Objective: Begin ECA 1.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment
The students will begin using the scientific method in order to develop their own experiment.
Go through the homework from last night (4-10).
We are starting our first ECA today. Pass out the rubrics and explain to them what they are going to do. They are scientists that are trying to develop labs for high school biology classrooms. They need to develop, create and execute an experiment. Experiments begin on Monday.
The first step is to get into groups of 2 to 4 students. They can choose them this time. If there are issues choosing them then I will appoint the groups.
The next step is to come up with a question or problem using their prior knowledge/interests in the world around them. They must get it checked with me before they move on to the research and hypothesis stage.
After they have gotten into group and gotten their questions approved they may head to the math/sci computer lab for multiple things:
Ask any questions about the technology I am using in class (twitter, webpage, discussion board, glog, google docs). The glog is due on Friday. They will be using google docs during the project.
They can start researching their problem or question to develop a quality hypothesis. When they think they are done researching they need to get their research and hypothesis checked with me before they can move on.
We won't go past that stage today. If the students get throught that stage they can work on the discussion post or glog. We will continue in the computer lab tomorrow.
Thursday, December 9, 2010
Thursday, December 2, 2010
12/1 - Biology - Scientific Inquiry
Objective: Power standard 1
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Starter, bingo sheet, Mythbusters (tongue piercing)
Starter: 1. Name the steps of the scientific method in order. 2. Name the 2 groups that you must have when doing an experiment. 3. Name the 3 variables when doing an experiment.
Go through the starter.
Pass out the "get to know you bingo" sheets. Give the class time to get signatures. Go through some of them as a class.
Have the students get a new piece of paper or work on the paper they put their starter on. Explain that we will be watching Mythbusters and they are to record the experiment in the proper steps. They are to identify the observations. Then the question. Then the hypothesis, etc... When the methods are done within the episode stop the DVD and have a class discussion to make sure everyone is on the same page. Answer any questions. Restart the episode until it is finished. When it is over, have a discussion about the results. Quantitative and qualitative data.
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Starter, bingo sheet, Mythbusters (tongue piercing)
Starter: 1. Name the steps of the scientific method in order. 2. Name the 2 groups that you must have when doing an experiment. 3. Name the 3 variables when doing an experiment.
Go through the starter.
Pass out the "get to know you bingo" sheets. Give the class time to get signatures. Go through some of them as a class.
Have the students get a new piece of paper or work on the paper they put their starter on. Explain that we will be watching Mythbusters and they are to record the experiment in the proper steps. They are to identify the observations. Then the question. Then the hypothesis, etc... When the methods are done within the episode stop the DVD and have a class discussion to make sure everyone is on the same page. Answer any questions. Restart the episode until it is finished. When it is over, have a discussion about the results. Quantitative and qualitative data.
12/2 - Biology Scientific Inquiry
Objective - Power standard 1 - Scientific Inquiry
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, wiffiti screen, cell phone, Variable Ws.
Reminders: Discussion post due tomorrow at 11:59 pm, Syllabus signed and in the front of a 3 ringed binder with 7 dividers due on Monday,
Lesson:
Starter: Pass out the experiment and have the students identify the steps and put them in order.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will use the wiffiti screen and cell phones to poll the class as a way to check understanding.
I will pass out the variable ws and give them students instructions. I will only ask for one variable at a time. The group will read the scientific question on the variable ws and I will ask for each variable. A student in each group will text their group's answer to the wiffiti screen. We will move on to the next variable after all have answered correctly. We will do the first 3 questions as a class and then the rest will be done as individuals for homework.
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, wiffiti screen, cell phone, Variable Ws.
Reminders: Discussion post due tomorrow at 11:59 pm, Syllabus signed and in the front of a 3 ringed binder with 7 dividers due on Monday,
Lesson:
Starter: Pass out the experiment and have the students identify the steps and put them in order.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will use the wiffiti screen and cell phones to poll the class as a way to check understanding.
I will pass out the variable ws and give them students instructions. I will only ask for one variable at a time. The group will read the scientific question on the variable ws and I will ask for each variable. A student in each group will text their group's answer to the wiffiti screen. We will move on to the next variable after all have answered correctly. We will do the first 3 questions as a class and then the rest will be done as individuals for homework.
Wednesday, December 1, 2010
11/30 - Global Issues
Pass out the "get to know you Bingo" sheets. Give the class time to go around and fill out the sheet (get signatures).
Answer any technology questions. Go through my website, glog example, and twitter.
Pass out the Project sheet. Go through the expectations with the class. Have the students get into their groups and start discussing what issue they would like to work with.
Answer any technology questions. Go through my website, glog example, and twitter.
Pass out the Project sheet. Go through the expectations with the class. Have the students get into their groups and start discussing what issue they would like to work with.
11/30 - TLC
Took attendence
Students grabbed a workbook and syllabus from the table as they walked in
Answered any tech questions they had from yesterday.
Welcomed the students and gave them a general idea about what to expect in this class.
Went over the syllabus
Introduced myself with my Glog.
They introduced themselves in their groups and told each other what their favorite thing was over Thanksgiving break. The youngest person introduced their group to the class and explained what they did.
Didn't have time for the name game.
Finished with a journal: Their expectations for the class.
Students grabbed a workbook and syllabus from the table as they walked in
Answered any tech questions they had from yesterday.
Welcomed the students and gave them a general idea about what to expect in this class.
Went over the syllabus
Introduced myself with my Glog.
They introduced themselves in their groups and told each other what their favorite thing was over Thanksgiving break. The youngest person introduced their group to the class and explained what they did.
Didn't have time for the name game.
Finished with a journal: Their expectations for the class.
11/30 - Biology
Had students pick up syllabus, tech sheet, and glog account sheet when they walked in.
Welcomed them and took attendance
Starter: Finish the bubble gum lab
Went over the bubble gum lab. Discussed what is needed for a quality graph (labeled axis, quality title, difference between line and bar graph, equal scales). Discussed what makes a good conclusion (support or not support hypothesis and explanation of why you think).
Went over the syllabus with them.
Took them to the computer lab and worked on the tech sheet.
Welcomed them and took attendance
Starter: Finish the bubble gum lab
Went over the bubble gum lab. Discussed what is needed for a quality graph (labeled axis, quality title, difference between line and bar graph, equal scales). Discussed what makes a good conclusion (support or not support hypothesis and explanation of why you think).
Went over the syllabus with them.
Took them to the computer lab and worked on the tech sheet.
11/29 - TLC
I was gone.
Took the students to the computer lab to work through the "tech sheet."
When they were done with the tech sheet they were to type a letter to me on Google docs about who they are. If they finished the letter then they were to work on their Glog which is due on Monday.
Took the students to the computer lab to work through the "tech sheet."
When they were done with the tech sheet they were to type a letter to me on Google docs about who they are. If they finished the letter then they were to work on their Glog which is due on Monday.
11/29 - Global Issues
Welcomed everyone to class.
Passed out and went over the syllabus.
Passed out the "tech sheet" and took them to the computer lab to get everything set up so we can hit the ground running.
Passed out and went over the syllabus.
Passed out the "tech sheet" and took them to the computer lab to get everything set up so we can hit the ground running.
11/29 - Biology
Took attendance
Welcomed the students and let them know what to expect for the week.
Introduced myself using the welcome ppt.
Had the students work in pairs and used the "get to know you in 60 seconds" handout. Each person asked random questions for 1 minute. Then switched. Had each person introduce the other person to the class.
Started the bubble gum lab.
Did the bubble gum lab.
1. Handed out the lab sheet.
2. Had one student read the first problem out loud.
3. Within their small groups, the students discussed and wrote down their hypothesis.
4. Had one student read the 2nd problem out loud.
5. Within their small groups, the students discussed and wrote down their hypothesis.
6. I asked to disclaimers: Can any student not chew gum? Does any student get sick from the site of chewed gum?
7. Told the students to not do anything with the gum but take a piece and pass the rest around the room.
8. Go through the procedure with the class and show them the data table.
9. Talk about the initial weight and what that represents (control) and why that is important.
10. Explain that I will keep the watch and we will all do it together. When they are done weighing they are to turn and face me so I know when we can move on.
11. Tell them that they are to weigh their gum on their wrapper so they keep the gum clean.
12. Show them how to use the scale (zero it everytime and don't put anymore weight then neccessary).
13. Follow the table with timing and get to work.
14. Can't finish the last question if the averages are not given in class.
15. Finished with taking data.
Welcomed the students and let them know what to expect for the week.
Introduced myself using the welcome ppt.
Had the students work in pairs and used the "get to know you in 60 seconds" handout. Each person asked random questions for 1 minute. Then switched. Had each person introduce the other person to the class.
Started the bubble gum lab.
Did the bubble gum lab.
1. Handed out the lab sheet.
2. Had one student read the first problem out loud.
3. Within their small groups, the students discussed and wrote down their hypothesis.
4. Had one student read the 2nd problem out loud.
5. Within their small groups, the students discussed and wrote down their hypothesis.
6. I asked to disclaimers: Can any student not chew gum? Does any student get sick from the site of chewed gum?
7. Told the students to not do anything with the gum but take a piece and pass the rest around the room.
8. Go through the procedure with the class and show them the data table.
9. Talk about the initial weight and what that represents (control) and why that is important.
10. Explain that I will keep the watch and we will all do it together. When they are done weighing they are to turn and face me so I know when we can move on.
11. Tell them that they are to weigh their gum on their wrapper so they keep the gum clean.
12. Show them how to use the scale (zero it everytime and don't put anymore weight then neccessary).
13. Follow the table with timing and get to work.
14. Can't finish the last question if the averages are not given in class.
15. Finished with taking data.
Monday, November 1, 2010
Cell Division - Meiosis
Standards: Click here
Power Standard 4
B2.1d
B3.5d
B4.3A
B4.3C
B4.3e
B4.3g
Materials: Starter review sheet, Multiple choice review sheet
Starter: Pass out the starter review sheet. Give the students 15-20 minutes to work on it. Go over the starter and the homework from the weekend.
Review: Pass out the multiple choice review sheet. Give them 20-25 minutes to work on the multiple choice and the labeling of the diagrams. Go over the answers at the end of class.
Have the students complete the short answer portion of the review, using their other review sheet, homework from the weekend, and their notes for homework tonight.
Power Standard 4
B2.1d
B3.5d
B4.3A
B4.3C
B4.3e
B4.3g
Materials: Starter review sheet, Multiple choice review sheet
Starter: Pass out the starter review sheet. Give the students 15-20 minutes to work on it. Go over the starter and the homework from the weekend.
Review: Pass out the multiple choice review sheet. Give them 20-25 minutes to work on the multiple choice and the labeling of the diagrams. Go over the answers at the end of class.
Have the students complete the short answer portion of the review, using their other review sheet, homework from the weekend, and their notes for homework tonight.
Wednesday, October 27, 2010
Cell Division - Mitosis Quiz
Standards: Click Here
Power standard 4
B2.1C
B3.5d
B4.3A
Answer any questions about the cell cycle. Review the phases of the cell cycle.
Pass out the quiz.
When the students are done with the quiz have them turn it in on the front table and grab a mitosis vs meiosis ws. They are to complete the worksheet using 9.5 in their book.
Power standard 4
B2.1C
B3.5d
B4.3A
Answer any questions about the cell cycle. Review the phases of the cell cycle.
Pass out the quiz.
When the students are done with the quiz have them turn it in on the front table and grab a mitosis vs meiosis ws. They are to complete the worksheet using 9.5 in their book.
10/26 - BIO - Cell Division -Mitosis
Standards: Click here
Power Standard 4
B2.1C
B3.5d
Starter: Mitosis graph analysis starter.
Go over it. As the students are working on their starter go around and check students' homework. Tell students to go and draw specific stages of the cell cycle on the board.
Lesson: Review for quiz tomorrow over cell division. Call on three students to highlight the 3 phases of the cell cycle on the drawings on the board. Have 8 students go up and write what happens in each step. Go through it when it is all done.
Pass out the review sheet and have the students work on it individually. As they are working, play the "60 Minutes: Growing Body Parts" episode. Have a discussion afterwards. Go over the review sheet. Go through the cell division review ppt and call on students to name the specific phases.
Power Standard 4
B2.1C
B3.5d
Starter: Mitosis graph analysis starter.
