“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has” -Margaret Mead

NEW HEAD OF HOUSE

TAKES CHARGE

See Page 6 for more

ABOVE AND BEYOND

Teachers Go “The Extra

Mile” for their students

See Page 5 for more

1

Global

Ecology

House

Table of Contents

Letters From the Editors……………..2,3

About P.H.S……………...4

About G.E.H.……………...5,6

Meet the Teachers……………..7

Above and Beyond……………..8,9

Meet the Coordinator……………..10

Senior Interviews……………..11,12, 13

Student Reflections……………..14

Freshman Field Studies……………..15

Sophomore Field Studies……………..16

Junior Field Studies……………..16

Senior Field Studies……………..17

1

Letters from the Editors Dear Reader,

My name is Alex Fraley and I am a senior in the

class of 2014 at Poolesville High School in Pool-

esville, Maryland. I part of the Global Ecology

House and Project Lead the Way Engineering Pro-

gram. I have really enjoyed my high school years in

the Global House and I feel very fortunate that I

was given the chance to be in such a rewarding and

enriching program. I remember back in eighth

grade, when I signed up for Global, I really had no

clue what I was in for. I can clearly remember filling out my Global application on

the day it was due, in Spanish class, and having to borrow money from my

friends mothers to cover the application fee. I made it through the door of the

high school before the application deadline with only minutes to spare, and I am

so glad that I made it in time. The first field trip at Harpers Ferry, West Virginia

was a great experience and it was there that I realized how lucky I was to be in

the Global Ecology Program. Freshman year was definitely my favorite year of

high school, mainly because of the amazing teachers I had in my Global block.

Between Mr. Rogers’ intense lectures, Mr. Morrell’s bizarre yet amusing simula-

tions, and, well, what’s not to love about Mr. Gardiner, there was never a dull day

in my global block. I have been through struggles and made more than a few mis-

takes throughout the last four years, but the memories I take with me will last a

lifetime. My purpose in writing this magazine is to explain to incoming freshman

exactly what the Global House is all about, and hopefully to convince more stu-

dents to apply for Global before they start their freshman year. I think that if my

magazine can raise awareness of all that the program has to offer, there will be

more people applying to Global, and it will make their high school years much

2

Dear Reader,

My name is Francesca Montalto. I am currently a senior in the Global House, about to

graduate and continue my education at American University with a major in journal-

ism. This magazine is not only my senior project, but it is my opportunity to pass on

information and details regarding the magnet program that I love. It is my opportunity

to tell juniors to start thinking about their senior projects, freshmen to get excited for

upcoming field trips, middle school students to decide to apply to the Global Ecology

Studies Program. I am passing my wisdom to those younger and perhaps even those

older who are curious about the program.

I applied in eighth grade, I accepted my offer in eighth grade, I began school at Pool-

esville High School in ninth grade, like everyone else. However, unlike everyone else, I

left Poolesville, I left Global, I left my friends at the end of tenth grade to begin my

eleventh grade year almost three-thousand miles away at a high school just north of

San Diego, California. Leaving Poolesville High School and the incredible educational

opportunities it offers allowed me to realize just how lucky students at this amazing

high school are. We have dedicated teachers, rigorous courses, fun activities, all pre-

paring us for a successful future for college and beyond.

Returning to Poolesville and having the chance to graduate with my friends and accept

a Global Ecology House certificate fills me with joy. I am thrilled to be completing this

senior project, a project that involves the subject I plan to major in, with Alex. Please

enjoy the magazine, whether you are in Global, Humanities, SMCS, ISP, whether you

are in high school, middle school, elementary school, whether you are a parent or a

curious bystander, enjoy.

Thank you,

Francesca Montalto

3

Letters from the Editors

PHS & GEH

oolesville igh chool, home

of the Falcons, has a whole-school

magnet program, offering the

Global Ecology House (GEH), Hu-

manities House (HH) , Independ-

ent Studies Program (ISP) and the

Science, Math and Computer Sci-

ence House (SMCSH). The school is

located in Poolesville, Maryland, a

town east of Leesburg, VA and

completely surrounded by the

Montgomery County Agricultural

Reserve. The school has been

ranked #1 in the Washington Post

Challenge Index for the last 4

years.

The lobal cology ouse is

headed by the beautiful and mar-

velous Erin Binns. The main pur-

pose of the program is to address

environmental issues through edu-

cation, research, and field studies.

The program strives to teach

young adolescents about humans’

impact on the environment to lead

us to a more environmentally con-

scious, sustainable future. Field

trips occur every couple of weeks

on average, and in each class the

curriculum is often linked back to

the environment.

