January 31, Day 4
ACE duty
61/ Math: Extracting stories from linear equations and graphs.
62/ Water management (maps of the town with water treatment facilities).
Thursday, January 31, 2013
Wednesday, January 30, 2013
Tuesday, January 29, 2013
Monday, January 28, 2013
Monday, January 21, 2013
Thursday, January 17, 2013
Wednesday, January 16, 2013
January 16, Day 3
62/ Cartesian battleship. Tomorrow; cartesian bingo.
62/ Intro to molecules. Great lab from the American Chemistry Society. I made the following changes: After the water drop activity I showed the water balloon bursting video. More powerful this way. Then drew the various shapes on the board. Gave out more tasks verbally, did not use the lab write up as written by the ACS. Drop 5 drops on wax paper then observe shape and recall/redo the water drops on a nickel then draw the shape (curved versus straight edges) then cut the blob in half (requested the halves be equal in size) then cut those halves in half to give quarters and then remerge them and then tip the paper and observe the shape change as it races around then drag it around with the stick and then observe shapes and properties and then cut off the smallest drop possible and then the water drop race and then the unite the drops activity right away instead of as an extension. The kids were tripping out about water at this point. Focus disintegrated so I called it and went to clean up mode. When they get restless it means that it was a good lab. Tomorrow; atoms of water and hot and cold molecular movement and food dyes in water.
61/ Gym
62/ Cartesian battleship. Tomorrow; cartesian bingo.
62/ Intro to molecules. Great lab from the American Chemistry Society. I made the following changes: After the water drop activity I showed the water balloon bursting video. More powerful this way. Then drew the various shapes on the board. Gave out more tasks verbally, did not use the lab write up as written by the ACS. Drop 5 drops on wax paper then observe shape and recall/redo the water drops on a nickel then draw the shape (curved versus straight edges) then cut the blob in half (requested the halves be equal in size) then cut those halves in half to give quarters and then remerge them and then tip the paper and observe the shape change as it races around then drag it around with the stick and then observe shapes and properties and then cut off the smallest drop possible and then the water drop race and then the unite the drops activity right away instead of as an extension. The kids were tripping out about water at this point. Focus disintegrated so I called it and went to clean up mode. When they get restless it means that it was a good lab. Tomorrow; atoms of water and hot and cold molecular movement and food dyes in water.
61/ Gym
Tuesday, January 15, 2013
January 15, Day 2
61/ Continued the math separation experiment. The cafeteria group and the class group are starting to catch up to each other. Like in everything, some are starting to learn faster than others.
62/ Cartesian battleship lesson, but didn't have time to do the actual game. Defined "mammal" for them.
61/ Fire drill/more math. No one felt like building. They didn't really feel like doing math either though.
61/ Continued the math separation experiment. The cafeteria group and the class group are starting to catch up to each other. Like in everything, some are starting to learn faster than others.
62/ Cartesian battleship lesson, but didn't have time to do the actual game. Defined "mammal" for them.
61/ Fire drill/more math. No one felt like building. They didn't really feel like doing math either though.
Monday, January 14, 2013
Friday, January 11, 2013
Thursday, January 10, 2013
January 10, Day 10
62/ D covered for me while I met with CAGW and GT about the Yearbook. I let the kids watch a video.
61/ Day three of the reverse kick-out. N and J still struggle with math and the idea that they are so weak that they can't even work independently, like the others. This will either be a wake up call or a disaster! The rest worked well and liked the lesson I filmed for them. They watched it in the cafeteria while I worked with N and J in my class. I think that they are spent now though and we will take a break before hitting this again.
62/ D covered for me while I met with CAGW and GT about the Yearbook. I let the kids watch a video.
61/ Day three of the reverse kick-out. N and J still struggle with math and the idea that they are so weak that they can't even work independently, like the others. This will either be a wake up call or a disaster! The rest worked well and liked the lesson I filmed for them. They watched it in the cafeteria while I worked with N and J in my class. I think that they are spent now though and we will take a break before hitting this again.
Wednesday, January 9, 2013
January 9, Day 8
PW/ World map images of uranium distribution, nuclear power plants, hydro electric plants in Canada, cost of fuel and so on all derived from r/mapporn!
WS/ Experiment with the flipped classroom theory. Students got grade 7,8,9 final exam questions all mixed in so that they didn't know which was which. Kicked out all the good students and let them take their work with them, kept the clowns with me. The others did great work. The clowns struggled and rpessured me to tell them if it was grade 7 level work. It was, I told them so.
WS/ As above, the one's I kicked out worked together on the problems collectively getting more than they would have alone. I promised to video tape answers. Tomorrow we will try Sit Probs.
PW/ Guest lecturer.
PW/ World map images of uranium distribution, nuclear power plants, hydro electric plants in Canada, cost of fuel and so on all derived from r/mapporn!
WS/ Experiment with the flipped classroom theory. Students got grade 7,8,9 final exam questions all mixed in so that they didn't know which was which. Kicked out all the good students and let them take their work with them, kept the clowns with me. The others did great work. The clowns struggled and rpessured me to tell them if it was grade 7 level work. It was, I told them so.
WS/ As above, the one's I kicked out worked together on the problems collectively getting more than they would have alone. I promised to video tape answers. Tomorrow we will try Sit Probs.
PW/ Guest lecturer.
Tuesday, January 8, 2013
September 8, Day 7
61/ Goals and plans for the rest of the year were discussed. J and N bitched out again so I kicked them out. Greenhouse check.
61/ Cartesian Battleship lesson plan. J and N were into it as well. It remains a success every time. Great intuitive practice.
61/ First half of the year Taboo was played again since half the class skipped.
Covered detention for EK
61/ Goals and plans for the rest of the year were discussed. J and N bitched out again so I kicked them out. Greenhouse check.
61/ Cartesian Battleship lesson plan. J and N were into it as well. It remains a success every time. Great intuitive practice.
61/ First half of the year Taboo was played again since half the class skipped.
Covered detention for EK
Monday, January 7, 2013
January 7, Day 5
Lit Circle was spent catching up
PW/ Taboo based refresher. I created all the cards myself, about 80 of them, each with words associated to lessons, games, or activities from the firs half of the year.
PW/ Electricity. Light Switches, insulators, conductors, as well as calculating how much it cost to eat off paper plates for a year instead of doing dishes and eating out versus staying in. We also tested wood, wet wood, water, a cafeteria tray, and a wrench for their conductive properties by observing which ones allowed the light bulb to glow. We also discussed light bulbs.
Lit Circle was spent catching up
PW/ Taboo based refresher. I created all the cards myself, about 80 of them, each with words associated to lessons, games, or activities from the firs half of the year.
PW/ Electricity. Light Switches, insulators, conductors, as well as calculating how much it cost to eat off paper plates for a year instead of doing dishes and eating out versus staying in. We also tested wood, wet wood, water, a cafeteria tray, and a wrench for their conductive properties by observing which ones allowed the light bulb to glow. We also discussed light bulbs.
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