Go over it. As the students are working on their starter go around and check students' homework. Tell students to go and draw specific stages of the cell cycle on the board.
Lesson: Review for quiz tomorrow over cell division. Call on three students to highlight the 3 phases of the cell cycle on the drawings on the board. Have 8 students go up and write what happens in each step. Go through it when it is all done.
Pass out the review sheet and have the students work on it individually. As they are working, play the "60 Minutes: Growing Body Parts" episode. Have a discussion afterwards. Go over the review sheet. Go through the cell division review ppt and call on students to name the specific phases.
10/25 - BIO - Cell division
Standards: Click here
Power Standard 4
B2.1C
B3.5d
Materials: Reproduction venn diagram, Cell Division ppt, Cell division note packet, cell division drawing assignment
Starter: Complete the asexual and sexual venn diagram using 9.1 in the book. Go over the starter.
Lesson: Pass out the cell division note packet and have the students get out their drawings we did in class. Go through the cell division ppt and have the students record what is not in their packet. When we get to the individual steps in the cell cycle have the students record that information on their drawings so they have everything in one location. Also have them label the pictures in their note packet.
When done with the ppt, pass out the drawing assignment and they have the remaining class time to work on it. If they don't finish they need to complete it as homework.
Power Standard 4
B2.1C
B3.5d
Materials: Reproduction venn diagram, Cell Division ppt, Cell division note packet, cell division drawing assignment
Starter: Complete the asexual and sexual venn diagram using 9.1 in the book. Go over the starter.
Lesson: Pass out the cell division note packet and have the students get out their drawings we did in class. Go through the cell division ppt and have the students record what is not in their packet. When we get to the individual steps in the cell cycle have the students record that information on their drawings so they have everything in one location. Also have them label the pictures in their note packet.
When done with the ppt, pass out the drawing assignment and they have the remaining class time to work on it. If they don't finish they need to complete it as homework.
Friday, October 22, 2010
10/21-BIO-Cell Division - Mitosis
Standards: Click Here
Power Standard 4
B2.1C
B4.3A
Materials: Plain white paper (divided into 8 squares), colored pencils, Mitosis video
Starter: Read 9.2 answer concept checks 1-3
Go over the starter
Lesson: Pass out a plain sheet of paper and have the students divide them into 8 boxes. Each student needs 2 colors. When you have the students draw and record their observations don't tell them the step they are on, just use numbers (drawing 1, 2, 3, etc...)Play the mitosis video until it is in G1 of the cell cycle. Have the students draw what they see. Within the same box have the students write how many chromosomes are in the cell. Play the video until the S phase of mitosis. Have the students draw the S phase. Have them also draw the change in chromosome structure to replicated chromosomes (2 sister chromatids). Have them redraw the same picture for G2. Continue the movie until prophase is reached and then stop it. Have the students draw prophase and make observations on what has happened (let them know not to draw the nucleus). Play the video until metaphase and then stop it. Have the students draw it and make observations about what happened. Play the video until anaphase is reached and then stop it. Have the students draw it and make observations about what happened. Play the movie until telophase has happened and have them make observations. Play the movie until the end of cytokinesis and stop it. Have the students draw it and make observations.
When the drawings are done have the students shade the first 3 drawings a specific color, the next 4 drawings a specific color, and the last drawing a specific color.
Their assignment is to identify what the shaded colors represent and to name and describe what happens in each specific drawing using their book.
Power Standard 4
B2.1C
B4.3A
Materials: Plain white paper (divided into 8 squares), colored pencils, Mitosis video
Starter: Read 9.2 answer concept checks 1-3
Go over the starter
Lesson: Pass out a plain sheet of paper and have the students divide them into 8 boxes. Each student needs 2 colors. When you have the students draw and record their observations don't tell them the step they are on, just use numbers (drawing 1, 2, 3, etc...)Play the mitosis video until it is in G1 of the cell cycle. Have the students draw what they see. Within the same box have the students write how many chromosomes are in the cell. Play the video until the S phase of mitosis. Have the students draw the S phase. Have them also draw the change in chromosome structure to replicated chromosomes (2 sister chromatids). Have them redraw the same picture for G2. Continue the movie until prophase is reached and then stop it. Have the students draw prophase and make observations on what has happened (let them know not to draw the nucleus). Play the video until metaphase and then stop it. Have the students draw it and make observations about what happened. Play the video until anaphase is reached and then stop it. Have the students draw it and make observations about what happened. Play the movie until telophase has happened and have them make observations. Play the movie until the end of cytokinesis and stop it. Have the students draw it and make observations.
When the drawings are done have the students shade the first 3 drawings a specific color, the next 4 drawings a specific color, and the last drawing a specific color.
Their assignment is to identify what the shaded colors represent and to name and describe what happens in each specific drawing using their book.
10/20 - BIO - Cell Membrane/Transport Quiz
Discussed the review sheet and answered any questions prior to taking the quiz.
Pass out the quiz. After the quiz the students need to read Chapter 9 section 1 and complete the concept checks 1-3.
Pass out the quiz. After the quiz the students need to read Chapter 9 section 1 and complete the concept checks 1-3.
10/19 - BIO - Cell Membrane/Transport Review
Sub today:
Materials: Cell membrane/transport review 1, Cell membrane/transport review 2
Pass out the cell membrane and cell transport review sheet and the students have the class period to work on it along with the other review sheet that they have.
Materials: Cell membrane/transport review 1, Cell membrane/transport review 2
Pass out the cell membrane and cell transport review sheet and the students have the class period to work on it along with the other review sheet that they have.
10/18 - BIO - Cell mebrane - Transport
Standards: Click here
Power Standard 3
B2.h
Materials: Cell transport ws, Active Transport ppt
Starter: Define passive transport. What are the 3 types of passive transport?
Lesson: Using the active transport ppt, explain active transport and the examples (protein pumps, endocytosis (Pinocytosis, phagocytosis, receptor-mediated endocytosis), and exocytosis. After the explanation, let the students complete the active transport part of the cell transport ws.
Power Standard 3
B2.h
Materials: Cell transport ws, Active Transport ppt
Starter: Define passive transport. What are the 3 types of passive transport?
Lesson: Using the active transport ppt, explain active transport and the examples (protein pumps, endocytosis (Pinocytosis, phagocytosis, receptor-mediated endocytosis), and exocytosis. After the explanation, let the students complete the active transport part of the cell transport ws.
Friday, October 15, 2010
TLC - Image
Journal: Why is it important to speak from your own experience?
Good things
Materials: Image ppt.
Lesson: Begin the lesson by asking the class to share what they discussed yesterday about image vs. Self Concept. After that is done go through the image ppt. Use two volunteers to show image and have the class analyze their image. During the discussion have each group create a skit that demonstrates how we manage our images.
When the skits are complete have the students fill out page 36 in their wb.
Good things
Materials: Image ppt.
Lesson: Begin the lesson by asking the class to share what they discussed yesterday about image vs. Self Concept. After that is done go through the image ppt. Use two volunteers to show image and have the class analyze their image. During the discussion have each group create a skit that demonstrates how we manage our images.
When the skits are complete have the students fill out page 36 in their wb.
BIO - Cell Transport
Standards: Click here
Power Standard 3
B2.5h
Materials: Cell transport ws, Cell review sheet, Passive transport ppt
Starter: Finish their lab and turn it in.
Lesson: After the lab is complete pass out the cell transport ws. Using the Passive transport ppt, explain Diffusion, Osmosis, and Facilitated Diffusion. After each one stop and give time for the students to answer the questions about them. Give them 5-10 minutes then move on to the next topic.
When the discussion is done, pass out the cell review sheet for the test next week and answer any questions.
Power Standard 3
B2.5h
Materials: Cell transport ws, Cell review sheet, Passive transport ppt
Starter: Finish their lab and turn it in.
Lesson: After the lab is complete pass out the cell transport ws. Using the Passive transport ppt, explain Diffusion, Osmosis, and Facilitated Diffusion. After each one stop and give time for the students to answer the questions about them. Give them 5-10 minutes then move on to the next topic.
When the discussion is done, pass out the cell review sheet for the test next week and answer any questions.
Thursday, October 14, 2010
TLC - Public speaking and Image
Journal: Describe how tone of voice and facial expressions are important in effective communication.
Good Things
Materials: Steve Jobs Youtube Clip. Glogster.
Lesson: Introduce Steve Jobs to the class. Make sure everyone knows who he is. Show the Steve Jobs YouTube clip. Stop after each point is made and discuss with the students how they can apply it to their speeches and presentations in other classes. When the clip is over, have a general discussion about their speeches and ways to improve.
When the discussion is over have 6 volunteers come up and show the class their Glogs. After each glog is presented ask the student how their glog represents their image? When all the students have presented their glogs have each small group come up with a definition of image and compare image with self-concept.
When the small groups have come up with their answers have them share them with the class and try to come up with a class consensus of what image means and how it relates to self-concept.
Good Things
Materials: Steve Jobs Youtube Clip. Glogster.
Lesson: Introduce Steve Jobs to the class. Make sure everyone knows who he is. Show the Steve Jobs YouTube clip. Stop after each point is made and discuss with the students how they can apply it to their speeches and presentations in other classes. When the clip is over, have a general discussion about their speeches and ways to improve.
When the discussion is over have 6 volunteers come up and show the class their Glogs. After each glog is presented ask the student how their glog represents their image? When all the students have presented their glogs have each small group come up with a definition of image and compare image with self-concept.
When the small groups have come up with their answers have them share them with the class and try to come up with a class consensus of what image means and how it relates to self-concept.
Bio-Cell Transport
Standards: Click here
Power Standard 3
B2.5h
Materials: Cell Transport lab (sucrose solution, dialysis tubing, iodine, droppers, beakers, graduated cylinders, labels, sharpies, sugar test strips), Cell transport ppt.
Starter: Read pages 118-119. Right the main ideas for each subheading (Diffusion and Passive Transport). Go over the starter.
Lesson: After the starter, explain that we are moving into cell transport. Ask them what organelle is involved with cell transport? (cell membrane). Remind them that we just went over the structure and function of the cell membrane which is why that leads us to how the transportation of substances across the membrane works. Explain that we are going to set up a lab today to demonstrate transport of substances across a membrane.
Get the class in 5 groups. Give each member a role to play (getting 2 beakers and washing them, Glucose reading, Iodine droppers, Sucrose solution, dialysis tubing, beaker labeling). Go through the beginning of the lab together. Show the groups where the materials are at. Have the groups read the instructions and then let them go to work on the day one section. We will continue the day 2 section tomorrow. We will move on to the cell transport ppt when all the groups are finished (lab is set up, tables are cleaned if needed, and the lab questions are answered.)
Power Standard 3
B2.5h
Materials: Cell Transport lab (sucrose solution, dialysis tubing, iodine, droppers, beakers, graduated cylinders, labels, sharpies, sugar test strips), Cell transport ppt.
Starter: Read pages 118-119. Right the main ideas for each subheading (Diffusion and Passive Transport). Go over the starter.
Lesson: After the starter, explain that we are moving into cell transport. Ask them what organelle is involved with cell transport? (cell membrane). Remind them that we just went over the structure and function of the cell membrane which is why that leads us to how the transportation of substances across the membrane works. Explain that we are going to set up a lab today to demonstrate transport of substances across a membrane.
Get the class in 5 groups. Give each member a role to play (getting 2 beakers and washing them, Glucose reading, Iodine droppers, Sucrose solution, dialysis tubing, beaker labeling). Go through the beginning of the lab together. Show the groups where the materials are at. Have the groups read the instructions and then let them go to work on the day one section. We will continue the day 2 section tomorrow. We will move on to the cell transport ppt when all the groups are finished (lab is set up, tables are cleaned if needed, and the lab questions are answered.)
Wednesday, October 13, 2010
TLC-Public Speaking
Journal: What are qualities needed to be a good friend?
Good things
Materials: Public Speaking ppt., youtube clips of 10 year old in Dallas and Steve Jobs.
Finish the speeches that still need to go.
Using the public speaking ppt. discuss the qualities and the importance of public speaking. Have the students write in their workbooks what we discuss. Show the 10 year old speaker in the middle of class and evaluate him. Then continue with the ppt. At the end of class show Steve Jobs and discuss his presentation skills.
Have the students discuss how they can apply these characteristics to their speeches in their small groups and then share to the larger group.