P

BY ALEX FRALEY

4

G E H H S

About

G.E.H. BY FRANCESCA MONTALTO

rom applica-

tion to diplo-

ma, from U.S.

History to AP Envi-

ronmental Science,

from Harper’s Ferry

to the National Zoo,

from rising freshman

to graduating sen-

iors, students of the

Global Ecology Pro-

gram at Poolesville

High School learn

first-and-second

hand of the im-

portance of the en-

vironment and the

effects of the world,

both on the environ-

ment and from the

environment.

APPLYING

Like the two other

magnet programs

offered at Pool-

esville High School,

namely the Science

Math and Computer

Science Program

and the Humanities

Program, ac-

ceptance into the

adventurous and

rigorous Global Ecol-

ogy program re-

quires a well-

rounded and excep-

tional student. The

application process

begins in the fall

during the final year

of middle school.

Students attending

any Montgomery

County, Maryland

public school may

apply to the Global

Ecology program.

Applicants are eval-

uated by grades,

present and past

course work, teach-

er recommenda-

tions, written state-

ments and essays, as

well as interests,

activities, and

achievements. Ad-

ditionally, each ap-

plicant interested in

any magnet pro-

gram must complete

an examination con-

sisting of verbal

F

5

plete an examination consisting

of verbal and mathematics

multiple choice sections fol-

lowed by a one-page essay re-

sponding to a given prompt. In

early February, students re-

ceive notifications of ac-

ceptance or refusal. Applicants

may also be wait-listed for any

of the desired programs, then

receive notifications of ac-

ceptance later in the year.

LEARNING

The Global Ecology Program

has an excellent course re-

quirement, consisting of United

States history, biology, chemis-

try, introduction to technology

as well as Advanced Placement

classes. These classes are

taught by friendly, inspiring,

superb teachers who make the

program rigorous yet enjoya-

ble. This particular magnet

program is best known for the

field trips which are planned

with student coursework in

mind as well as the program’s

desire to teach students about

the world and the environ-

ment. Freshman year, Global

Ecology students participate in

many outdoor trips that in-

clude hiking through woods

and camping under the stars.

To begin the four year pro-

gram, students embark to

Harpers Ferry to explore,

camp, and volunteer while

bonding with newfound class-

mates and friends. Sophomore

year, students, as they learn

about government in an Ad-

vanced Placement course, trav-

el to Washington D.C. to visit

museums in the nation’s capi-

tal. Students even have the

opportunity to visit the Capital

and watch the U.S. Senate in

session. Junior year, the teen-

agers excel in the Advanced

Placement world history course

while participating in field trips

to creeks, parks, and trials,

such as Seneca Creek, Black

Hills Parks, and Greenway Trail.

Students even have the oppor-

tunity to visit Calleva and ex-

plore with a ropes course. Sen-

ior year, Global students com-

plete their studies with an Ad-

vanced Placement Environ-

mental Science course along

with an incredible amount of

field studies, including trips

with Sugarloaf Mountain, the

Billy Goat Trail, power plants,

and the National Zoo. There is

even an optional trip to Canaan

Valley, WV.

GRADUATING

Senior year, the final year, stu-

dents who plan to graduate as

Global Ecology seniors must

complete senior projects

which, in the end, are twenty-

five percent of their fourth

quarter grades. Senior project

planning starts immediately

when the school year begins or

perhaps even junior year.

Knowing that this project

comes during senior year,

Global Ecology students keep

in mind ideas related to envi-

ronmental issues that they

hope to be able to address

when their senior years arrive.

Each project must obtain a

sponsor who assists and watch-

es over students in the specific

project; seniors typically have

the option of working with a

partner. When the end of the

year arrives, seniors turn in and

display their projects at the

senior project poster session.

Presentations are open for the

school and community. Young-

er Global Ecology students can

get ideas for their own projects

by attending the session. With

projects complete, students

are free to finish classes and

testing then graduate with a

Global Ecology Certificate. 6

Junior Year

Senior Year

7

Meet the

Teachers BY ALEX FRALEY

Honors Biology F.O.T. U.S. History

Honors Physics AP World History

AP N.S.L. Honors Chemistry

AP Environmental Science AP Environmental Science

Para-educator/ Mentor

Freshman Year Sophomore Year

r. Gardiner is more than a

teacher. He is one of the nicest

and most optimistic people I have

ever met in my life. He has guided

me when I have gone off track,

and he has always been there for

me when I needed him the most.

He is the teacher that has had the

biggest impact on me in high

school. He’s the sort of person

that will go out of his way no

matter what to help a person, re-

gardless of what it is or who it is.

