Hello! We are Room 7 students. Dr. Dolphin first came in with a sensor for her research project and we noticed the CO₂ numbers in our classroom. We decided to research what the numbers mean and why they go up and down. We’ve been studying CO₂ and learned what can lower CO₂ and what causes CO₂. We also learned how CO₂ affects us. Too much CO₂  can cause a lot of issues, like headaches, dizziness, and bad decision making. We also researched how to lower CO₂. We decided to teach other classrooms about CO₂ and created activities like this video game. Please read about our video game and enjoy!

 

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“Biorealism Today: Lessons from Richard Neutra’s UCLA Lab School” provides teachers, designers, schools, and their building operators with practical, evidence-based guidance for adapting both new and existing facilities to evolving design needs. With this report, we aim to foster effective teaching and learning for generations to come. Visit Perkins Eastman’s website for more information about this collaborative work: https://www.perkinseastman.com/insights/learning-from-richard-neutras-biorealistic-ucla-lab-school/

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This report is written by the Upper II class of 2025 about their greenhouse project. It contains 5 sections, with each section covering different parts of our experiment. In section 1 we talk about how we got our greenhouse, in section 2 we talk about why the greenhouse is important, in section 3 we talk about the plants we’ve been growing in the greenhouse, in section 4 we talk about how we taught EC students about the greenhouse, and finally in section 5 we will share our conclusion about if investing in a greenhouse is worth it.

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Teachers at UCLA Lab School initiated an action research project to investigate the practice of pedagogical documentation by students and teachers as part of inquiry instruction. This brief summarizes what UCLA Lab School teachers have learned from their research on the use of pedagogical documentation to support learning in the classroom as well as instructional planning. The research team offers these findings so that teachers in other school contexts may consider possible implications for use of pedagogical documentation to promote active learning and reflection in their classroom communities.

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