Outline for Asking for an Interview
Greetings, (Hello, Good Morning, Good Afternoon, Good Evening), TEACHER NAME!
I am reaching out with official Quill business. I am writing a story about _____ because ______. I believe that you would be a great source for my story because _______. I would love to find time to set up an interview with you and ask some questions. If this is something you would be interested in, please let me know what might work for you. I have availability _______, but if this doesn't align with your schedule we can find a different time. Thank you so much for your consideration and time. Have a beautiful day!
Sincerely,
YOUR NAME
Geology Rocks! Students Take In the Beautiful Rock Formations of the San Juans
This past Tuesday, Julian’s Geology elective took a fall geologic color tour of the San Juan Mountains, stopping at various key sites along the way to study the crystalline and volcanic geology of our beautiful mountain home.
Starting locally at FLC’s Lions Den, students presented short skits on the key phases of our home’s geologic story, developing knowledge of the general geologic history of the San Juan Mountains, and lining up the next several site visits of the day with a good bird’s eye view up valley towards the mountains.
Next up were a series of stops examining igneous and crystalline rock bodies in the form of the Baker’s Bridge Granite at Baker’s Bridge, the Eolus Granite at Needles Country Square, and the Twilight Gneiss near Coalbank Pass. Also studied was an intrusive igneous sill, a part of the puzzle of the San Juan's violent volcanic history.
Through this fieldwork, students were encouraged to engage with the immensity and uncertainty of geologic time. They were specifically focusing on the basement crystalline complex, aka the “heart of the mountains,” literally setting up the foundations for exploring the rest of our regions fascinating story of formation. By the end of the semester, students will apply this knowledge to construct a final project to display the history of the San Juan Mountains that models how they became the cool rock formations we see today.
Junior Streater Nickell expressed, “Rocks are pretty cool!”
Julian reflected on the day: “Geology is really hard! Pardon the rock pun. In the field, where most geologic work is conducted, the seemingly simple ideas being studied in class collide with the complexities of the real world. Students did a fantastic job practicing the techniques used by real geologists and were able to apply their knowledge to the task of beginning to understand our region's deep, complex history. Next stop, sedimentary rocks, dinosaurs, shallow seas, sand dunes, and swamps! Also, rocks ARE pretty cool. They rock.”
Students in Silverton
Freshpeople traveled to Silverton yesterday with their biology class to learn about wetlands and how they affect rivers. 9th grade biology teacher Mike Bienkowski explained: “We visited Silverton to learn about the ecosystem services provided by wetlands, to examine how wetland restoration can mitigate human impacts on the water cycle.”
A wetland is a damp area where the soil is constantly wet and acquires moisture from groundwater and the river ecosystem. There are different types of wetlands: fens, marshes, and wet meadows, and each performs a different function. In collaboration with the Mountain Studies Institute, the 9th graders participated in different stations where they could make a wetland, take a hike to see a wetland, and test the water health by measuring Ph levels and biodiversity.
9th grader Bennett Esterday shared, “The information I learned with the Mountain Studies Institute was incredibly insightful and helpful in understanding how marshes and wetlands develop, and their part in the ecosystem.”
Who, what, where did they go in the West on the Water?
The Water in the West Osprey Block students adventured into the Ruby-Horsethief section of the Colorado River to experience the environment they have been learning about in the classroom.
Before and after they left, they studied the river's political, ecological, and hydrological aspects, how these parts affect humans, and how they have impacted their ecosystem.
Upon returning, they made laser cut wood engraved posters and a stream table to showcase their understanding of the ecology and hydrology of the Colorado River and how it's changing.
Senior humanities teacher Lori Fisher’s hopes for her Osprey Block indeed came to light: “I have slowly concluded how impactful an understanding of the area around you is, both to influence your actions and how to relate with the natural world. Throughout the course of my Osprey Block, I watched my students gain both academic knowledge and a deep appreciation for the natural world around us.”
Greetings, (Hello, Good Morning, Good Afternoon, Good Evening), TEACHER NAME!
I am reaching out with official Quill business. I am writing a story about _____ because ______. I believe that you would be a great source for my story because _______. I would love to find time to set up an interview with you and ask some questions. If this is something you would be interested in, please let me know what might work for you. I have availability _______, but if this doesn't align with your schedule we can find a different time. Thank you so much for your consideration and time. Have a beautiful day!
Sincerely,
YOUR NAME
Geology Rocks! Students Take In the Beautiful Rock Formations of the San Juans
This past Tuesday, Julian’s Geology elective took a fall geologic color tour of the San Juan Mountains, stopping at various key sites along the way to study the crystalline and volcanic geology of our beautiful mountain home.
Starting locally at FLC’s Lions Den, students presented short skits on the key phases of our home’s geologic story, developing knowledge of the general geologic history of the San Juan Mountains, and lining up the next several site visits of the day with a good bird’s eye view up valley towards the mountains.
Next up were a series of stops examining igneous and crystalline rock bodies in the form of the Baker’s Bridge Granite at Baker’s Bridge, the Eolus Granite at Needles Country Square, and the Twilight Gneiss near Coalbank Pass. Also studied was an intrusive igneous sill, a part of the puzzle of the San Juan's violent volcanic history.
Through this fieldwork, students were encouraged to engage with the immensity and uncertainty of geologic time. They were specifically focusing on the basement crystalline complex, aka the “heart of the mountains,” literally setting up the foundations for exploring the rest of our regions fascinating story of formation. By the end of the semester, students will apply this knowledge to construct a final project to display the history of the San Juan Mountains that models how they became the cool rock formations we see today.
Junior Streater Nickell expressed, “Rocks are pretty cool!”