He always has a smile on his face

and he never has a bad day, or if

he does, he doesn't show it. If

there is one person I hope to be

like when I grow older it’s him. He

truly goes above and beyond.

Cunningham Falls Field Study

Above and Beyond BY ALEX FRALEY

8

M

Quite simply, Mrs. Binns is an

incredibly outstanding teach-

er. She is very understanding

and works to build relation-

ships with each and every

one of her students. She is

very hardworking and dili-

gent, and shows her deep

passion for education when

she teaches her students. She

is always fair and always re-

spectful, and she has proved

herself this year as she has

seamlessly assumed her role

as the Head of the Global

House. She constantly offers

up new ideas and makes im-

provements to the program

frequently.

Canaan Valley overnight Field

Study (2013)

9

The New Head of House

Meet the Coordinator

rs. Billie Bradshaw

is the magnet coordina-

tor at Poolesville High

School. She is a mag-

nificent, headstrong

person with a huge

heart. Although she

may not be on the front

line in terms of teach-

ing the students direct-

ly, she does more than

her fair share behind

closed doors. She is the

person in charge of co-

ordinating events for all

four houses in P.H.S.!

To be quite frank, she

has a LOT on her plate.

However, Mrs. Brad-

shaw still finds time to

talk to students and

teachers regularly and

she creates positive,

meaningful relation-

ships with many stu-

dents who are strug-

gling in school or at

home, and she empow-

ers them to work hard

to reach their goals. She

decides, by her own

choice, to take time out

of her busy day to talk

to students and see how

they are doing and to

talk through problems

with them, much like a

guidance counselor.

She is always willing to

help and she will never

give up on a student.

She looks for the best

in people and it’s easy

to tell that she genuine-

ly cares about her job.

She does her best to

empower students who

might be struggling, or

just upset, and she has a

very positive, uplifting

spirit. Mrs. Bradshaw

truly goes above and

beyond her expecta-

tions to help and moti-

vate students. She once

said to me “Education

is the pathway out of

poverty”. This quote is

so uplifting, it is some-

thing I will surely never

forget.

BY ALEX FRALEY

10

M

I

N

T

E

R

V

I

E

W

S

S

E

N

I

O

R

Bruce Martin and Eleanore Ritter

Bat Research

Montalto*: Tell me about your project.

What did you do?

Ritter: We monitored a bat colony in a

barn in Clarksburg, MD for population

size and auditory data.

Montalto: Why did you choose to work

with bats?

Ritter: After reading a nature book last

year, I became really concerned with

bats due to White Nose Syndrome and

the public’s view of bats and pests. I

want to be the Lorax for the bats!

Martin: I’ve always considered the

White Nose Syndrome epidemic a major

dilemma, since people misunderstand

and therefore do not really care about

bat conservation. This is alarming be-

cause bats fulfill a very important niche

in North American ecosystems. So,

when Eleanore approached me asking if I

wanted to do a senior project on bats

with her, I was all too happy to help out.

Montalto: What is White Nose Syn-

drome?

Ritter: White Nose Syndrome is a fungal

disease that disturbs hibernating bats,

causing them to awaken and starve.

Montalto: That’s awful. Hopefully your

project made a difference to at least a

few bats. So, what was the most difficult

part of choosing a project involving bats?

Martin: It was quite difficult regularly

monitoring the bat colony since I did not

have a license to drive myself to it, and it

was an hour trip to the barn and back at

least!

Ritter: It was [also] extremely difficult to

find a program to analyze the auditory

data, and I also had to learn a lot about

auditory data.

Montalto: How do you analyze auditory

data?

Martin: The auditory data is plotted on a

graph that puts time on the x-axis and

frequency on the y-axis. This way certain

sounds produce visual patterns.

Ritter: [We] put the auditory data into

the program and looked for patterns.

Montalto: What was your favorite part

of working on this particular senior pro-

ject?

Ritter: Just getting to be that close to my

favorite animal was an amazing, breath-

taking experience.

Martin: [For me], knowing [that] I com-

pleted research that Montgomery Parks

will likely take advantage of at some

point in the future is very rewarding.

Montalto: Well, it sounds like a fun sen-

ior project. I hope you found it reward-

ing. Now, onto the Global Ecology Mag-

net Program as a whole. Tell me, why

did you choose to commit to the global

program?

Martin: I’ve always been intensely fasci-

nated with biology from a young age, so

the global program was really intriguing

*Interviews conducted by Francesca Montalto 11

to me. When I got in, I attended

an info session and was just

blown away by all the field trips!