Good things
Materials: Public Speaking ppt., youtube clips of 10 year old in Dallas and Steve Jobs.
Finish the speeches that still need to go.
Using the public speaking ppt. discuss the qualities and the importance of public speaking. Have the students write in their workbooks what we discuss. Show the 10 year old speaker in the middle of class and evaluate him. Then continue with the ppt. At the end of class show Steve Jobs and discuss his presentation skills.
Have the students discuss how they can apply these characteristics to their speeches in their small groups and then share to the larger group.
Bio - Power Standard 3 Cell Membrane
Standards: Click Here
Power Standard 3
B2.5h
Materials: Cell membrane ppt, starter sheet, cell membrane ws.
Starter: Starter sheet (labeling the cell membrane). Go over it.
Lesson: Finish going through the cell membrane ppt. When finished have the students check their bubble lab for the correct answers using their notes. Then pass out the cell membrane worksheet and have the students complete it. They are to turn both in when they are finished.
Power Standard 3
B2.5h
Materials: Cell membrane ppt, starter sheet, cell membrane ws.
Starter: Starter sheet (labeling the cell membrane). Go over it.
Lesson: Finish going through the cell membrane ppt. When finished have the students check their bubble lab for the correct answers using their notes. Then pass out the cell membrane worksheet and have the students complete it. They are to turn both in when they are finished.
Tuesday, October 12, 2010
TLC - Speeches
Journal: Why is it important for leaders to evaluate their speaking abilities? How would you rate yours so far? In what areas do you want to improve?
Good things
Finish speeches from yesterday. When all the speeches are done show Martin Luther King Jr's speech. Discuss his speech and why it was so good (passion, repition, inflection, hands, intro and conclusion, etc...)
Discuss how they can use this information to improve their speeches.
Good things
Finish speeches from yesterday. When all the speeches are done show Martin Luther King Jr's speech. Discuss his speech and why it was so good (passion, repition, inflection, hands, intro and conclusion, etc...)
Discuss how they can use this information to improve their speeches.
BIO - Power Standard 3 - Cells
Standards - Click here
Power Standard 3
B2.4g
B2.4h
B2.5h
Materials: Bubble lab materials, cell membrane ppt.
Starter: Name the two categories of cells and tell me the difference between the two.
Lesson: Finish the bubble lab. Make sure the students are really thinking about what they are seeing and using 6.2 in their books to help them out. When the bubble lab is finished have the students read 6.2. When they are done reading lecture on the cell membrane using the cell membrane ppt. Use the bubble lab when doing the lecture.
Power Standard 3
B2.4g
B2.4h
B2.5h
Materials: Bubble lab materials, cell membrane ppt.
Starter: Name the two categories of cells and tell me the difference between the two.
Lesson: Finish the bubble lab. Make sure the students are really thinking about what they are seeing and using 6.2 in their books to help them out. When the bubble lab is finished have the students read 6.2. When they are done reading lecture on the cell membrane using the cell membrane ppt. Use the bubble lab when doing the lecture.
Monday, October 11, 2010
TLC - Speeches
Journal: Choose an I POSSESS skill that you are weakest in and explain how you can improve it.
Good Things
Speeches: A relationship that is important to me and why.
1 Minute, written out
WB pages: 23-30.
Good Things
Speeches: A relationship that is important to me and why.
1 Minute, written out
WB pages: 23-30.
BIO - Power Standard 3 Cells
Stadards: Click Here
Power Standard 3
B2.4g
B2.4h
B2.5h
Materials: Types of cells ppt, Types of cells handout, Bubble lab handout, bubbles, tin pan, string, straws, dixie cups
Starter: Identify the organelle or function of the organelle. Go over the starter.
Pass back the quizzes
Lesson: Pass out the Types of cells handout and go through the types of cells ppt. After that ask the question: What are the two most important organelles? (Nucleus and Cell membrane). We are going to look a little closer at the cell membrane and why it is so important. In order to do that we have to have a basic understanding of its properties. Playing with bubbles will allow us to do that. Separate the class into 8 groups. Pass out the bubble lab sheet. Each group needs a tin pan, a string-straw apparatus, a dixie cup, string, and bubble solution. They are to complete the lab using their group members and 6.2 in their book. This lab introduces them to the properties of the cell membrane. They are to turn the lab in when they are done.
Power Standard 3
B2.4g
B2.4h
B2.5h
Materials: Types of cells ppt, Types of cells handout, Bubble lab handout, bubbles, tin pan, string, straws, dixie cups
Starter: Identify the organelle or function of the organelle. Go over the starter.
Pass back the quizzes
Lesson: Pass out the Types of cells handout and go through the types of cells ppt. After that ask the question: What are the two most important organelles? (Nucleus and Cell membrane). We are going to look a little closer at the cell membrane and why it is so important. In order to do that we have to have a basic understanding of its properties. Playing with bubbles will allow us to do that. Separate the class into 8 groups. Pass out the bubble lab sheet. Each group needs a tin pan, a string-straw apparatus, a dixie cup, string, and bubble solution. They are to complete the lab using their group members and 6.2 in their book. This lab introduces them to the properties of the cell membrane. They are to turn the lab in when they are done.
Friday, October 8, 2010
TLC I POSSESS
Materials: I POSSESS scales, The Blind Side paper assignment.
Journal: "The fool sees the lightning, but the wise man the road illuminated in front of him." What are your thoughts? How does this relate to the I POSSESS skills we just discussed?
Go over journal
Good things
When we are done going over the journal and good things pass out the I POSSESS scales. They are to get 4 personal scales (1. they fill out for themselves, 2. a parent fills it out, 3&4. Two friends that aren't in class fill them out) and 2 Blind Side scales (1. Oher, 2. their character). They are to fill out these scales and use them on their paper.
Take them to the math/sci lab and explain the paper assignment. Give them the rest of the class period to work on their paper (due 10/18), work on their speech (due 10/11), work on discussion board, and/or tweet of the week (due tonight).
Journal: "The fool sees the lightning, but the wise man the road illuminated in front of him." What are your thoughts? How does this relate to the I POSSESS skills we just discussed?
Go over journal
Good things
When we are done going over the journal and good things pass out the I POSSESS scales. They are to get 4 personal scales (1. they fill out for themselves, 2. a parent fills it out, 3&4. Two friends that aren't in class fill them out) and 2 Blind Side scales (1. Oher, 2. their character). They are to fill out these scales and use them on their paper.
Take them to the math/sci lab and explain the paper assignment. Give them the rest of the class period to work on their paper (due 10/18), work on their speech (due 10/11), work on discussion board, and/or tweet of the week (due tonight).
10/7 - TLC I POSSESS
Journal: Why is persistence a needed quality for a leader?
Good things
Lesson: Continue the lessons and discussions from yesterday. When the discussions, give the students their next speech topic: An Important Relationship to Me and Why (1 minute, write it out). Answer any questions about it. After the speech assignment have the students complete WB pages 23-27. If they don't finish in class they are to complete it as HW.
Good things
Lesson: Continue the lessons and discussions from yesterday. When the discussions, give the students their next speech topic: An Important Relationship to Me and Why (1 minute, write it out). Answer any questions about it. After the speech assignment have the students complete WB pages 23-27. If they don't finish in class they are to complete it as HW.
10/6-TLC I POSSESS
No journal
Good things
Lesson: Have the students get into their groups with their I POSSESS attribute. Take them to the computer lab to work on preparing their lesson. Give them 30 minutes to prepare. When the students are ready to present have the groups give their lesson on the I POSSESS attributes. After each lesson have a class discussion about the topic. Continue the lessons until the end of class.
Good things
Lesson: Have the students get into their groups with their I POSSESS attribute. Take them to the computer lab to work on preparing their lesson. Give them 30 minutes to prepare. When the students are ready to present have the groups give their lesson on the I POSSESS attributes. After each lesson have a class discussion about the topic. Continue the lessons until the end of class.
BIO-Cell Organelles
Starter: Review for the quiz using a wiffiti board. Have the students it into groups of 4. Make sure each group has one cell phone. Give an organelle function and they are to text the specific organelle to the wiffiti board number. Go through all of the organelles. End with the question: Tell me the difference between a plant and animal cell.
Answer any questions.
Pass out the quiz. Go through the directions. Make sure to explain the diagram lines so everyone knows what they are labeling. Have them turn in the quiz when they are done.
Collect the cell analogy and word map HW before the students leave.
Answer any questions.
Pass out the quiz. Go through the directions. Make sure to explain the diagram lines so everyone knows what they are labeling. Have them turn in the quiz when they are done.
Collect the cell analogy and word map HW before the students leave.
10/7-BIO Cells: Power Standard 3
Standards: Click here
Power Standard 3
B2.5g
B2.5i
Materials: Starter sheet (toughest biochem test questions), Biochem test, Materials for organelles, Organelle word map
Starter: Pass out the biochem test questions. These questions were the most commonly missed questions on the Biochem test from all 3 periods. I want them to do them using their notes and then we will go over them to make sure they have the write answers.
After the starter, pass back the tests and go over the answers. Let them know the answers to the table questions could have been found throughout the test (test taking strategy).
When we are done with the test we will continue yesterday's lesson by building a cell. I will have the students pick a random organelle out of a beaker. They are to find a structure with in the room that may represent their organelle. Then they need to build a cell as if it were on a diagram so the organelles need to be in the right spot. Hint: There are groups of organelles that need to work together (nucleus, nuclear envelope, nucleolus: ribosomes and er, etc...). The students also need to be prepared with the function of their organelle along with why they chose what they chose.
When we are done going through and discussing the cell that we constructed. Pass out the word map for the organelles and they are to complete it as homework.
Quiz tomorrow over organelles: tell them: organelle functions, label a diagram, and difference between a plant and animal cell.
Power Standard 3
B2.5g
B2.5i
Materials: Starter sheet (toughest biochem test questions), Biochem test, Materials for organelles, Organelle word map
Starter: Pass out the biochem test questions. These questions were the most commonly missed questions on the Biochem test from all 3 periods. I want them to do them using their notes and then we will go over them to make sure they have the write answers.
After the starter, pass back the tests and go over the answers. Let them know the answers to the table questions could have been found throughout the test (test taking strategy).
When we are done with the test we will continue yesterday's lesson by building a cell. I will have the students pick a random organelle out of a beaker. They are to find a structure with in the room that may represent their organelle. Then they need to build a cell as if it were on a diagram so the organelles need to be in the right spot. Hint: There are groups of organelles that need to work together (nucleus, nuclear envelope, nucleolus: ribosomes and er, etc...). The students also need to be prepared with the function of their organelle along with why they chose what they chose.
When we are done going through and discussing the cell that we constructed. Pass out the word map for the organelles and they are to complete it as homework.
Quiz tomorrow over organelles: tell them: organelle functions, label a diagram, and difference between a plant and animal cell.
Wednesday, October 6, 2010
BIO - Power Standard 3
Standards: Click Here
Power Standard 3
B.3
B2.5g
B2.5i
Post AC schedule
Materials: Analogy starter sheet, Cell Organelle PPT, Individual cell organelle strips of paper, various materials for cell organelles in the classroom (placed in the center of the room).
Starter: Put directions on the screen (define an analogy, tell them where to pick the sheet up, tell them that they are only supposed to complete the middle column right now).
As the students are working check for completion on homework. Discuss starter.
Lesson: Go through the cell organelle ppt to make sure the students have the correct functions of each organelle and have the cells labeled properly. After the ppt have the students get into pairs. Have each pair pick an organelle. Based off of the organelle the pair picked, each group is going to grab something in the middle of the room to represent their organelle and put it in a location. The class is going to work together to build a cell (they can use anything in the classroom). Students that have organelles that work together need to talk with each other and specifically work together (ie. ER and ribosomes, different parts of the nucleus, etc...). When the class is finished, go around the room and ask each group why they chose what they did. Have the class pick up the materials and place them back in the center of the room.
HW: Their homework assignment is to complete the 3rd row of the starter sheet. They are to come up with a different analogy for each organelle in the center column.
Power Standard 3
B.3
B2.5g
B2.5i
Post AC schedule
Materials: Analogy starter sheet, Cell Organelle PPT, Individual cell organelle strips of paper, various materials for cell organelles in the classroom (placed in the center of the room).
Starter: Put directions on the screen (define an analogy, tell them where to pick the sheet up, tell them that they are only supposed to complete the middle column right now).
