Saturday, July 11, 2009
Transitions...
My year at Hsinchu International School was a great experience! However, I am very excited to become a new Puma at Peak to Peak Charter School. Check back here for information as the school year begins!
Wednesday, April 1, 2009
Mendel Mystery and The Cause of Wind
Grade 10 students are really getting creative! We just finished learning about the rules of genetics...and now students are creating an organism and detailing 8 traits in a pedigree chart. Once they are done creating their "Mendel Mystery" they will give it to another students in the class. This student will have to solve the mystery of what the P generation's (parents) genotype and phenotype are using what we have learned about Punnett squares and genetics. Over spring break, students will begin to create a "write-up" that shows all the "behind the scenes" information for their pedigree diagrams. This will be their method of proving that they understand the rules of genetics!
Grade 8 students created comic strips this week to show the information that they researched about the causes of wind. Students worked to find out how uneven heating of the Earth causes wind (with about 5 steps in between). Students could discuss their questions with me during class and they collected their research in a Google Doc that they shared with me. Their comic strips look really great! Good Job, 8th graders!
Grade 7 students wrote business letters to a make-believe "naysayer" to explain why Alfred Wegener was correct with his Continental Drift Hypothesis...even though he couldn't explain why. Students will take a written test over the Earth's interior, the Theory of Plate Tectonics, and the surface features of boundaries. Students played "Sink or Swim" to review the main ideas of the unit. There will also be an alternative assessment available for students who struggle with written tests. They will prove that they have met the objectives through a scheduled interview with Mrs. Smith. Good Luck, 7th graders!
Grade 9 students are finishing their learning about 2 dimensional motion with a challenge problem that they will analyze and animate using Pencil. Here is the scenario:
You are a witness to a crime! Two criminals, Shifty and Lefty, have stolen some jewels. Lefty has the jewels when the police start to chase him, and he runs to the top of a 60.0 m tall building in his attempt to escape. Meanwhile, Shifty runs to the convenient hot-air balloon 20.0 m from the base of the building. He unties it, gets in, and it begins to rise at a constant speed. Lefty tosses the bag of jewels horizontally with a speed of 7.3 m/s just as the balloon begins its ascent. What must the velocity of the balloon be for Shifty to easily catch the bag?
Students quickly used their problem-solving skills to figure out the data...and are now working on animating it. I can't wait to see what great things they come up with!
Grade 8 students created comic strips this week to show the information that they researched about the causes of wind. Students worked to find out how uneven heating of the Earth causes wind (with about 5 steps in between). Students could discuss their questions with me during class and they collected their research in a Google Doc that they shared with me. Their comic strips look really great! Good Job, 8th graders!
Grade 7 students wrote business letters to a make-believe "naysayer" to explain why Alfred Wegener was correct with his Continental Drift Hypothesis...even though he couldn't explain why. Students will take a written test over the Earth's interior, the Theory of Plate Tectonics, and the surface features of boundaries. Students played "Sink or Swim" to review the main ideas of the unit. There will also be an alternative assessment available for students who struggle with written tests. They will prove that they have met the objectives through a scheduled interview with Mrs. Smith. Good Luck, 7th graders!
Grade 9 students are finishing their learning about 2 dimensional motion with a challenge problem that they will analyze and animate using Pencil. Here is the scenario:
You are a witness to a crime! Two criminals, Shifty and Lefty, have stolen some jewels. Lefty has the jewels when the police start to chase him, and he runs to the top of a 60.0 m tall building in his attempt to escape. Meanwhile, Shifty runs to the convenient hot-air balloon 20.0 m from the base of the building. He unties it, gets in, and it begins to rise at a constant speed. Lefty tosses the bag of jewels horizontally with a speed of 7.3 m/s just as the balloon begins its ascent. What must the velocity of the balloon be for Shifty to easily catch the bag?
Students quickly used their problem-solving skills to figure out the data...and are now working on animating it. I can't wait to see what great things they come up with!
Monday, March 16, 2009
Chuggin' Away!
It's the middle of March and students are plugging away in science!
Grade 10: Students finished their cell division projects where each group created a product (keynote, website, video, or book) to teach other classmates about meiosis and mitosis. Two students in the class created a review game and written assessment over the standards. We have now moved on to talk about Mendelian genetics and students used popsicle stick "chromosomes" to create dragon offspring. We will continue to learn about the rules of genetics and students will work to create a Mendelian Mystery for their peers. This will count as their final for genetics! Stay tuned...
Grade 9: Students are working on a "Space Drop" scenario to test their understanding of the acceleration and velocity of an object in free fall. Students were given the data for an object in free fall on mars and now have to work backwards to figure out the acceleration due to gravity! Students are showing their work in many different ways.
Grade 8: Students are learning about altitude and air pressure and will be building Cartesian Divers later this week! Stay tuned for some pictures of this activity.
