On a bright sunny day, the Falcons (11, 12 and 13 year olds) and 2 facilitators headed out on an explore mission to a science exhibition called Submerge. An explore mission is one where a group of students experience either an activity, experiment or so, and generate unlimited wonder questions. That day’s mission was part of a unique learning game in the learning area called SIE (Scientific Inquiry and Experimentation) and these set of students have been playing the game for about a year now.

Excited and curious, this bunch of children got into their school bus with sheets for them to write their observations and questions on, based on the exhibition. While on the bus, one of our students called the school bus a ‘Guardians of Science mobile!’ Upon hearing this, another immediately added, “We could travel around learning about science and have our own exhibit everywhere we go!” While on their way, they pondered on and discussed questions, such as ‘Where are we going ? What is being showcased ? Who is doing this?’ and many many more.

Upon reaching there, we split ourselves into groups to explore multiple exhibits at once. Once we stepped in, we were all constantly left to wonder. Hanging by a wall were 4 metal plates that seemed to make some kind of sound. The mediator asked us what we thought about what it was, what could be a possible reason for the creator to have made this… At this time, S used his detective observation skills to answer we unlocked more and more of the story of gold mines in Colorado and how a river is polluted by Aluminium, Steel, Copper and Lead. And on one side, M was thoroughly amazed as that was the first time M had seen art, science, storytelling and technology put together to create something so amazing!

Some of the other exhibits that were showcased were- a plant called Argus that can detect lead in the soil, an electrolysis equipment that helped us hear the sound of various lakes in Bangalore and so much more. The guardians of science stopped at nothing! They were on a mission- constantly asking and writing questions that would help them set off on a journey to make connections and learn Chemistry deeper. Our questions spread wider as we saw data systems that measured climate and brine shrimp that lay dormant. Amazed, M commented, “ They put science, so many other areas like art, music, social change, farming and all of them together. Can our experiments be this cool?”. As we covered more of the exhibition, we saw more that showcased the combined ability for engineering and science to create an impact, a water fountain made from puddles and a vertical garden of a certain kind of weed that some villages in Bangalore (Karnataka) cook and eat. 

With eyes wide open and still remembering, wondering and questioning everything that we saw, we finally sat down to eat and reflect. Post our reflection on what we saw and what we learned, we headed back to school. Some of us shared about how there is so much purpose around us and how it is just a grasp away, that we should just go and find it. Facilitator S mentioned how our careers in the future are going to cross functional and that we will most likely be working on creating impact using knowledge and skills from various areas, merging everything, just like how the exhibition merged science, art, storytelling and technology! And finally, through this experience we fuelled our curiosity, collected unlimited wonder questions, connected to the world of science and explored Chemistry. 

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Contributed by Sriram Kakarla, Learning Facilitator at Sparkling Mindz Global School.

Bravery – a word often used to describe something heroic; saving a life, sacrificing for someone else, catching a wild animal…

What comes to your mind when you hear this word for the first time?

Let me tell you mine: I see myself jumping off a cliff into the ocean (although I can barely swim). I see people riding vehicles through a busy road, exploring a non-treaded path...list is endless.

‘So is bravery all about doing daredevil things?’ We asked ourselves when we were reflecting over lunch today about what it really means to be brave. This topic of conversation came up in between us while contemplating about a recent incident where one of us had to choose between continuing to ride through a busy street, passing through a narrow passage between a lorry or wait until the lorry has passed, for the sake of safety of others who were riding with her. And it got us thinking…

If personified and empathized with the word ‘bravery’, one can probably feel how misunderstood and left-out the word truly feels, as it is often left to stand in the shoes of outwardly humongous achievements by others. So then what about the little actions and decisions made, like choosing to be a mother? Or confronting somebody when all you want to do is run away at the mere thought of standing up for yourself? Or even choosing to answer a phone call when you experience anxiety every time you talk on the phone?

And that took a turn when we went deeper on the topic with ‘what about the times when bravery to somebody is all about being brave to prove to others and yourself of your capabilities? Where does this intention come from, what drives this behavior of wanting to do things for the sake of some kind of approval?’ This led us to ponder over another thought about being brave - doing things for the sake of pure pleasure, avoiding the consequences.