As the students are working check for completion on homework. Discuss starter.
Lesson: Go through the cell organelle ppt to make sure the students have the correct functions of each organelle and have the cells labeled properly. After the ppt have the students get into pairs. Have each pair pick an organelle. Based off of the organelle the pair picked, each group is going to grab something in the middle of the room to represent their organelle and put it in a location. The class is going to work together to build a cell (they can use anything in the classroom). Students that have organelles that work together need to talk with each other and specifically work together (ie. ER and ribosomes, different parts of the nucleus, etc...). When the class is finished, go around the room and ask each group why they chose what they did. Have the class pick up the materials and place them back in the center of the room.
HW: Their homework assignment is to complete the 3rd row of the starter sheet. They are to come up with a different analogy for each organelle in the center column.
Tuesday, October 5, 2010
TLC - I POSSESS
Journal: 2 affirmations
Good Things
Finish "The Blind Side". Discuss the characters. When we are finished with the discussion count the students off by 8. Have all of the same numbered students sit together. Discuss what Emotional Intelligence means. Show the students the I POSSESS acronym. Have the groups pick which characteristic they would like to do.
Their assignment is to teach the class their characteristic in a creative way (skits, personal stories, discussion, etc...). It is up to the group. They will have the rest of the hour and beginning of the hour tomorrow to plan it. They will teach tomorrow, starting in the middle of class.
Good Things
Finish "The Blind Side". Discuss the characters. When we are finished with the discussion count the students off by 8. Have all of the same numbered students sit together. Discuss what Emotional Intelligence means. Show the students the I POSSESS acronym. Have the groups pick which characteristic they would like to do.
Their assignment is to teach the class their characteristic in a creative way (skits, personal stories, discussion, etc...). It is up to the group. They will have the rest of the hour and beginning of the hour tomorrow to plan it. They will teach tomorrow, starting in the middle of class.
Bio - Power Standard 3 - Cells
Standards: Click Here
Power standard 3
B.3
B2.5g
B2.5i
Lesson: Introduction to cells
Pass out the Cell Ws. and give the students all class to work on it. They need to identify and give the function of all of the organelles. They are to label the cell with all of the organelles. They need to write down the difference between plant and animal cells as well as prokaryotic and eukaryotic cells. Finally, they need to name the 3 statements of the cell theory. What ever they don't finish in class is done for homework. Due tomorrow.
Power standard 3
B.3
B2.5g
B2.5i
Lesson: Introduction to cells
Pass out the Cell Ws. and give the students all class to work on it. They need to identify and give the function of all of the organelles. They are to label the cell with all of the organelles. They need to write down the difference between plant and animal cells as well as prokaryotic and eukaryotic cells. Finally, they need to name the 3 statements of the cell theory. What ever they don't finish in class is done for homework. Due tomorrow.
Monday, October 4, 2010
BIO - Biochemistry Test
Answer any questions at the beginning of the hour off of the review sheet.
Pass out the scantron sheets and have them put their names on them.
Have the students move so there is one person per table. Pass out the test and go through the directions with them. Answer any questions.
They have the hour to complete the test.
Pass out the scantron sheets and have them put their names on them.
Have the students move so there is one person per table. Pass out the test and go through the directions with them. Answer any questions.
They have the hour to complete the test.
Friday, October 1, 2010
TLC - IPOSSESS
No Journal today, "Inch and Miles" instead (2 blocks to the pyramid)
Good Things
Lesson: The Blind Side, enough character names (Sean, Lee Ann, Collins, SJ) on small pieces of paper (need 5 of each character)
Have each student draw a character randomly.
As we watch the movie, "The Blind Side", the students are to analyze two characters, the one character they chose randomly and "Big Mike", the main character. They are to look for the following in each character:
Identify how these characteristics came to be and evolved throughout the movie:
Good Things
Lesson: The Blind Side, enough character names (Sean, Lee Ann, Collins, SJ) on small pieces of paper (need 5 of each character)
Have each student draw a character randomly.
As we watch the movie, "The Blind Side", the students are to analyze two characters, the one character they chose randomly and "Big Mike", the main character. They are to look for the following in each character:
Identify how these characteristics came to be and evolved throughout the movie:
- Self-Concept
- Self-Confidence
- Social Interactions
- Leadership
- Personality
When we are finished with the movie, we will refer back to the movie as we talk about I POSSESS. The students will also write a paper on what they noticed with their characters and how they relate to those characters.
BIO - Macromolecules
Standards: Click Here
Power Standard 2
B2.2C
B2.2D
B2.2E
B2.2f
Materials: Macromolecule ppt, foldable, macromolecule review sheet
Starter: 1. What are enzymes and what do they do? 2. What is the monomer of a protein? What holds two of those monomers together?
Lesson: Review structure, function, and examples of lipids and proteins from yesterday. Begin with the nucleic acid slides. Lecture on the structure, function, and example of nucleic acids.
When finished with discussing nucleic acids have the students complete their foldable table for nucleic acids.
When all are finished explain what to expect for the test on Monday (multiple choice, matching, true and false, diagrams, and a table).
Power Standard 2
B2.2C
B2.2D
B2.2E
B2.2f
Materials: Macromolecule ppt, foldable, macromolecule review sheet
Starter: 1. What are enzymes and what do they do? 2. What is the monomer of a protein? What holds two of those monomers together?
Lesson: Review structure, function, and examples of lipids and proteins from yesterday. Begin with the nucleic acid slides. Lecture on the structure, function, and example of nucleic acids.
When finished with discussing nucleic acids have the students complete their foldable table for nucleic acids.
When all are finished explain what to expect for the test on Monday (multiple choice, matching, true and false, diagrams, and a table).
- Know structure, function, and examples of each of the 4 macromolecules
- Vocabulary
- Biochemistry notes
They have 4 places to find information to study from:
- Notes
- Foldable
- Book (Chapter 5)
- My website for the notes
When I have gone through the test expectations pass out the macromolecule review sheet and they have the rest of the hour to work on it.
Thursday, September 30, 2010
TLC-Speeches
No Journal today
Good things
Finish speeches. When all of the speeches are done give my speech. Then have a general discussion about the speeches. What went well? Anyones speech jump out at you? Getting easier or harder? Have confidence when you speek. When the discussion is done go to the computer lab so they can work on the following:
1. Tweet of the week
2. Discussion board week 4 and 5.
Good things
Finish speeches. When all of the speeches are done give my speech. Then have a general discussion about the speeches. What went well? Anyones speech jump out at you? Getting easier or harder? Have confidence when you speek. When the discussion is done go to the computer lab so they can work on the following:
1. Tweet of the week
2. Discussion board week 4 and 5.
BIO - Biochemistry - PowerStandard 2
Standards: Click Here
Power standard 2
B2.2C
B2.2D
B2.2E
B2.2f
B2.5A
Materials: Macromolecule ppt, foldable
Starter: 1. How do animals store sugar? What does hydrophobic mean?
Lesson:
Begin by reviewing carbohydrates from yesterday. Begin lecturing with the lipid slides. Make sure it is pointed out that lipids are not a true polymer because they don't have a true monomer. Also make sure that it is pointed out where that energy storage comes from; the energy is stored in the bonds. When finished with the lipid slides, have the students fill out their foldable. After everyone is done start proteins. Make sure to give plenty of examples and explain what enzymes do (speed up chemical reactions). When done with the protein slides have the students complete the foldable for proteins. When all the students are done complete the nucleic acid slides. Then have the students complete the foldable.
Power standard 2
B2.2C
B2.2D
B2.2E
B2.2f
B2.5A
Materials: Macromolecule ppt, foldable
Starter: 1. How do animals store sugar? What does hydrophobic mean?
Lesson:
Begin by reviewing carbohydrates from yesterday. Begin lecturing with the lipid slides. Make sure it is pointed out that lipids are not a true polymer because they don't have a true monomer. Also make sure that it is pointed out where that energy storage comes from; the energy is stored in the bonds. When finished with the lipid slides, have the students fill out their foldable. After everyone is done start proteins. Make sure to give plenty of examples and explain what enzymes do (speed up chemical reactions). When done with the protein slides have the students complete the foldable for proteins. When all the students are done complete the nucleic acid slides. Then have the students complete the foldable.
Wednesday, September 29, 2010
Bio - Biochemistry - Power Standard 2
Standards: Click Here
B2.2A
B2.2B
B2.2C
B2.2D
Materials: Macromolecule PPT, plain piece of paper (foldable)
Starter: 1. What are the 3 things you need to know about each macromolecule? 2. What are the names of the students at your table? 3. What are the common elements found in the major macromolecules?
Discuss the starter.
Have 2 students present their glogs to the class.
Lesson: Begin the lecture by reviewing what we took notes on yesterday (carbohydrates). Finish the carbohydrates slides. When we are done with carbohydrates pass out a plain piece of paper to each student and explain the foldable to them (see the link). When they have filled out the carbohydrate tab, move on to taking notes on Lipids. When the lipid slides are done have them stop and complete the Lipid tab. Continue with this pattern until nucleic acids are explained.
B2.2A
B2.2B
B2.2C
B2.2D
Materials: Macromolecule PPT, plain piece of paper (foldable)
Starter: 1. What are the 3 things you need to know about each macromolecule? 2. What are the names of the students at your table? 3. What are the common elements found in the major macromolecules?
Discuss the starter.
Have 2 students present their glogs to the class.
Lesson: Begin the lecture by reviewing what we took notes on yesterday (carbohydrates). Finish the carbohydrates slides. When we are done with carbohydrates pass out a plain piece of paper to each student and explain the foldable to them (see the link). When they have filled out the carbohydrate tab, move on to taking notes on Lipids. When the lipid slides are done have them stop and complete the Lipid tab. Continue with this pattern until nucleic acids are explained.
TLC - Speeches - Memorable experience
Journal: Write 2 affirmations to your classmates.
Good Things
Students gave speeches on a "Memorable Experience." Grade them as they are giving the speech. The format is the exact same as the second speech. (1 minute, two support chairs, 2 affirmations, 1 criticism).
Good Things
Students gave speeches on a "Memorable Experience." Grade them as they are giving the speech. The format is the exact same as the second speech. (1 minute, two support chairs, 2 affirmations, 1 criticism).
9/28/10 - TLC - Body Language
Journal: Why is it so difficult to undo a first impression?
Good Things
Materials: Body language ppt., Straw, masking tape, sissors
Lesson: Finish role plays that we started yesterday. After each role play have a discussion about what was seen both good and bad.
When the role plays and discussions are over, discuss the body language ppt and pose these questions:
What are the most important qualities of a leader or in someone you want to have a relationship with? (Kind, confident, knowledgable, honest, etc...)
If those qualities are internal, then why do we focus on the external qualities so much?...
The external qualities communicate the interal qualites!
Have the students fill out page 21 of their workbook.
With the remaing time in class, do a small group team building since we just switched seats.
Pass out a straw, a masking tape roll, and sicssors to each group. They only can use the materials given to make the tallest free standing tower. The tape can not be stuck to the surface of the table. The tower has to be free standing.
Good Things
Materials: Body language ppt., Straw, masking tape, sissors
Lesson: Finish role plays that we started yesterday. After each role play have a discussion about what was seen both good and bad.
When the role plays and discussions are over, discuss the body language ppt and pose these questions:
What are the most important qualities of a leader or in someone you want to have a relationship with? (Kind, confident, knowledgable, honest, etc...)
If those qualities are internal, then why do we focus on the external qualities so much?...
The external qualities communicate the interal qualites!
Have the students fill out page 21 of their workbook.
With the remaing time in class, do a small group team building since we just switched seats.
Pass out a straw, a masking tape roll, and sicssors to each group. They only can use the materials given to make the tallest free standing tower. The tape can not be stuck to the surface of the table. The tower has to be free standing.
Tuesday, September 28, 2010
BIO - Macromolecules
Standards: Click Here
Power Standard 2
B2.2A
B2.2B
B2.2C
B2.2D
Reminders: Lab Write up due today by 11:59 PM. Sharing it with me through google docs. Discussion board 4 is posted due Friday at 11:59 PM.
Materials: Macromolecule PPT. Foldable sheet and plain paper.
First 20 minutes: In the computer lab to put finishing touches on lab write up and submit it.
Starter: How do you differentiate between a dehydration and hydrolysis reaction? Name the 4 major macromolecules.
Go over starter.