If students have at least 2 portfolio entries done by Wednesday at 8:30 AM, then students will be rewarded with class time to work on their exhibitions! Good Luck, 8th graders!
Grade 7: Students wrote letters to Alfred Wegener explaining why they thought he was wrong...now we have jumped ahead in time to the 1960s when new technology opened up a whole new world of evidence! This week students are learning about paleomagnetism and the ocean floor. Later, students will use this evidence to respond to the letter they wrote to Alfred Wegener.
Grade 10: Students finished their cell division projects where each group created a product (keynote, website, video, or book) to teach other classmates about meiosis and mitosis. Two students in the class created a review game and written assessment over the standards. We have now moved on to talk about Mendelian genetics and students used popsicle stick "chromosomes" to create dragon offspring. We will continue to learn about the rules of genetics and students will work to create a Mendelian Mystery for their peers. This will count as their final for genetics! Stay tuned...
Grade 9: Students are working on a "Space Drop" scenario to test their understanding of the acceleration and velocity of an object in free fall. Students were given the data for an object in free fall on mars and now have to work backwards to figure out the acceleration due to gravity! Students are showing their work in many different ways.
Grade 8: Students are learning about altitude and air pressure and will be building Cartesian Divers later this week! Stay tuned for some pictures of this activity.
If students have at least 2 portfolio entries done by Wednesday at 8:30 AM, then students will be rewarded with class time to work on their exhibitions! Good Luck, 8th graders!
Grade 7: Students wrote letters to Alfred Wegener explaining why they thought he was wrong...now we have jumped ahead in time to the 1960s when new technology opened up a whole new world of evidence! This week students are learning about paleomagnetism and the ocean floor. Later, students will use this evidence to respond to the letter they wrote to Alfred Wegener.
Monday, February 23, 2009
Solar Ovens and Puzzle Time
Solar Ovens -- Grade 8
We began our Earth's Atmosphere expedition and have begun by answering the question "What is our atmosphere and what does it do for us?" Students worked in groups to learn about energy transfer: radiation, conduction, and convection. Then they were challenged to build a solar oven that would most effectively collect and retain the heat. Students brainstormed, drew a diagram, and then decided what materials they needed. Each student in the group was responsible for bringing the supplies needed. Thanks Rosalie for this wonderful idea!
On Monday, students will put the finishing touches on their ovens, and then test them for 20 minutes to see which group can increase the temperature of 100 mL of water the most. Good Luck!
They will finish the investigation by writing a paper reflecting on the characteristics of successful solar ovens.
Check out the pics of students working hard!
Puzzle Time -- Grade 7
Seventh grade students have been investigating the interior of the Earth and learning about the different layers. Last week, they were challenged to put together two puzzles. One was cut from blank paper and the other was cut from newspapers. After the students put together the puzzles they worked in their groups to discuss the process and how it differed depending on the puzzle. Most groups concluded that the newspaper puzzle was easier because you can use the pictures and text as clues.
This week, we are learning about Alfred Wegener's Continental Drift Hypothesis and students have the task of blogging about how the two concepts (Puzzle Time activity and Continental Drift) are related. Be sure to check out the Grade 7 blogs to see what great connections they make.
Here are a few pics of students working on their puzzles!
We began our Earth's Atmosphere expedition and have begun by answering the question "What is our atmosphere and what does it do for us?" Students worked in groups to learn about energy transfer: radiation, conduction, and convection. Then they were challenged to build a solar oven that would most effectively collect and retain the heat. Students brainstormed, drew a diagram, and then decided what materials they needed. Each student in the group was responsible for bringing the supplies needed. Thanks Rosalie for this wonderful idea!
On Monday, students will put the finishing touches on their ovens, and then test them for 20 minutes to see which group can increase the temperature of 100 mL of water the most. Good Luck!
They will finish the investigation by writing a paper reflecting on the characteristics of successful solar ovens.
Check out the pics of students working hard!
Puzzle Time -- Grade 7
Seventh grade students have been investigating the interior of the Earth and learning about the different layers. Last week, they were challenged to put together two puzzles. One was cut from blank paper and the other was cut from newspapers. After the students put together the puzzles they worked in their groups to discuss the process and how it differed depending on the puzzle. Most groups concluded that the newspaper puzzle was easier because you can use the pictures and text as clues.
This week, we are learning about Alfred Wegener's Continental Drift Hypothesis and students have the task of blogging about how the two concepts (Puzzle Time activity and Continental Drift) are related. Be sure to check out the Grade 7 blogs to see what great connections they make.
Here are a few pics of students working on their puzzles!
Tuesday, February 17, 2009
A Slice of Earth and Matching Graphs!
This week 7th grade students have continued investigating what is inside the Earth. Students chose between modeling a slice of Earth using Geometer Sketchpad or using paper. Both ways required students to research the Earth's layers and create a scale model of a slice of the Earth. We worked hard to convert numbers and figure out how to make a model to scale. Students finished the activity by creating "info bubbles" that presented important facts about each layer!
