October+20th-October+24th

=Friday, October 24th, 2008=

Middle School Science Video (available on iTunes): "Chasing Tornadoes"

 * ==Essential Question: What does it mean to be a weather-spotter? What skills do they need? ==

High School Science Video (available on iTunes): "The Wild Series: Sharks!"

 * ==Essential Question: What catagories of information are provided? (environment, predation, biology, etc) What catagories were left out? ==

=Thursday, October 23rd, 2008=

 Main Activity:
===Students were divided into small groups of 4-5 and began reviewing different cloud types and related phenomenon. Teachers started by holding up the full-size pictures and revealing the name of the cloud. After going through the pile, the images were shuffled and students attempted to "win" the image by being the first to shout out the name. After finishing the images, all the students handed over their winnings and the student to the left played the part of the teacher, quizzing the others in the group. Once again the first student to say the type got the image. It went around like this until each student had an opportunity to be the teacher. If groups finished with time left (my groups had only 5 minutes or so) they worked on a word-find with the new cloud types and previous cloud vocabulary words. At the end of class we all came together and I held up each image for the class to shout the word. === [|cloud forms.ppt]

 Main Activity:
=== Students were given an introductory packet about ecosystems and ecology. This packet provides terms and concepts we will incorporate into their zoology project. Students either grouped up with another student to read aloud, read with a teacher, or read quietly to themselves and completed the questions for Section 1. Starting next week, we will begin quizzes on those concepts and terms. Stay tuned! === (pdf images coming soon)

 HOMEWORK: If they didn't finish Section 1, it became homework.
=Tuesday, October 21st, 2008=

__Middle School__


Students began the class with a logic-puzzle warm-up about determining family relationships. (My only uncle's only brother's only child is who? for example)
=== After discussing the answers, students were handed a Cloud Note-taking worksheet to fill out during today's discussion and demonstration.During the discussion I demonstrated a homemade cloud chamber ([|how to make a cloud chamber]) and students turned in their completed sheets at the end of the period. This discussion and demonstration took the entire class period. ===

__High School__


<span style="color: rgb(22, 0, 255)">Students began the class with the same logic puzzle as the middle school students.
===<span style="color: rgb(22, 0, 255)"> Students should by now have decided on a specific animal for their zoology project. Today was the first day of planning gathering resources for research. Students were to use a search engine such as Google or Yahoo to find three suitable sites for their research. Each site was to be linked to their zoology page as well as a brief summary of the site and it's beneficial features. It's our hope that having these sources linked will save time and energy in the future by not consistently having to start over every time they sit at the computer to begin research. ===