Lesson:
Check for understanding from yesterday. Have the students look through their notes we took yesterday and write 2 to 3 questions that they want clarified. Give them an example of a question (What is the difference between a monomer and polymer?). When the students are done with their questions, have them ask their group members to see if they can answer the questions. If they can't, have them ask the whole class the question. If the class can't answer it then I will re-explain it.
After the question writing, begin the macromolecule ppt. Identify and explain the function, structure, and give examples of each of the 4 major macromolecules. After I am finished with carbohydrates, pass out a plain sheet of paper and explain the foldable. There will be 4 tabs for each of the 4 macromolecules. After each one is discussed, pause and have them fill out the information on the foldable (macromolecule, function, diagram, and examples). When the students are finished then move on to the next macromolecule.
Power Standard 2
B2.2A
B2.2B
B2.2C
B2.2D
Reminders: Lab Write up due today by 11:59 PM. Sharing it with me through google docs. Discussion board 4 is posted due Friday at 11:59 PM.
Materials: Macromolecule PPT. Foldable sheet and plain paper.
First 20 minutes: In the computer lab to put finishing touches on lab write up and submit it.
Starter: How do you differentiate between a dehydration and hydrolysis reaction? Name the 4 major macromolecules.
Go over starter.
Lesson:
Check for understanding from yesterday. Have the students look through their notes we took yesterday and write 2 to 3 questions that they want clarified. Give them an example of a question (What is the difference between a monomer and polymer?). When the students are done with their questions, have them ask their group members to see if they can answer the questions. If they can't, have them ask the whole class the question. If the class can't answer it then I will re-explain it.
After the question writing, begin the macromolecule ppt. Identify and explain the function, structure, and give examples of each of the 4 major macromolecules. After I am finished with carbohydrates, pass out a plain sheet of paper and explain the foldable. There will be 4 tabs for each of the 4 macromolecules. After each one is discussed, pause and have them fill out the information on the foldable (macromolecule, function, diagram, and examples). When the students are finished then move on to the next macromolecule.
Monday, September 27, 2010
TLC - Body Language
Journal: How can you present yourself to show that you have self-confidence.
Reminders: Discussion Board, Tweet of the Week, October 4th = Contact sheet due, Speech rubrics turned in. Next speech is: "A Memorable Experience." (1 minute, write it completely out, no video tape, I will be the only one grading it)
Good Things
Lesson:
Review what has been talked about so far and why it was discussed in the order it was:
Attitude
Trust
Self-Concept
Self-Confidence
Body Language
Continue the YouTube clips from Friday about body language (relationships and business). Discuss them when they are done.
Give each group a role play from below. They are to come up with skits to illustrate the proper body language and ability to handle specific situations. (everyone is involved and the group shows the good way and the bad way of doing something).
How a lady should sit and interact in a business meeting.
How you greet someone who is entering your office.
How to handle radical ideas.
How to handle someone new coming into a conversation.
How to handle someone who has overstayed their welcome.
How to enter an interview.
When the groups are done planning them have each group perform their skits. Following each skit have a discussion about what the students did, didn't do, or should have done.
Reminders: Discussion Board, Tweet of the Week, October 4th = Contact sheet due, Speech rubrics turned in. Next speech is: "A Memorable Experience." (1 minute, write it completely out, no video tape, I will be the only one grading it)
Good Things
Lesson:
Review what has been talked about so far and why it was discussed in the order it was:
Attitude
Trust
Self-Concept
Self-Confidence
Body Language
Continue the YouTube clips from Friday about body language (relationships and business). Discuss them when they are done.
Give each group a role play from below. They are to come up with skits to illustrate the proper body language and ability to handle specific situations. (everyone is involved and the group shows the good way and the bad way of doing something).
How a lady should sit and interact in a business meeting.
How you greet someone who is entering your office.
How to handle radical ideas.
How to handle someone new coming into a conversation.
How to handle someone who has overstayed their welcome.
How to enter an interview.
When the groups are done planning them have each group perform their skits. Following each skit have a discussion about what the students did, didn't do, or should have done.
BIO - Biochemistry - Power Standard 2
Standards: Click Here
Power Standard 2
B2.2A
B2.2E
Materials: Starter sheets, Biochemistry PPT, Vocabulary list, H and OH cards.
Starter (Pass out starter sheets, in which they will answer the starters on in their starter section of their notebook): What makes something a living organism? List the characteristics needed to be considered alive.
Reminders: Lab write up due tomorrow. Submit it electronically on Google Docs by sharing it with me. The document title should be name and finished (DockFinished).
Change up seats. Number off to eight and have the students move based off the number. The main objective in doing this is to get to know other classmates. We will switch seats every 3 weeks.
Go over starter. Have a class discussion, identifying the characteristics of living organisms.
Lesson: Pass out vocabulary list.
Begin the lesson by going through the vocabulary list. The vocabulary words are words they will be responsible for knowing (not specifically for a quiz but to better understand the material throughout the unit). I want to give them a basic understanding of the words prior to beginning the unit so the words won't be completely new to them when they see them again.
After the vocabulary, begin lecturing on the introduction to biochemistry using the biochemistry ppt (found on my website). First discuss, the basics of what a molecule is and the basics of bonding. Then use water as an example, which then can lead to why water is so important to living organisms. Still using water as an example, explain what a polar molecule is (oppositely charged ends). Ask the class what is the first thing that comes to mind when they think of the term polar (relate the definition of polarity to that (north and south poles, magnets).
Ask the class if water is organic and inorganic? Make sure to explain the difference to the common "organic" that they hear all the time, meaning all natural to the "organic" that we will be talking about in class, meaning made of a carbon backbone. Ask what the 4 major organic macromolecules are? Lead them to Proteins, Lipids, Carbs, and Nucleic Acids.
Finally, discuss how molecules are built. Remind the class that bonding is sharing or transfer of electrons. Identify what a monomer and polymer are and compare them. Monomers are single units while polymers are 3 or more monomers so monomers make up polymers.
Ask the class for 3 volunteers to demonstrate the building and breaking of polymers. Have the OH and H cards ready. Line the students up and ask the class what they represent (monomers). Give the middle student a H and OH card. Give the other students just an OH and a H. Go through the building of a polymer, water leaves (dehydration reaction) and breaking a polymer down, gaining water (hydrolysis reaction). Then have the students diagram it.
Power Standard 2
B2.2A
B2.2E
Materials: Starter sheets, Biochemistry PPT, Vocabulary list, H and OH cards.
Starter (Pass out starter sheets, in which they will answer the starters on in their starter section of their notebook): What makes something a living organism? List the characteristics needed to be considered alive.
Reminders: Lab write up due tomorrow. Submit it electronically on Google Docs by sharing it with me. The document title should be name and finished (DockFinished).
Change up seats. Number off to eight and have the students move based off the number. The main objective in doing this is to get to know other classmates. We will switch seats every 3 weeks.
Go over starter. Have a class discussion, identifying the characteristics of living organisms.
Lesson: Pass out vocabulary list.
Begin the lesson by going through the vocabulary list. The vocabulary words are words they will be responsible for knowing (not specifically for a quiz but to better understand the material throughout the unit). I want to give them a basic understanding of the words prior to beginning the unit so the words won't be completely new to them when they see them again.
After the vocabulary, begin lecturing on the introduction to biochemistry using the biochemistry ppt (found on my website). First discuss, the basics of what a molecule is and the basics of bonding. Then use water as an example, which then can lead to why water is so important to living organisms. Still using water as an example, explain what a polar molecule is (oppositely charged ends). Ask the class what is the first thing that comes to mind when they think of the term polar (relate the definition of polarity to that (north and south poles, magnets).
Ask the class if water is organic and inorganic? Make sure to explain the difference to the common "organic" that they hear all the time, meaning all natural to the "organic" that we will be talking about in class, meaning made of a carbon backbone. Ask what the 4 major organic macromolecules are? Lead them to Proteins, Lipids, Carbs, and Nucleic Acids.
Finally, discuss how molecules are built. Remind the class that bonding is sharing or transfer of electrons. Identify what a monomer and polymer are and compare them. Monomers are single units while polymers are 3 or more monomers so monomers make up polymers.
Ask the class for 3 volunteers to demonstrate the building and breaking of polymers. Have the OH and H cards ready. Line the students up and ask the class what they represent (monomers). Give the middle student a H and OH card. Give the other students just an OH and a H. Go through the building of a polymer, water leaves (dehydration reaction) and breaking a polymer down, gaining water (hydrolysis reaction). Then have the students diagram it.
Friday, September 24, 2010
TLC - Self Confidence and how do we show it
Journal: Why is it important for leaders to be able to reframe their negative experiences?
Good things
Go over journal
Start class with a discussion about what are characteristics of someone who is self-confident. Have the students throw out their answers.
After the discussion have the students read and complete pages 14-19 in their workbook (discusses self-confidence and reframing).
When everyone is finished, discuss how knowing ones weaknesses relates to self-confidence and being a good leader.
After that discussion, ask the class how we show self-confidence. This discussion will lead to body language. Finish class by showing 3 YouTube clips of a body language expert. (clip 1 and 2 are dealing with body language and social relationships and the 3rd one is dealing with business body language).
Good things
Go over journal
Start class with a discussion about what are characteristics of someone who is self-confident. Have the students throw out their answers.
After the discussion have the students read and complete pages 14-19 in their workbook (discusses self-confidence and reframing).
When everyone is finished, discuss how knowing ones weaknesses relates to self-confidence and being a good leader.
After that discussion, ask the class how we show self-confidence. This discussion will lead to body language. Finish class by showing 3 YouTube clips of a body language expert. (clip 1 and 2 are dealing with body language and social relationships and the 3rd one is dealing with business body language).
BIO - Lab Write up
Go to the computer lab and work on lab write ups. Help students with the graph (seems to be the most difficult part). Remind them about citing sources.
No printing of papers. They are turning their papers into me on Tuesday (by 11:59 PM) by sharing them with me on google docs. They should title their paper using their name and finished (example: Dock Finished).
After today there is no more lab time. The students need to finish it on their own time.
No printing of papers. They are turning their papers into me on Tuesday (by 11:59 PM) by sharing them with me on google docs. They should title their paper using their name and finished (example: Dock Finished).
After today there is no more lab time. The students need to finish it on their own time.
Thursday, September 23, 2010
TLC- Self Confidence and Reframing
Journal: Describe a time when you said or did something that impacted someones self-concept. Good or Bad.
Good things
Lead the class with the opening statement of a strong self-concept leads to ............. (take answers)........... Self-Confidence. Without talking about self-confidence, have the students develop a skit to show it. The skit has two requirements: 1. Everyone is involved and 2. It needs to compare having self confidence with not having self confidence. Give 15 minutes for them to come up with a skit and then have them perform them in front of the class. When each skit is done, applaud and ask the class what the skit was trying to get across.
When all of the skits are done, have the students define and come up with characteristics of people that show self-confidence. Write the characteristics on the board.
Then ask the question, what hurts your self confidence? Give time for response. Then define reframing (turning a negative situation/experience into a positive one) for them and give a football and life example of where I had to reframe a negative experience. After the discussion, have the students develop another skit to show the use of reframing. Same requirements as above (everyone has to be involved and reframing has to be shown in both ways). After each skit have a discussion about how the skit showed reframing.
Assign the students to read and complete Lessons 8 and 9 for homework.
Good things
Lead the class with the opening statement of a strong self-concept leads to ............. (take answers)........... Self-Confidence. Without talking about self-confidence, have the students develop a skit to show it. The skit has two requirements: 1. Everyone is involved and 2. It needs to compare having self confidence with not having self confidence. Give 15 minutes for them to come up with a skit and then have them perform them in front of the class. When each skit is done, applaud and ask the class what the skit was trying to get across.
When all of the skits are done, have the students define and come up with characteristics of people that show self-confidence. Write the characteristics on the board.
Then ask the question, what hurts your self confidence? Give time for response. Then define reframing (turning a negative situation/experience into a positive one) for them and give a football and life example of where I had to reframe a negative experience. After the discussion, have the students develop another skit to show the use of reframing. Same requirements as above (everyone has to be involved and reframing has to be shown in both ways). After each skit have a discussion about how the skit showed reframing.
Assign the students to read and complete Lessons 8 and 9 for homework.
