johnson says he is able to take his clothes off in 1.7 seconds

Aaron “Quickchange” Johnson

compiled by Isabella Engblom, Alexa Anderson and Layout by Kelly McGowan

Senior Dirk Opland has many talents lncluding devil sticks, doing the rubix cube with his feet, and juggling a soccer ball 1,306 times. “I’d say my favorite random skill is juggling. It was probably the first random talent I learned, and by this point it’s just natural to me.” Opland said. The first time he juggled was after his 11th birth-day. “I saw a professional juggler and thought it was really cool,” Opland said.

All the practicing led to some pretty interesting performances. “When I was in like fourth or fifth grade, I got together with senior Blake Schlawin and senior Mitch Bruckshaw and we did the school talent show because they could both juggle well.”

Opland had decided that he needed to learn new ways to juggle. “I started getting bored because it was the same stuff over and over, so I started watching YouTube of some tricks I could try.” Opland said. He can juggle underneath his leg, can add in three balls, and can juggle a soccer ball with his feet while juggling three bean bags in his hands.

Casey “Flips” Morales

Junior Madi Buckley shows off her robot dancing that she learned how to do along with beatboxing.

Morgan Riessen/ The Dragon

Ethan Meng/ BW

Johnston’s Got Talent

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Provided/ Johnson