Examples kept piling up between us when we were struck with another question, ‘How about being brave responsibly?’ What does it mean to be responsibly brave? Is taking care of yourself when you live all by yourself responsibly brave? How about facing the crowd and presenting a poem? That left me with another question, ‘Does being responsibly brave come with growth?’ I think the answer is, perhaps?

Some of the examples received from two of my other colleagues who happened to pass by while we were reflecting were words such as,
-          Having a sense of purpose
-          Confidence
-          Soldiers
-          Animals and reptiles such as snakes and tigers
-          David Goliath
-          Good over evil
-          Me
-          Facing the fears
-          Moving out of comfort zones
-          Staying true to who you are
-          Upholding your values
-          Smiling in the face of strife/adversities
-          Willingness to change

This would mean, we are all brave, doesn’t it? Sometimes we are too hard on ourselves, that we often don’t tend to see the truth behind our lenses of harsh self-criticism. But I think the truth is, we are all perhaps, brave, taking bold decisions, living our lives to fulfill whatever purposes we give our lives. And maybe, being brave is also a form of self-love? I leave you to that.

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Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool. 

​Times have been unpredictable, with the COVID-19 spreading, driving the world to take refuge in a dark shell of uncertainty. First, the schools were shut, then we were to keep our distance from each other and then, a complete lock down extending for over a month. Does this mean we shut everything down? Should children's learning stop? How are parents going to keep them engaged? These are some of the questions we asked ourselves.

We, at Sparkling Mindz value and nurture growth mindset. We believe that there is always a way, even in the face of adversities. We took to technology and reconnected with our children over video calls. Our children too vibed with our mindset, that NO Virus Can Stop Our LEARNING! 

We have been connecting with our children ranging from 7year Olds to 14 year Olds, reiterating to them about the importance of managing themselves mentally, emotionally and physically, and being able to create a routine that involves productive engagement. Oh! trust me, our children can create amazing schedules for themselves. 

On the last video call with our youngest group of children (the 7 to 8 year Olds), we presented a variety of activities that they could add to their schedules, which included different kinds of chores, workouts, experiments, skill building activities etc. Our children were  more than delighted to accept the repertoire of  options to choose from. 

Here, we have V trying to pick ice cubes with a piece of string as part of his play and learn experiment. The joy on his face shows us his engagement and wonder. Knowing V, we can imagine the curious wonder questions and observations he must have made while he experimented. 

Here is our Advika, doing the same challenge, inspiring all of us in the process, in her own creative way!

We viewed this adversity not as a hindrance but rather as an opportunity that presented itself to help our children and us learn and grow through it. 

Children, need to be encouraged to deal with adversities with a growth mindset. Why? So they become individuals who can deal with their circumstances without giving up on themselves or their dreams.


Contributed by Disha HK, Learning Facilitator at Sparkling Mindz Global School.

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On a gloomy Monday afternoon, the facilitators at SM were busy preparing for their classes next day when T (a 5 year old pre-schooler) walked in and sat on a facilitator's chair.
F: Do you want to be a facilitator?
T: I want to be a scientist! 
F: What does it mean to be a scientist?
T: (now in thoughts and guestured to not know) What does a scientist even do?
F: But you wanted to be one? 
T: Maybe I want to be a doctor or a librarian. I have not decided yet, when I become fifteen I'll get to choose.
(Something strikes her and she continues) Ah! I know! I want to explore space, I want to learn about the universe, I wish to be the first kid on space. Hmmm... What's a space ship driver called?
F: You mean an astronaut?
T: Yes! I want to be an astronaut.
T: (still thinking) Maybe I want to be a writer! 
F: What would you write then?
T: When somebody goes missing, I 'll write missing on a paper and put it up so that they can find them.
T: (continued with her eyes sparkling as bright as the sun compensating for the gloom outside) maybe I'll write stories!
T: Hmmm... Maybe I'll be a zookeeper, I love animals specially dinosaurs.
F: Do we have dinosaurs in the zoos now?
T: No, they died 15 million years ago, but I'll draw them... I'll become a zookeeper!
T: (seeming confused) they are all so cool, I'm unable to decide!

By then, her Mom arrived to pick her and she leaves. as she left, she screamed out loud from the door, "Ma'am! I want to be a tooth fairy"

If we can sustain this unique and imaginative thinking through their schooling years we would have succeeded in creating individuals that will carve their own unique paths and become changemakers in their own right!

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​Contributed by Yashika CG, Learning Facilitator at Sparkling Mindz Global Preschool.