BIO - Lab write up day 1
Pass out the lab write up expectations to the students at the beginning of class and go over it with them. It can also be found on my website. Explain to them each subheading and which steps can be shared within the group (Question, Hypothesis, Materials, Methods, Tables, Graphs, and Works Cited) and which steps have to be done individually (Observations, Research, Results, and Conclusion). When I say individually, I mean they collaborate with their group but everyone puts it into their own words. When I am done going through the expectations, take the students to the Math/Science lab to get started on their write up.
When we get into the lab, I will show the students how to use the citation sites on TK's Library website (specifically Knightcite). All the students need to do is, pick the right source on the left hand side of the site and then plug the information in and click submit. They can then copy and paste the citation to their lab write up.
After that explanation, I will walk around the room and see if there are any questions.
When we get into the lab, I will show the students how to use the citation sites on TK's Library website (specifically Knightcite). All the students need to do is, pick the right source on the left hand side of the site and then plug the information in and click submit. They can then copy and paste the citation to their lab write up.
After that explanation, I will walk around the room and see if there are any questions.
Wednesday, September 22, 2010
TLC-Grading speeches
Journal - How can you improve your self-concept?
Good Things
Lesson: Take the students to the computer lab and have them grade their speeches. They are to grade their own and a peers speech
BIO ECA last day of data collection
Lesson:
First half of class: The students come in to record data on their experiments. Today is the last day so after their data collection they are to break down their experiment and clean up where they were working.
When groups are done with the data collection pass out books. Record their book numbers into power school.
Go over their ACT test from yesterday. Explain and give the answers.
Finally, have the students read chapter 5, section 1 (92-94) in their books. As they read, the students are to use a sticky note and write down a question they still have and place the question on the board.
First half of class: The students come in to record data on their experiments. Today is the last day so after their data collection they are to break down their experiment and clean up where they were working.
When groups are done with the data collection pass out books. Record their book numbers into power school.
Go over their ACT test from yesterday. Explain and give the answers.
Finally, have the students read chapter 5, section 1 (92-94) in their books. As they read, the students are to use a sticky note and write down a question they still have and place the question on the board.
Tuesday, September 21, 2010
TLC-Self Concept
Journal: What does a positive self-concept have to do with being a leader?
Good Things
Remaining two speeches.
Finish/Review Self-Concept
Ask the students what we talked about yesterday? (Self-Concept) Have them define it? (Who we think we are) Ask them what are the 3 ways we develop our self-concept and give examples of each. (social experiences, social comparisons, and reflected appraisals) Finish explaining, reflected appraisals, by talking about it and having them write a journal about it (Write down some of the positive and/or negative things you think others are thinking about you.) Finish the discussion by asking them who is in control of your self concept if we get our self concept from others? (YOU AS AN INDIVIDUAL ARE IN CONTROL).
Introduce Inch and Miles and the pyramid of success. Pass out a blank pyramid of success and have them follow along as I start reading "Inch and Miles The Journey to Success." Stop at Hard Work.
When we are finished, we will go to the computer lab to watch and grade speeches. Pass out 3 rubrics per person:
Good Things
Remaining two speeches.
Finish/Review Self-Concept
Ask the students what we talked about yesterday? (Self-Concept) Have them define it? (Who we think we are) Ask them what are the 3 ways we develop our self-concept and give examples of each. (social experiences, social comparisons, and reflected appraisals) Finish explaining, reflected appraisals, by talking about it and having them write a journal about it (Write down some of the positive and/or negative things you think others are thinking about you.) Finish the discussion by asking them who is in control of your self concept if we get our self concept from others? (YOU AS AN INDIVIDUAL ARE IN CONTROL).
Introduce Inch and Miles and the pyramid of success. Pass out a blank pyramid of success and have them follow along as I start reading "Inch and Miles The Journey to Success." Stop at Hard Work.
When we are finished, we will go to the computer lab to watch and grade speeches. Pass out 3 rubrics per person:
- Grade themselves
- Grade a peer
- Parents grade them
BIO-Experiment DATA day 2
Materials: Testing strategies sheet, ACT/MME quiz
Today, students will be gathering data/running another test for their experiments. When they are finished with their data gathering, we will complete an ACT/MME practice quiz. I will go over testing strategies prior to them taking the quiz. They will have 15 minutes to complete it. It is not for a grade. This is too get students used to problems they may see on the ACT.
When the 15 minutes are up they will discuss/compare their answers with their small group. We will then go over them as a class.
Today, students will be gathering data/running another test for their experiments. When they are finished with their data gathering, we will complete an ACT/MME practice quiz. I will go over testing strategies prior to them taking the quiz. They will have 15 minutes to complete it. It is not for a grade. This is too get students used to problems they may see on the ACT.
When the 15 minutes are up they will discuss/compare their answers with their small group. We will then go over them as a class.
Monday, September 20, 2010
TLC - Self Concept
Journal: Who are you?
Good Things
Reminders: Two speeches still need to go, questions on glog or discussion board,
Turn in: Action Plan for project
Materials: workbook, Self-Concept ppt
Lesson:
Have the class define self-concept and 3 ways it is developed in their small groups. When they are finished have the small groups share with the large group and write them on the board. After the discussion start using the Self-Concept ppt. Throughout the ppt, there are places to stop and openly discuss as well as journal about topics talked about. Check my website out to see the ppt.
Good Things
Reminders: Two speeches still need to go, questions on glog or discussion board,
Turn in: Action Plan for project
Materials: workbook, Self-Concept ppt
Lesson:
Have the class define self-concept and 3 ways it is developed in their small groups. When they are finished have the small groups share with the large group and write them on the board. After the discussion start using the Self-Concept ppt. Throughout the ppt, there are places to stop and openly discuss as well as journal about topics talked about. Check my website out to see the ppt.
BIO - ECA 1 - Experiment Set up
Materials: The students need their materials for their experiment. Unless they told me otherwise, I am not bringing in anything for them.
Starter: Poem on observations. Discuss
Reminders: Pass back the quiz. Anyone who earned a 31/45 or below needs to make corrections, check them with me, and take an extra assignment. Glog assignment. Discussion board.
Experiment Set-up:
The students must have their methods and materials checked with me prior to beginning their experiment. Each student must also create a data table in order to record data. Once they have the materials, methods, and data table checked they may begin setting up and running their first day of tests. I will walk around and answer any questions. When they are through or when class has 10 minutes left, the students need to clean up their experiments and store them for tomorrow.
Starter: Poem on observations. Discuss
Reminders: Pass back the quiz. Anyone who earned a 31/45 or below needs to make corrections, check them with me, and take an extra assignment. Glog assignment. Discussion board.
Experiment Set-up:
The students must have their methods and materials checked with me prior to beginning their experiment. Each student must also create a data table in order to record data. Once they have the materials, methods, and data table checked they may begin setting up and running their first day of tests. I will walk around and answer any questions. When they are through or when class has 10 minutes left, the students need to clean up their experiments and store them for tomorrow.
Friday, September 17, 2010
Bio - ECA 1 - Day 3
Location: Math/Science Computer lab
We will begin in the math/science computer lab. Every group got their question approved the past two days. Today, they will be researching their question, creating a hypothesis, creating a list of materials, and developing their methods for their experiment. All of the information will be shared on Google docs so they must have an account. If they don't then we need to solve the issue early. They need to share with their group members.
When they have created a hypothesis, they are to check it with me and I will check their rubric box. If it is not proficient then they are to keep working on it. Their hypothesis needs to be based on good science, a confident statement/prediction, and it must be testable.
When their hypothesis is approved, they can start designing the experiment. Creating a materials list as well as a detailed list of step by step instructions. The materials list and instructions must be completed and approved by the end of class.
If they have time they can work on their glog or discussion board.
Experiments begin on Monday.
TLC-2nd Speeches
Journal: Finish watching President Obama's speech
Good things
Speech topic: My goals for the course or school year and two specific things I’m going to do to help me achieve them.
Go over the procedure of the speech: 3 volunteers will go up first (1 speaker and 2 support people). The speaker will begin when ready and have 1 minute to talk about their goals. They must stay up there the whole time even if they finish early. I will raise two hands when they have 10 seconds and one hand when time is up. After the speech, the audience will applaud and give 2 affirmations and one constructive criticism (the speaker must call them by their name). The speaker will sit down and a support person will step up to the podium. Another student will go the open support chair. We will continue this until all the students have gone.
Video tape each speech. Collect their speeches.
Good things
Speech topic: My goals for the course or school year and two specific things I’m going to do to help me achieve them.
Go over the procedure of the speech: 3 volunteers will go up first (1 speaker and 2 support people). The speaker will begin when ready and have 1 minute to talk about their goals. They must stay up there the whole time even if they finish early. I will raise two hands when they have 10 seconds and one hand when time is up. After the speech, the audience will applaud and give 2 affirmations and one constructive criticism (the speaker must call them by their name). The speaker will sit down and a support person will step up to the podium. Another student will go the open support chair. We will continue this until all the students have gone.
Video tape each speech. Collect their speeches.
9/16-TLC-Personal Mastery
Objective: Students will be able to explain personal mastery and why it is important for leadership.
Journal: Think of someone you know who has set goals for his/her life. How do you know that this person has goals? What effect do goals appear to have on this person’s life?
Good things.
Lesson:
Ask the students to discuss a definition for personal mastery within their small groups. When they are all done have each group share their definition to the entire class.
When everyone has shared, ask the students to come up with a list of 5 characteristics that you would need to have or do to achieve personal mastery. When every group is done, have each group share and write theirs on the board. Compare and discuss them.
Using the goal ppt, record the 5 characteristics of leaders who have achieved personal mastery in their workbooks.
When we are finished have the students complete the goal exercise in their books.
When they are finished discuss their next speech (remind: 1 minute, write it completely out, you are being video taped).
Finally, pass out a speech rubric. Explain that experts in the political world say that President Obama is a very gifted speaker and his success has a lot to do with that. So we are going to watch President Obama's speech, grade him, and take notes on what he did well. Watch the speech and grade him.
Journal: Think of someone you know who has set goals for his/her life. How do you know that this person has goals? What effect do goals appear to have on this person’s life?
Good things.
Lesson:
Ask the students to discuss a definition for personal mastery within their small groups. When they are all done have each group share their definition to the entire class.
When everyone has shared, ask the students to come up with a list of 5 characteristics that you would need to have or do to achieve personal mastery. When every group is done, have each group share and write theirs on the board. Compare and discuss them.
Using the goal ppt, record the 5 characteristics of leaders who have achieved personal mastery in their workbooks.
When we are finished have the students complete the goal exercise in their books.
When they are finished discuss their next speech (remind: 1 minute, write it completely out, you are being video taped).
Finally, pass out a speech rubric. Explain that experts in the political world say that President Obama is a very gifted speaker and his success has a lot to do with that. So we are going to watch President Obama's speech, grade him, and take notes on what he did well. Watch the speech and grade him.
Wednesday, September 15, 2010
9/16-BIO - ECA 1 day 2
Location - Math/Science Computer Lab
Objective: The students will research their problem/question.
The students will state a hypothesis. The students will develop their material list and their methods.
We will begin in the math/science computer lab. Every group got their question approved yesterday. Today, they will be researching their question and creating a hypothesis. All of the information will be shared on Google docs so they must have an account. If they don't then we need to solve the issue early. They need to share with their group members. I will go to google docs and show them how to do this using examples that I have done.
When they have created a hypothesis, they are to check it with me and I will check their rubric box. If it is not proficient then they are to keep working on it. Their hypothesis needs to be based on good science, a confident statement/prediction, and it must be testable.
When their hypothesis is approved, they can start designing the experiment. Creating a materials list as well as a detailed list of step by step instructions. The materials list and instructions must be completed and approved by the end of class on Friday.
When their hypothesis is approved, they can also work on their glog.
Objective: The students will research their problem/question.
The students will state a hypothesis. The students will develop their material list and their methods.
We will begin in the math/science computer lab. Every group got their question approved yesterday. Today, they will be researching their question and creating a hypothesis. All of the information will be shared on Google docs so they must have an account. If they don't then we need to solve the issue early. They need to share with their group members. I will go to google docs and show them how to do this using examples that I have done.
When they have created a hypothesis, they are to check it with me and I will check their rubric box. If it is not proficient then they are to keep working on it. Their hypothesis needs to be based on good science, a confident statement/prediction, and it must be testable.