It has been quite an experience,

and other students should join it

because, unlike any other magnet

program, it doesn’t simply offer

rigorous courses, but truly unique

experiences you won’t get in any

other program.

Ritter: I chose Global because I

liked science a lot and was more

aware of the problems in the en-

vironment. Students should pick

global because it creates a well-

rounded, mindful student. It also

allows students to have experi-

ences that they could not have

elsewhere.

Montalto: What’s a great experi-

ence you had?

Ritter: My favorite trip was the

backpacking trip because it was so

relaxing and free.

Martin: Honestly, I’d have to say

the backpacking trip, too. There’s

nothing quite like those overnight

experiences, and I know I’ll always

remember the backpacking trip

because I did it three times in a

row! I connected with people I

never got to know before, saw the

most breathtaking sights, and

thought about nothing stressful

other than ‘my feet hurt’ for two

day, which is surprisingly pleas-

ant!

Montalto: What is the most im-

portant thing you feel you have

learned during your past four

years in Global?

Martin: The most important thing

I’ve learned of it the difference

between memorization of facts in

a classroom and true experience

and learning things outside of a

classroom. Both used to appear

like learning to me, but not I know

that [the latter] one is far more

valuable than the other.

Ritter: I feel like I have gained

confidence and a voice in global. I

have a passion that I didn’t [have]

before, and [I] am excited to go

out and help the world. Global

has made these past four years

the most amazing experience of

my life.

Montalto: Thanks you so much for your time! I hope you both go

on to have successful futures.

Sindhu Chidambaram, Jessi-

ca Kuldell, Carly Stoliker

Oyster Reef Balls

Montalto: For your senior project,

what did you decide to do?

Stoliker: [Sindu, Jessie, and I] cre-

ated oyster reef balls to provide

habitat for oysters whose popula-

tions are declining due to pollu-

tion, over-harvesting, and disease.

Montalto: Why did you chose to

make oyster reef balls?

Stoliker: I chose [the project] be-

cause it seemed fun and some-

thing that would really make an

impact in the Chesapeake [Bay].

Montalto: What was the most

difficult part of the project?

Stoliker: The most difficult part

for me was planning things

around all of our lessons and

building sessions and preparing

the cars and cleaning materials.

We all had to sacrifice a lot.

Montalto: You mentioned that

you had lessons. What were the

lessons?

Stoliker: We taught [fourth grad-

ers] about the importance of eco-

systems and that it’s really up to

future generations to stabilize

oyster populations, especially in

the Chesapeake. We talked about

how oysters are an indicator spe-

cies and tell whether an ecosys-

tem is healthy or unhealthy and

that they are filter feeds that re-

move toxins from the ecosystem

like nitrogen and phosphorous.

Montalto: What was your favorite

part about the project?

Stoliker: My favorite part was

spending time with two really de-

voted people who worked well

together, talked out problems,

stayed ahead of schedule, and

12

sparked an interest in service

work with a bunch of fourth grad-

ers.

Montalto: Why did you chose to

be in the Global Ecology Studies

Program?

Stoliker: I chose to be in Global

because I love being outside, I

love service work, and I love ad-

ventures. I would tell everyone to

be a part of Global because you

meet some of the most amazing

people you will meet in your

whole life, [you] learn so much

about the environment and

friendship and sciences and the

world in general, and [you] go on

more field trips than you know

how to deal with.

Montalto: Can you recall any ex-

perience that stood out most to

you?

Stoliker: My favorite trip was Ca-

naan Valley because it was like

the last big trip we went on, and

we did A LOT. I learned so much

and bonded with people in Global

what I hadn’t gotten the change

to bond with before.

Montalto: What did you learn

about yourself throughout the

past four years?

Stoliker: I learned about my envi-ronmental ethic and what is most

important to me. I [also] made amazing friendships.

Montalto: Well, I am very happy that you had such a great experi-ence in Global. I hope your future

brings even more great experienc-es.

Christina Christou and Ra-

chel Harris

“From the Field to the

Plates”

Montalto: So, what is your senior

project about?

Christou: [Rachel’s and my] pro-

ject is on sustainable farming, and

we interviewed local farmers and

toured their farms.

Montalto: Why did you choose to

work with farmers?

Christou: We chose [this project]

because we wanted to focus on

something local, and we thought

it was especially good for Pool-

esville.

Montalto: Was it difficult to do a

project that involved the out-

doors?

Christou: The weather made it

difficult to film. We had to deal

with rain and snow.

Montalto: What was your favorite

part of the project?

Christou: My favorite part was

filming all the animals for the film

because it was so natural and they

were super cute.

