Asked what they told their parents about the last class since that was a language objective. Those that said nothing acted out the "Thumbs Up for Santa" poem.
Discussed right hand rule examples:
Need right hand rule because clockwise and counterclockwise are confusing - people sitting on stool rotating right foot clockwise while drawing figure 6's with right index finger.
When to look for shooting stars (better in early morning before the Sun rises)
We move faster at night (used example of escalator going up and walking either up or down)
Used escalator example to explain why a boomerang returns.
Quiz on vocabulary.
Planets - move in a plane (on a surface)
Asked for order of planets from Sun and drew on board. Showed "My Very Energetic Mother Just Served Us Nine Pizzas)
Slide show - student wrote down interesting factoid about each planet.
Demo of rainbow outside with hose.
Quiz next time on planets.
Friday, September 12, 2008
Thursday, September 11, 2008
Thursday, Sept 11, 2008 - Block 4B
Asked students what their parents thought about the "What do you think?" worksheet.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest. Handed them in.
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Tell family and friends the ideas learned in class using correct vocabulary.
Went over vocabulary: year, month, day, orbit, rotate
Introduced clockwise and counterclockwise. Did demo of drawing 6's while rotating foot.
Described how Earth rotates and how Earth goes around Sun.
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Used the right hand rule to explain that you are more likely to see shooting stars in early morning before sunrise than in evening after sunset.
Used the ideas to show that you move faster in night than in day and how this same principle can be used to explain why a boomerang turns and comes back.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest. Handed them in.
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Tell family and friends the ideas learned in class using correct vocabulary.
Went over vocabulary: year, month, day, orbit, rotate
Introduced clockwise and counterclockwise. Did demo of drawing 6's while rotating foot.
Described how Earth rotates and how Earth goes around Sun.
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Used the right hand rule to explain that you are more likely to see shooting stars in early morning before sunrise than in evening after sunset.
Used the ideas to show that you move faster in night than in day and how this same principle can be used to explain why a boomerang turns and comes back.
Wednesday, September 10, 2008
Wednesday, Sept 10, 2008 - Block 4A
Quiz on course expectations.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Give the planets in correct order from the Sun
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Went over vocabulary: year, month, day, season, orbit, rotate
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Give the planets in correct order from the Sun
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Went over vocabulary: year, month, day, season, orbit, rotate
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Tuesday, September 9, 2008
Tuesday, Sept 9, 2008 - Block 4B
New seating chart for today.
Collected Parent Notice form and Course Expectation Form.
Quiz on Course Expectations.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Collected Parent Notice form and Course Expectation Form.
Quiz on Course Expectations.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Monday, September 8, 2008
Monday, Sept 8, 2008 - Block 4A
Hannah Kern is academic tutor
Elyse Fleck is peer tutor.
I'm very pleased and lucky to have them.
New seating chart for today.
Collected Parent Notice form and Course Expectation Form.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Quiz next time on Course Expectation Sheet.
Elyse Fleck is peer tutor.
I'm very pleased and lucky to have them.
New seating chart for today.
Collected Parent Notice form and Course Expectation Form.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Quiz next time on Course Expectation Sheet.
Friday, September 5, 2008
Friday, Sept 5, 2008
Students filled out seating chart.
Students filled out student profile.
Gave my bio blurb - short version
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Forgot to give out blog info for students to record in their notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin. Students only had 15 minutes but many did a good job.
Still need to take students out to meeting place for fire drills.
Students filled out student profile.
Gave my bio blurb - short version
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Forgot to give out blog info for students to record in their notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin. Students only had 15 minutes but many did a good job.
Still need to take students out to meeting place for fire drills.
Thursday, September 4, 2008
Thursday, Sept 4, 2008 - Block 4A
Students filled out seating chart.
Students filled out student profile.
Forgot to give my bio blurb. Oh well.
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Gave out blog info. Students recorded this info in notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin.
Took students out to meeting place for fire drills. Dismissed students from there since it was quitting time.
Students filled out student profile.
Forgot to give my bio blurb. Oh well.
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Gave out blog info. Students recorded this info in notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin.
Took students out to meeting place for fire drills. Dismissed students from there since it was quitting time.
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