When their hypothesis is approved, they can start designing the experiment. Creating a materials list as well as a detailed list of step by step instructions. The materials list and instructions must be completed and approved by the end of class on Friday.
When their hypothesis is approved, they can also work on their glog.
TLC - Notes and relationships
Materials: Timely note article, index cards, colored pencils, sharpies, Final project information, , speech form,
Journal: Why is note-writing important in building relationships.
Pass out the Timely Note article and have the students read it. Then discuss it as a class. Are you a note writer? Why or why not? Let them know it is one of my biggest struggles. How do you feel when you get a note? What is the power of a Timely note? Explain to them that we are going to try and get better at writing timely notes by writing affirmations to one another.
Pass out the index cards and have them create a name tag for their "mailbox." Pass out the rosters tell them their goal is to write everyone at least 3 affirmations by the end of the trimester. Quality affirmations. These notes are based on trust so please take it seriously and don't make this inappropriate. When they are done with their name tags have them place them in the back in the blue holder.
Discuss their next speech topic: My Goals for the Course and Two Specific things I'm going to do to help me achieve them. I will be using the rubric. I will be video taping them. You will grade yourself again after watching your speech. You will also turn in your speech and I want it word for word of what you are going to say. Practice Practice Practice.
Pass out the TLC final Project information. Go over it with the class. They are to use their leadership skills outside the classroom.
Spend the rest of the time in the library computer lab answering any tech questions and they can work on their glog.
Journal: Why is note-writing important in building relationships.
Pass out the Timely Note article and have the students read it. Then discuss it as a class. Are you a note writer? Why or why not? Let them know it is one of my biggest struggles. How do you feel when you get a note? What is the power of a Timely note? Explain to them that we are going to try and get better at writing timely notes by writing affirmations to one another.
Pass out the index cards and have them create a name tag for their "mailbox." Pass out the rosters tell them their goal is to write everyone at least 3 affirmations by the end of the trimester. Quality affirmations. These notes are based on trust so please take it seriously and don't make this inappropriate. When they are done with their name tags have them place them in the back in the blue holder.
Discuss their next speech topic: My Goals for the Course and Two Specific things I'm going to do to help me achieve them. I will be using the rubric. I will be video taping them. You will grade yourself again after watching your speech. You will also turn in your speech and I want it word for word of what you are going to say. Practice Practice Practice.
Pass out the TLC final Project information. Go over it with the class. They are to use their leadership skills outside the classroom.
Spend the rest of the time in the library computer lab answering any tech questions and they can work on their glog.
Tuesday, September 14, 2010
BIO - Starting ECA (engaging classroom assessment) 1
Objective: Begin ECA 1.
The students will begin using the scientific method in order to develop their own experiment.
Starter: Mediocre quote...What that means for them everyday and also how can they apply it to their experiment they are about to develop.
We are starting our first ECA today. Pass out the rubrics and explain to them what they are going to do. They are scientists that are trying to develop labs for high school biology classrooms. They need to develop, create and execute an experiment. Experiments begin on Monday.
The first step is to get into groups of 2 to 4 students. They can choose them this time. If there are issues choosing them then I will appoint the groups.
The next step is to come up with a question or problem using their prior knowledge/interests in the world around them. They must get it checked with me before they move on to the research and hypothesis stage.
After they have gotten into group and gotten their questions approved they may head to the math/sci computer lab for multiple things:
The students will begin using the scientific method in order to develop their own experiment.
Starter: Mediocre quote...What that means for them everyday and also how can they apply it to their experiment they are about to develop.
We are starting our first ECA today. Pass out the rubrics and explain to them what they are going to do. They are scientists that are trying to develop labs for high school biology classrooms. They need to develop, create and execute an experiment. Experiments begin on Monday.
The first step is to get into groups of 2 to 4 students. They can choose them this time. If there are issues choosing them then I will appoint the groups.
The next step is to come up with a question or problem using their prior knowledge/interests in the world around them. They must get it checked with me before they move on to the research and hypothesis stage.
After they have gotten into group and gotten their questions approved they may head to the math/sci computer lab for multiple things:
- Ask any questions about the technology I am using in class (twitter, webpage, discussion board, glog, google docs). The glog is due on Friday. They will be using google docs during the project.
- They can start researching their problem or question to develop a quality hypothesis. When they think they are done researching they need to get their research and hypothesis checked with me before they can move on.
We won't go past that stage today. If the students get throught that stage they can work on the discussion post or glog. We will continue in the computer lab tomorrow.
TLC - First Impressions - Relationships
Journal: How is the ability to develop good relationships critical to good leadership?
Lesson:
Start off class (shirt untucked, mess up my hair, don't shave, don't pay any attention to anybody, be a little rude and short, text on my phone)
Do it until someone makes a comment or ask the class if anyone is going to call me on how I am acting.
Ask why I might be doing what I am doing? Lead them to how bad it could be if you have a bad first impression? Discuss the importance of first impression? Discuss things you can do to make a good first impression. Use my interview examples both good and bad for making a good first impressions. Make sure they understand it takes 30 seconds to make a first impression and 20 additional meetings to try and repair a bad first impression.
Discuss how first impressions can impact relationships they have made or tried to make.
Ask them, next to a first impression what is the next most important part of building a relationship. The most basic thing you can think of. Lead them to, knowing the person's name.
Give both good and bad examples of knowing peoples names.
Give them the trick of saying someones name 3 times within the very first conversation you have with that person. Practice it with their small group. Then have them move to people they are unsure of their names and practice with them.
Closing activity: Still building relationships so the TP get to know you game. (small group or large group)
Have the students take a strip of toilet paper (TP) and rip it up into pieces. When they ask how long or how many strips, tell them it doesn't matter. When everyone is done have them get their chairs in a circle. I start by giving one piece of information about me that I have not already given for each piece of TP I have. Go around the circle and have the students do the same thing. If the students are struggling have the other students that are listening ask them questions. Go until everyone has shared.
Pick up the TP.
Lesson:
Start off class (shirt untucked, mess up my hair, don't shave, don't pay any attention to anybody, be a little rude and short, text on my phone)
Do it until someone makes a comment or ask the class if anyone is going to call me on how I am acting.
Ask why I might be doing what I am doing? Lead them to how bad it could be if you have a bad first impression? Discuss the importance of first impression? Discuss things you can do to make a good first impression. Use my interview examples both good and bad for making a good first impressions. Make sure they understand it takes 30 seconds to make a first impression and 20 additional meetings to try and repair a bad first impression.
Discuss how first impressions can impact relationships they have made or tried to make.
Ask them, next to a first impression what is the next most important part of building a relationship. The most basic thing you can think of. Lead them to, knowing the person's name.
Give both good and bad examples of knowing peoples names.
Give them the trick of saying someones name 3 times within the very first conversation you have with that person. Practice it with their small group. Then have them move to people they are unsure of their names and practice with them.
Closing activity: Still building relationships so the TP get to know you game. (small group or large group)
Have the students take a strip of toilet paper (TP) and rip it up into pieces. When they ask how long or how many strips, tell them it doesn't matter. When everyone is done have them get their chairs in a circle. I start by giving one piece of information about me that I have not already given for each piece of TP I have. Go around the circle and have the students do the same thing. If the students are struggling have the other students that are listening ask them questions. Go until everyone has shared.
Pick up the TP.
Review - Quiz - Graphing - Power Standard 1
Objectives:
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
The students will be able to create and analyze both bar and line graphs.
Starter: Define dependent, independent, standardized variables. Define the experimental and Control Group. Go over it.After the starter, go over the homework (Simpson's and Variable WS). Answer any questions they may still have.
Quiz procedure: One person per table. Pass out the quiz. Turn it in in the front of the room when they are finished. Pick up a graphing sheet and get to work.
When everyone is finished with the quiz go over graphing expectations.
HW: Finish the graphing practice.
Monday, September 13, 2010
TLC - Finish speeches and build relationships
Materials: 2 chairs in the back of the room, podium in the back of the room, stopwatch, blindfold
Objective: Introduce themselves to the class and begin the process of becoming comfortable in front of their peers.
Start building trusting relationships with one another.
Opening journal: No Journal. Got right into "good things" and speeches.
Good Things
We needed to finish 2 speeches. Go over the procedure of the speech: 3 volunteers will go up first (1 speaker and 2 support people). The speaker will begin when ready and have 1.5 minutes to introduce themselves. They must stay up there the whole time even if they finish early. I will raise two hands when they have 10 seconds and one hand when time is up. After the speech, the audience will applaud and give 2 affirmations and one constructive criticism (the speaker must call them by their name). The speaker will sit down and a support person will step up to the podium. Another student will go the open support chair. We will continue this until all the students have gone. When the student is done speaking they are to grade themselves with the grading rubric and turn it in to me. The students will get full credit if they just do the speech. I am not grading them with the rubric.
After the two speeches, discuss the speeches. What did they think? How did they feel? Good thing, bad thing? What was difficult? What about the time limit? Any general Comments?
When the discussion is over move to the trust walk.
Trust Walk:
Have the students pair up with another student they don't know very well. One student is going to lead them only with their voice (no touching), while the other is blindfolded. Have the leader move into the computer lab next door while the follower gets the blindfold. Go with the leaders and give the first destination instructions:
Out the door. Down "main street". Weave them in and out of the lockers. Out the end doors. Down through the stadium. Up to the press box (put their hand on the railing).
When everyone is finished have a discussion with everyone about how it went. How did you feel as the leader? How did you feel as the follower?
After the discussion, switch roles. Tell the new leaders their new destination while the followers are getting their blindfolds on.
Back down or around the stadium. In through the athletic office. Down through "main street" or back out the athletic office. Take them into the back door of my room.
When everyone is back into my room have another discussion about the whole process? Why did we do it? What was the point? Why is trust a big thing? Have you been in a relationship without trust? How did it go? Have you been in trusting relationships? How did they go? Which would you rather have? How does trust relate to leadership?
Objective: Introduce themselves to the class and begin the process of becoming comfortable in front of their peers.
Start building trusting relationships with one another.
Opening journal: No Journal. Got right into "good things" and speeches.
Good Things
We needed to finish 2 speeches. Go over the procedure of the speech: 3 volunteers will go up first (1 speaker and 2 support people). The speaker will begin when ready and have 1.5 minutes to introduce themselves. They must stay up there the whole time even if they finish early. I will raise two hands when they have 10 seconds and one hand when time is up. After the speech, the audience will applaud and give 2 affirmations and one constructive criticism (the speaker must call them by their name). The speaker will sit down and a support person will step up to the podium. Another student will go the open support chair. We will continue this until all the students have gone. When the student is done speaking they are to grade themselves with the grading rubric and turn it in to me. The students will get full credit if they just do the speech. I am not grading them with the rubric.
After the two speeches, discuss the speeches. What did they think? How did they feel? Good thing, bad thing? What was difficult? What about the time limit? Any general Comments?
When the discussion is over move to the trust walk.
Trust Walk:
Have the students pair up with another student they don't know very well. One student is going to lead them only with their voice (no touching), while the other is blindfolded. Have the leader move into the computer lab next door while the follower gets the blindfold. Go with the leaders and give the first destination instructions:
Out the door. Down "main street". Weave them in and out of the lockers. Out the end doors. Down through the stadium. Up to the press box (put their hand on the railing).
When everyone is finished have a discussion with everyone about how it went. How did you feel as the leader? How did you feel as the follower?
After the discussion, switch roles. Tell the new leaders their new destination while the followers are getting their blindfolds on.
Back down or around the stadium. In through the athletic office. Down through "main street" or back out the athletic office. Take them into the back door of my room.
When everyone is back into my room have another discussion about the whole process? Why did we do it? What was the point? Why is trust a big thing? Have you been in a relationship without trust? How did it go? Have you been in trusting relationships? How did they go? Which would you rather have? How does trust relate to leadership?
Bio - Scientific Method - Power Standard 1
Objective: Power Standard 1 - Scientific Inquiry
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, Simpson's WS, Variable Practice WS
Turn in the bubble gum lab.
Starter: Organize their notebooks with the following tabs (Starters, Notes, Bookwork, Worksheets, Labs, Quizzes/Tests). When they are finished with that they are to organize what they have so far within their notebooks. When they are organized, they are to complete the starter on the screen which is a ppt slide that they have to identify and organize the steps of the scientific method. Go over it as a class.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will have them work together to identify the different variables. I will walk around and answer any questions they may have. When they are finished, I will call on students to give me their answers. We will do this for the Dependent, Independent, standardized and control slides.