Montalto: Well, I watched your

project, and I have to say that is

was spectacular and very we

done. Now, about the magnet

program itself; why did you

choose to be in the Global Ecology

program?

Christou: I chose Global because

it seemed like the most fun, and I

like hands on learning. Other stu-

dents should choose Global be-

cause it’s a really unique program

and field trips are always great.

Montalto: That sounds like a valid

reason for choosing the program.

So, tell me, did you have any fa-

vorite trips?

Christou: My favorite trip was the

Capital field trip sophomore year

because seeing Mr. Short [my

government teacher] freak out

over John McCain was priceless.

Montalto: Have you learned any-

thing about yourself during your

experience in Global?

Christou: The most important

thing I’ve learned is that everyone

can make a difference and help

the environment. It’s something

easy that anyone can do.

Montalto: Thank you so much for

your time, Christina. I hope your

film is a success.

13

he global program here totally

changed my life. Coming into the

program, I was the only kid from my

middle school. However, Mr. Gardner, Mr.

Rogers, and Mr. Morrell worked hard to cre-

ate a friendly and casual atmosphere where I

felt welcome. In freshman year, we didn’t

have any classes that were too rigorous.

After all, we only -just- came out of middle

school. Instead, we learned to value team-

work and leadership skills. Mr. Morrell’s crea-

tive demonstrations are also fondly remem-

bered. I’ll never forget the time that he took

a package of chips ahoy cookies, wrapped it

in tin foil, and hung it on the ceiling to teach

us about communism. In sophomore year,

most of us were introduced to AP NSL with

Mr. Short as our first AP class. Being in

a magnet program, I had always man-

aged to do well in school without stud-

ying very much. Everything changed in

that first AP class, where we learned

the hard way that there was no way

someone could get an A in the class

without studying and taking notes

from the text book. I didn’t do so well

on the first test, but I ended up getting

an A overall for both semesters be-

cause of the study techniques that Mr.

Short taught us. The next year, Mrs.

Snavely brought us to the Buddhist

Monastery on river road. That was one

of my favorite field trips because we

were introduced to a completely

different culture and world view. It was

also really fun walking around the stupa!

Now, in my senior year, I learned the im-

portance of helping the community in my

senior project. I taught the local 5th graders

about some environmental issues as part of

project wild. It was impressive how much

knowledge they retained upon seeing them

again and how willing they were to partici-

pate. I’m really glad I had the opportunity to

teach them. Over all, I think that the global

program isn’t just about the environment.

We don’t even take environmental science

until we’re seniors. Instead, the global pro-

gram shows us issues in our community, and

urges us to act on them. We are brought to-

gether to act as a team to help and learn. I

couldn’t have asked for a better four years.”

Student

Reflection:

A student

reflection by

Cameron Stopak

14

“T

Field Studies

Freshman Field Studies

Harpers Ferry, WV

Annapolis Rocks

Catoctin/ Cunningham Falls

IWLA Interpretive Hike

Roosevelt Island

Botanical Gardens and Native American Museum

Great Falls, VA

National Zoo Biodiversity

National History Museum/ American History Museum

Black Hills GIS

Tour of Ag. Reserve/Recycling Center

Blockhouse Point

Spring Wildflowers

Smith Center Stewardship

Stream Study

BY ALEX FRALEY

15

Sophomore Field Studies

10 Mile Creek

National Archives, DC

Storm Drains Presentation- City of Rockville

WSSC + Greenway Trail Hike

Recycling Center + Trash Pick Up

Capital Hill

American History Museum and Ice Skating

Baltimore Aquarium

House in the Woods

Junior Field Studies

Seneca Creek

Buddhist Temple

WSSC + Greenway Trail Hike

Calleva Ropes Course

Franciscan Monastery

Black Hills

Freer Sackler Art Galleries

Maple Syrup at Calleva

National Geographic

Lake Needwood

Green Tour of AMU

16

Senior Field Studies

Wetlands Biodiversity Study

Sugarloaf Mountain Research Plot

Canaan Valley (optional)

Carrying Capacity Little Bennett

Meadowside Nature Center

Billy Goat Trail Interpretive Hike

National Zoo Primate Study

Soils Study at PHS

Green Building Tour at US Green Building Council

NRG and Covanta Tours

Poolesville Farm Tour

Poolesville Waste Water Treatment Plant

17

18

A Special Thanks

To...

“Never doubt that a small group of thoughtful, committed citizens

can change the world; indeed, it’s the only thing that ever has.”

-Margaret Mead

Ms. Erin Binns

Mrs. Billie Bradshaw

Mr. Ted Gardiner

19