Julian reflected on the day: “Geology is really hard! Pardon the rock pun. In the field, where most geologic work is conducted, the seemingly simple ideas being studied in class collide with the complexities of the real world. Students did a fantastic job practicing the techniques used by real geologists and were able to apply their knowledge to the task of beginning to understand our region's deep, complex history. Next stop, sedimentary rocks, dinosaurs, shallow seas, sand dunes, and swamps! Also, rocks ARE pretty cool. They rock.”
Students in Silverton
Freshpeople traveled to Silverton yesterday with their biology class to learn about wetlands and how they affect rivers. 9th grade biology teacher Mike Bienkowski explained: “We visited Silverton to learn about the ecosystem services provided by wetlands, to examine how wetland restoration can mitigate human impacts on the water cycle.”
A wetland is a damp area where the soil is constantly wet and acquires moisture from groundwater and the river ecosystem. There are different types of wetlands: fens, marshes, and wet meadows, and each performs a different function. In collaboration with the Mountain Studies Institute, the 9th graders participated in different stations where they could make a wetland, take a hike to see a wetland, and test the water health by measuring Ph levels and biodiversity.
9th grader Bennett Esterday shared, “The information I learned with the Mountain Studies Institute was incredibly insightful and helpful in understanding how marshes and wetlands develop, and their part in the ecosystem.”
Who, what, where did they go in the West on the Water?
The Water in the West Osprey Block students adventured into the Ruby-Horsethief section of the Colorado River to experience the environment they have been learning about in the classroom.
Before and after they left, they studied the river's political, ecological, and hydrological aspects, how these parts affect humans, and how they have impacted their ecosystem.
Upon returning, they made laser cut wood engraved posters and a stream table to showcase their understanding of the ecology and hydrology of the Colorado River and how it's changing.
Senior humanities teacher Lori Fisher’s hopes for her Osprey Block indeed came to light: “I have slowly concluded how impactful an understanding of the area around you is, both to influence your actions and how to relate with the natural world. Throughout the course of my Osprey Block, I watched my students gain both academic knowledge and a deep appreciation for the natural world around us.”
Feature Interview
Today I had the opportunity to sit down with one of the current longest-standing Animas Quill Media members and an editor. In a conversation with Senior Zoe Ramsey who has been on the quill since her freshman year, to see what she has done this semester. Along with an inside scoop on her plans for her next and final semester here at Animas High School. Throughout this interview, we touched on various topics such as what work she has been up to, new learnings about journalism, and so much more.
To begin our conversation we touched on what Zoe has been up to this semester at the Animas Quill. “This semester of journalism has been one of my favorites yet because I can truly feel all of the pieces fall into place with both of the classes.” This year there are two different journalism periods, the first focusing on the writing and website portion, while the seventh works on all things social media such as Instagram and talk shows. Zoe has been a part of the first period and has worked on various projects such as coverage of this year's Osprey Blocks and capturing what happened on a few class field trips. However, she didn't just write stories for the Quill, Zoe also did different behind the scenes projects to help the paper function. “One of my favorite projects from this year was doing a feature story on Ashley Curuths' new position as Dean of Experiential Education. Instead of doing a normal write-up, I had the opportunity to turn our conversation into a podcast, or a Quill Cast as I refer to it.” Zoe also helped support students through their journalistic experience with help editing and setting up outlines for students to follow. “One thing I have noticed over the years is that students always need a little support to get started. So I decided to outline a thing to help the staff ask teachers, students, and community members to ask for interviews. “
Over the past 3 years, it has been wonderful to see the Quill grow alongside its members. Zoe’s pure passion for journalism and the Quills missions has been very prevalent. Quill Media truly does change with its news staff to adapt to the real needs of the students. In order to ensure that they are getting the correct information that is truly relevant to their lives. The future of journalism at Animas always lies in the hands of the students, Zoe comments “I am so thrilled to see how the Quill will evolve past me in the coming years. It will be cool to go on to Instagram and websites to see what AHS has been up to after I leave. The current students are so creative and inspiring, no matter what happens it will be awesome”.
To begin our conversation we touched on what Zoe has been up to this semester at the Animas Quill. “This semester of journalism has been one of my favorites yet because I can truly feel all of the pieces fall into place with both of the classes.” This year there are two different journalism periods, the first focusing on the writing and website portion, while the seventh works on all things social media such as Instagram and talk shows. Zoe has been a part of the first period and has worked on various projects such as coverage of this year's Osprey Blocks and capturing what happened on a few class field trips. However, she didn't just write stories for the Quill, Zoe also did different behind the scenes projects to help the paper function. “One of my favorite projects from this year was doing a feature story on Ashley Curuths' new position as Dean of Experiential Education. Instead of doing a normal write-up, I had the opportunity to turn our conversation into a podcast, or a Quill Cast as I refer to it.” Zoe also helped support students through their journalistic experience with help editing and setting up outlines for students to follow. “One thing I have noticed over the years is that students always need a little support to get started. So I decided to outline a thing to help the staff ask teachers, students, and community members to ask for interviews. “
Over the past 3 years, it has been wonderful to see the Quill grow alongside its members. Zoe’s pure passion for journalism and the Quills missions has been very prevalent. Quill Media truly does change with its news staff to adapt to the real needs of the students. In order to ensure that they are getting the correct information that is truly relevant to their lives. The future of journalism at Animas always lies in the hands of the students, Zoe comments “I am so thrilled to see how the Quill will evolve past me in the coming years. It will be cool to go on to Instagram and websites to see what AHS has been up to after I leave. The current students are so creative and inspiring, no matter what happens it will be awesome”.