When the lecture is over I will pass out the Simpson's WS and the Variable exercise worksheet. They have the remaining time in class to work on them and answer questions. Both are due tomorrow and we will go over them prior to taking the quiz.
HW: Simpson's and variable worksheets, review their notes for the quiz tomorrow.
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, Simpson's WS, Variable Practice WS
Turn in the bubble gum lab.
Starter: Organize their notebooks with the following tabs (Starters, Notes, Bookwork, Worksheets, Labs, Quizzes/Tests). When they are finished with that they are to organize what they have so far within their notebooks. When they are organized, they are to complete the starter on the screen which is a ppt slide that they have to identify and organize the steps of the scientific method. Go over it as a class.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will have them work together to identify the different variables. I will walk around and answer any questions they may have. When they are finished, I will call on students to give me their answers. We will do this for the Dependent, Independent, standardized and control slides.
When the lecture is over I will pass out the Simpson's WS and the Variable exercise worksheet. They have the remaining time in class to work on them and answer questions. Both are due tomorrow and we will go over them prior to taking the quiz.
HW: Simpson's and variable worksheets, review their notes for the quiz tomorrow.
Friday, September 10, 2010
TLC - First Speeches - 1.5 minutes about themselves
Materials: 2 chairs in the back of the room, podium in the back of the room, stopwatch
Objective: Introduce themselves to the class and begin the process of becoming comfortable in front of their peers
Opening journal: Why is having a positive attitude crucial for success in life?
Good Things
Go over the procedure of the speech: 3 volunteers will go up first (1 speaker and 2 support people). The speaker will begin when ready and have 1.5 minutes to introduce themselves. They must stay up there the whole time even if they finish early. I will raise two hands when they have 10 seconds and one hand when time is up. After the speech, the audience will applaud and give 2 affirmations and one constructive criticism (the speaker must call them by their name). The speaker will sit down and a support person will step up to the podium. Another student will go the open support chair. We will continue this until all the students have gone.
When the student is done speaking they are to grade themselves with the grading rubric and turn it in to me.
The students will get full credit if they just do the speech. I am not grading them with the rubric.
Objective: Introduce themselves to the class and begin the process of becoming comfortable in front of their peers
Opening journal: Why is having a positive attitude crucial for success in life?
Good Things
Go over the procedure of the speech: 3 volunteers will go up first (1 speaker and 2 support people). The speaker will begin when ready and have 1.5 minutes to introduce themselves. They must stay up there the whole time even if they finish early. I will raise two hands when they have 10 seconds and one hand when time is up. After the speech, the audience will applaud and give 2 affirmations and one constructive criticism (the speaker must call them by their name). The speaker will sit down and a support person will step up to the podium. Another student will go the open support chair. We will continue this until all the students have gone.
When the student is done speaking they are to grade themselves with the grading rubric and turn it in to me.
The students will get full credit if they just do the speech. I am not grading them with the rubric.
Objective: Power Standard 1 - Scientific Inquiry
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, wiffiti screen, cell phone, Simpson's WS, Bubble Gum lab
Reminders: Discussion post due tonight at 11:59 pm, Syllabus signed and in the front of a 3 ringed binder with 7 dividers due on Monday, Glog due on Friday
Lesson:
Starter: Finish the bubble gum lab from yesterday. Students will write their percent change on the board in their respective male and female categories. I will ask two students to do the average. The students will take the average and make a conclusion based on that average.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will use the wiffiti screen and cell phones to poll the class as a way to check understanding.
They will read the scientific question in the ppt and working with their partner they will try to identify the independent and dependent variables. When they are ready they will text them to the wiffiti screen. We will discuss the answers. We will do this for the standardized and control slides as well.
When we get to the graphing slides, we will check the bubble gum graph to make sure we did it correctly. If a student did it incorrect, I will have them correct it and turn it in tomorrow.
When the lecture is done, I will pass out the Simpson's worksheet for homework. Due on Monday.
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, wiffiti screen, cell phone, Simpson's WS, Bubble Gum lab
Reminders: Discussion post due tonight at 11:59 pm, Syllabus signed and in the front of a 3 ringed binder with 7 dividers due on Monday, Glog due on Friday
Lesson:
Starter: Finish the bubble gum lab from yesterday. Students will write their percent change on the board in their respective male and female categories. I will ask two students to do the average. The students will take the average and make a conclusion based on that average.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will use the wiffiti screen and cell phones to poll the class as a way to check understanding.
They will read the scientific question in the ppt and working with their partner they will try to identify the independent and dependent variables. When they are ready they will text them to the wiffiti screen. We will discuss the answers. We will do this for the standardized and control slides as well.
When we get to the graphing slides, we will check the bubble gum graph to make sure we did it correctly. If a student did it incorrect, I will have them correct it and turn it in tomorrow.
When the lecture is done, I will pass out the Simpson's worksheet for homework. Due on Monday.
Thursday, September 9, 2010
9/10/10 - TLC - First speeches
Materials:
Podium, two chairs behind the podium and to the side, a method to keep time (1.5 minute)
Opening Journal: Why is a good attitude necessary for success in life?
Good Things
Explain the procedure of the speeches again.
- On volunteer basis, the first 3 people go to the podium and support chairs.
- The speaker has 1.5 minutes to introduce themselves to the class.
- I will keep the time.
- I will give them two hands in the air for 10 seconds remaining.
- I will give one hand when they are done.
- They must stay up there for the entire 1.5 minutes even if they are done talking.
- After the speech the class will give 2 affirmations of the speech and 1 constructive criticism.
9/9/10 - TLC - Day 3 attitude
Used the TLC lesson 2 ppt.
Start the class with a journal.
Answered any tech questions (tweet of the week due tomorrow, discussion due tomorrow)
Introduce "Good Things." Do "Good Things" in class.
Intro to Attitude:
Have the students independently or in pairs pick a quote around the room that represents attitude. Go around the room and have the students introduce themselves, read the quote and explain why they think the quote represents attitude.
Go through the TLC lesson 2 ppt. Have the students follow along in their workbook
Have a student read the Henry Ford quote ...Agree or disagree? Why?
May their be a time that this isn't true? (My experience with wanting to play D-1 Football)
Small group discussion (How can I apply the extra 5% and whatever it takes attitude to my life?) Each group shares. Volunteers share. I share.
Two groups of people. In their workbook, they write down what group they fall into and if they would like to change that.
Speeches
First speech is tomorrow (1.5 minute about themselves). Explained what to expect, procedure of the speech, Procedure after the speech, ideas on what to talk about, passed out the rubric and went through it so they know how they are going to be graded, gave the speech writing format.
This speech is very informal. If you give it on two feet then you get full credit. However, I want them to know what to be thinking about when they are prepairing. I encourage them to practice with the mirror or other family members.
Start the class with a journal.
Answered any tech questions (tweet of the week due tomorrow, discussion due tomorrow)
Introduce "Good Things." Do "Good Things" in class.
Intro to Attitude:
Have the students independently or in pairs pick a quote around the room that represents attitude. Go around the room and have the students introduce themselves, read the quote and explain why they think the quote represents attitude.
Go through the TLC lesson 2 ppt. Have the students follow along in their workbook
Have a student read the Henry Ford quote ...Agree or disagree? Why?
May their be a time that this isn't true? (My experience with wanting to play D-1 Football)
Small group discussion (How can I apply the extra 5% and whatever it takes attitude to my life?) Each group shares. Volunteers share. I share.
Two groups of people. In their workbook, they write down what group they fall into and if they would like to change that.
Speeches
First speech is tomorrow (1.5 minute about themselves). Explained what to expect, procedure of the speech, Procedure after the speech, ideas on what to talk about, passed out the rubric and went through it so they know how they are going to be graded, gave the speech writing format.
This speech is very informal. If you give it on two feet then you get full credit. However, I want them to know what to be thinking about when they are prepairing. I encourage them to practice with the mirror or other family members.
9/9/10 - Biology - Day 3 - Scientific Method
Started the class off with tech questions from yesterday.
Discussion board (make sure they are signed in, due tomorrow at 11:59, click on reply to answer, 1st period entered their usernames)
Twitter (log on questions, eliminated the tweet of week assignment, only used for communication of reminders and occassional assignments)
Glog (try to log on soon so any glitches can be worked out, changed the due date to a week from friday (9/17), showed 1st period mine and how to do it)
Went over the log in if you are outside of school (tk-domain\usn and password)
Engaged: within small groups came up with a list of the scientific method
One group wrote the list on the board. I asked the other groups to comment or change the one on the board. I led a discussion to make the list complete and in order.
Explore: Did the bubble gum lab.
Discussion board (make sure they are signed in, due tomorrow at 11:59, click on reply to answer, 1st period entered their usernames)
Twitter (log on questions, eliminated the tweet of week assignment, only used for communication of reminders and occassional assignments)
Glog (try to log on soon so any glitches can be worked out, changed the due date to a week from friday (9/17), showed 1st period mine and how to do it)
Went over the log in if you are outside of school (tk-domain\usn and password)
Engaged: within small groups came up with a list of the scientific method
One group wrote the list on the board. I asked the other groups to comment or change the one on the board. I led a discussion to make the list complete and in order.
Explore: Did the bubble gum lab.
- Handed out the lab sheet.
- Had one student read the first problem out loud.
- Within their small groups, the students discussed and wrote down their hypothesis.
- Had one student read the 2nd problem out loud.
- Within their small groups, the students discussed and wrote down their hypothesis.
- I asked to disclaimers: Can any student not chew gum? Does any student get sick from the site of chewed gum?
- Told the students to not do anything with the gum but take a piece and pass the rest around the room.
- Go through the procedure with the class and show them the data table.
- Talk about the initial weight and what that represents (control) and why that is important.
- Explain that I will keep the watch and we will all do it together. When they are done weighing they are to turn and face me so I know when we can move on.
- Tell them that they are to weigh their gum on their wrapper so they keep the gum clean.
- Show them how to use the scale (zero it everytime and don't put anymore weight then neccessary).
- Follow the table with timing and get to work.
- What ever is not finished in class is to be done as homework. Pass out graph paper.
- Can't finish the last question if the averages are not given in class.
- Lab is due tomorrow.
9/8/10 - TLC - Tech Day
Students picked up a tech sheet and glogster account sheet when they entered the room.
Went over the purpose of technology and then went to the math/science lab.
Completed the sheet
Went over the purpose of technology and then went to the math/science lab.
Completed the sheet
9/8/10 - BIO - Day 2 - Tech day
Had students pick up syllabus, tech sheet, and glog account sheet when they walked in.
Welcomed them and took attendance.
Went over the syllabus and cell phones with them.
Took them to the computer lab and worked on the tech sheet.
Welcomed them and took attendance.
Went over the syllabus and cell phones with them.
Took them to the computer lab and worked on the tech sheet.
9/7/10 - TLC - Day one of school
Took attendence
Students grabbed a workbook and syllabus from the table as they walked in
Welcomed the students and gave them a general idea about what to expect in this class.
Went over the syllabus
Introduced myself with the welcome ppt.
They introduced themselves in their groups and told each other what they did over the summer. The youngest person introduced their group to the class and explained what they did.
Didn't have time for the name game.
Finished with a journal: Their expectations for the class.
Students grabbed a workbook and syllabus from the table as they walked in
Welcomed the students and gave them a general idea about what to expect in this class.
Went over the syllabus
Introduced myself with the welcome ppt.
They introduced themselves in their groups and told each other what they did over the summer. The youngest person introduced their group to the class and explained what they did.
Didn't have time for the name game.
Finished with a journal: Their expectations for the class.
9/7/10 - Day one of school - Biology
Took attendance
Welcomed the students and let them know what to expect for the week.
Introduced myself using the welcome ppt.
In their groups had them stand up and introduce themselves to each other.
In their groups had them tell each other what they did over the summer. The youngest person in the group then had to intoduce everyone and tell the class what they did.
Played the name game.
Started the bubble gum lab.
Welcomed the students and let them know what to expect for the week.
Introduced myself using the welcome ppt.
In their groups had them stand up and introduce themselves to each other.
In their groups had them tell each other what they did over the summer. The youngest person in the group then had to intoduce everyone and tell the class what they did.
Played the name game.
Started the bubble gum lab.
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