Ninth grade students have been running around the science lab! This is a good thing...students have been using motion detectors to create Distance-Time graphs using LoggerPro on their laptops. The ability to create real-time graphs is a great tool to use in Physics!
Once students finish up with their graph matching we will analyze a ball dropping in slow motion to begin discussing acceleration. Buckle Up!
This past week was Spirit Week! Check out Jacob and me on Nerd Day!
That's a sight for sore eyes!
Ninth grade students have been running around the science lab! This is a good thing...students have been using motion detectors to create Distance-Time graphs using LoggerPro on their laptops. The ability to create real-time graphs is a great tool to use in Physics!
Once students finish up with their graph matching we will analyze a ball dropping in slow motion to begin discussing acceleration. Buckle Up!
This past week was Spirit Week! Check out Jacob and me on Nerd Day!
That's a sight for sore eyes!
Monday, February 9, 2009
SMASH DAY! 4 and the Weekly Grind...
SMASH (Smith's Marvelously Awesome Hoopla) Day #4:
For SMASH Day #4 (which happened a few weeks ago) students were challenged to build a "marble obstacle course" that projected the marble over the highest number of "point squares" possible. We used plastic to make each table into a marble arena, and students could use any classroom supplies to make a path for their marble. Students were only allowed 2 "flicks" and got an additional 30 points for getting the marble into the cup at the end of their "run."
Here are few pics of students working in the groups:
For SMASH Day #4 (which happened a few weeks ago) students were challenged to build a "marble obstacle course" that projected the marble over the highest number of "point squares" possible. We used plastic to make each table into a marble arena, and students could use any classroom supplies to make a path for their marble. Students were only allowed 2 "flicks" and got an additional 30 points for getting the marble into the cup at the end of their "run."
Here are few pics of students working in the groups:
Jordan, Artie, Leon, and Kevin contemplating marble paths...or life. :)
Tim getting ready to show off his mad flicking skills.
Grace, Jez, and Savanna creating a smooooth path
Alex H. showing off his finger guard for maximum flicking power.
Some of the 8th grade boys working hard.
A marbles-eye view
The 8th grade girls showing how to work together!
Kevin helping out
Leo, Duke, and Jacky concentrating hard! Can you see the smoke coming out of their ears?!?
Tim getting ready to show off his mad flicking skills.
Grace, Jez, and Savanna creating a smooooth path
Alex H. showing off his finger guard for maximum flicking power.
Some of the 8th grade boys working hard.
A marbles-eye view
The 8th grade girls showing how to work together!
Kevin helping out
Leo, Duke, and Jacky concentrating hard! Can you see the smoke coming out of their ears?!?
The Weekly Grind:
7th Grade:
The seventh graders just finished their human body projects and did a great job showing how their researched systems interact! Look for finished project pictures...coming soon! We have started exploring the Earth and have worked recently to study the Earth's layers. Students will be creating a Slice of the Earth using GSP or paper and pencil
8th Grade:
Students in 8th grade just finished their Snarflemucker projects...they created an entire ecosystem based on one organism from a far-away planet. They created videos, keynotes, or websites to show their ecosystem. Next, 8th graders will begin to investigate Earth's Atmosphere.
9th Grade:
The freshman students finished up Chemistry and started Physics right before Chinese New Year. The rest of the year will be focused on Physics, starting with an investigation of motion and forces. The students have been challenged to create a video in Logger Pro that matches with a distance-time graph that I have given them. This type of inquiry project is only possible because students have access to laptops! Yay for being a 1:1 school!
10th Grade:
Tenth graders finished last semester with a written test over cellular respiration and a small project on the cellular explanation of cystic fibrosis. This semester we have started looking at DNA to see how it is transcribed and translated during protein synthesis.
7th Grade:
The seventh graders just finished their human body projects and did a great job showing how their researched systems interact! Look for finished project pictures...coming soon! We have started exploring the Earth and have worked recently to study the Earth's layers. Students will be creating a Slice of the Earth using GSP or paper and pencil
8th Grade:
Students in 8th grade just finished their Snarflemucker projects...they created an entire ecosystem based on one organism from a far-away planet. They created videos, keynotes, or websites to show their ecosystem. Next, 8th graders will begin to investigate Earth's Atmosphere.
9th Grade:
The freshman students finished up Chemistry and started Physics right before Chinese New Year. The rest of the year will be focused on Physics, starting with an investigation of motion and forces. The students have been challenged to create a video in Logger Pro that matches with a distance-time graph that I have given them. This type of inquiry project is only possible because students have access to laptops! Yay for being a 1:1 school!
10th Grade:
Tenth graders finished last semester with a written test over cellular respiration and a small project on the cellular explanation of cystic fibrosis. This semester we have started looking at DNA to see how it is transcribed and translated during protein synthesis.
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