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Mr. Wallace's Classroom Edit display name

  • Leadership Public School - Richmond
  • Richmond, CA
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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My classroom doesn’t have four walls—it has sails. I teach high school science in Richmond, California, where many of my students have had limited opportunities to experience STEM outside of a traditional classroom. Through our STEM sailing program, we are turning a 36-foot sailboat into a floating science classroom on San Francisco Bay. On board, students don’t just read about science—they use it. They navigate using mathematics and physics, study weather and tides, investigate water quality and marine ecosystems, learn the chemistry of the Bay, and develop practical engineering and problem-solving skills while maintaining and operating a real vessel. Just as importantly, the sailboat gives students responsibility. They work as a crew, take on specific roles, make decisions together, and learn that everyone aboard matters. For many of my students, this will be their first opportunity to sail, conduct field research on the water, or imagine themselves pursuing a future in science, engineering, marine biology, or another STEM field. The Bay becomes our laboratory, the sailboat becomes our classroom, and my students become the crew.

About my class

My classroom doesn’t have four walls—it has sails. I teach high school science in Richmond, California, where many of my students have had limited opportunities to experience STEM outside of a traditional classroom. Through our STEM sailing program, we are turning a 36-foot sailboat into a floating science classroom on San Francisco Bay. On board, students don’t just read about science—they use it. They navigate using mathematics and physics, study weather and tides, investigate water quality and marine ecosystems, learn the chemistry of the Bay, and develop practical engineering and problem-solving skills while maintaining and operating a real vessel. Just as importantly, the sailboat gives students responsibility. They work as a crew, take on specific roles, make decisions together, and learn that everyone aboard matters. For many of my students, this will be their first opportunity to sail, conduct field research on the water, or imagine themselves pursuing a future in science, engineering, marine biology, or another STEM field. The Bay becomes our laboratory, the sailboat becomes our classroom, and my students become the crew.

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