Our project for Romeo and Juliet (7th grade Literature) this year is to modernize the play. Each day in class, we read "on our feet" as a whole class, in 2 groups (with one teacher in each), or in small groups with floating educators. The girls know they will be performing so they take their daily reading seriously. The learners work on their skills of cutting dialogue/text, modernizing the text, using body language to convey meaning, and displaying emotion on stage.
The learners will have to consider all elements of putting on a play: drafting a script, casting, rehearsing, set design, music, lighting, etc. (Last year, we were lucky to have a college volunteer to help train us as actors and design our set!)
During our review of last year's material in 8th grade Latin, we broke students up into groups of 3. Each group chose a topic with which they felt comfortable and felt they knew well, such as 1st declension nouns, or noun and adjective agreement, etc. They worked during class to perfect their understanding of the topic, brainstormed ways to teach it to others so that their classmates would understand it better, and prepared a presentation and quiz to share with their classmates. We plan to have the 8th grade share their presentations with the 7th graders when the 7th grade gets to that material in order to get a student perspective on topics and give them strategies for learning.
We will also do a graffiti unit, in which the 8th grade will write phrases in Latin on the blacktop outside with chalk. The 7th grade will go outside and translate the 8th graders' messages, and respond.
These projects are to encourage learning across grade levels, to provide them with another source of support for their learning, and to create an environment of continued learning and cooperation between the scholars of the Latin language!
This trimester for 7th Social Studies we are studying the Middle Ages. Their final project for this unit is a Travel Guide to the Middle Ages to be presented to the 5th grade. The material we talk about in class, including societal structure, everyday life for boys and girls, religious practices/beliefs, entertainment, living quarters, work opportunity, etc.
They will be compiling this material into books with specific pages for each topic. There are 4 topics that all books must have, and then they can choose 2 more topics to highlight. There are written components to each page, describing the topic, and visual representations also.
The gym will be set up with small stations depicting castles/feudalism/monarchy; peasant lifestyle; knights and damsels in distress; and religious life. Tour guides will show the 5th graders around to each station where they can ask questions for further clarification.
Water Cycle Project The 5th grade read and studied material on the water cycle. They learned about the different parts that allowed it to work. After studying the material we asked the studnets to brainstorm on ideas in which they could put the material they llearned into a visual project. After brainstorming as a class they were put into groups. Groups were assigned by giving the students a choice that was written on paper and handed to the teacher. In groups they were asked to brainstorm about materials needed in their own groups. Then the educators went out to buy the materials needed or find recycled material.
The studnets were given the rubric and part of it was creativity and the use of recycled marterial would count as extra credit. The projects will have a paragraph along with it to discribe their project and it will be presented to learners in the classroom
In an effort to integrate math and science in the 8th grade, we have focused on directing information presented in science class toward hands-on experimenting in the lab and then data analysis of science labs reliant on the skills they've acquired in math class. By doing so, we are directing the information presented in class to a purpose (the lab), as well as given a practical use for the skills gained in math class, and rounding out the experience by emphasizing the skill of writing in a science and math context, a skill that has been found lacking for many of the students.
Most recently, the students used what they learned about factors that affect rates of reaction to a lab comparing multiple reactions by isolating a single variable and then analyzing their data based on the slopes they calculate from their Excel spreadsheets (incorporating use of technology into their skillset).
Farm/Season/Planets Project in the making. Since this years 5th grade is going to the farm we are working towards building a project around our trip. One project might be about Maple Sugar or animals and the effect on the seasons/planets. The planets may be put into a project as well. As last years project was debate on if pluto should be a plant or not.
In 6th grade science we have developed a series of short projects and experiments than span roughly a week. These projects fit in with water cycle and also touch on weather.
We introduce the experiment on Monday as part of the lesson and then, as we develop an understanding of the specific aspects and what we need to know about the experiment, we continue to go back to the "ongoing" experiment as a way to cement the lesson.
It opens with an introduction to the water cycle with a dice game, then moves to how much water we have available. Then we discuss aquifers and build one. Then we will touch on the impact of water on life and how plants respond to various contaminants - experiment is 5 plants, each watered with some chemical and students note the changes as the week goes on. Natural and artificial water purification comes next with students cleaning a bunch of dirty water, doing a small part of the process each day. Then we touch on acidity, pH levels and acid rain - we plant some small plants and do a simulated acid rain cycle. The lesson ends with a discussion of how to control water waste with a series of experiments and little projects on how we can reduce our waster water with a plan to save water.
In seventh grade the students begin to study Latin. They begin with basic vocabulary needed for translations. Within the Latin book that we use there are subsections that teach the students about Roman culture. One of the subsections is about Roman dress. The girls took a liking to this one especially because of their interest in fashion. The teachers and the students wanted to have a fashion show, so we had to do some research. The girls worked in pairs of two, one would be the model and one would be the announcer. Each pair was assigned a certain person (formal Roman woman, casual Roman boy, Roman senator, etc). They had to research exactly what this person would have worn, then they had to make the outfit to be modeled. Also, both girls had to write a blurb together about their outfit in English, and then translate it to Latin. When the project was finished we held the fashion show on the stage!
We open the lesson with Mitosis and have students view and record what happens in mitosis. We will include a discussion of why it is important to life and how it allows large organisms to operate.
Then we move onto DNA and DNA replication. Students build a DNA double helix out of candy so they can see how the helix is structured. They will also replicate 1/2 of another groups DNA strand.
With protein synthesis, students build an mRNA strand out of a DNA code and then build tRNA strands to complete the linking of proteins. Each group needs to build a protein strand to see how each tRNA molecule contributes to the whole.
With Meiosis, we introduced the idea of sexual reproduction and how each sex cell contributes to the creation of a new organism. Then we move to genetic disorders. Each student picked a genetic disorder and did a short presentation on it. Other students were required to ask two questions during the presentations (total, not per presentation).
Although art class is entirely project-based, units pertaining to specific visual principles and conventions, such as color, line, contrast etc... result in subsequent projects building from previously learned concepts. Involved projects which I intend to serve as a the unit's culminating piece outline specific criteria which must be met, but beyond that, I encourage students to be as creative as possible. Students often ask to change assignment parameters such as subject matter or media, which I encourage them to do as long as basic requirements are met.
A project which is about to commence involves "recycling" prior assignments and using pieces of them to produce something new. This encourages students to make aesthetic decisions based on something they already created. Making changes to prior work demonstrates the potential for it to evolve and change. It encourages students to see art in new ways, even if it takes them away from their original idea or vision.
If the 8th grade is studying the three branches of government, a great project to do is a supreme court mock trial. There are lots of resources on the internet for this project, but it is a great supplement for understanding the federal court. Each student is given a role as a member of the court at each level, and we assigned lawyers, defendants and even a court reporter for the public. The project lasted about three weeks. We included time for information introductions, time to set up props, gather evidence for defense and time for the judges to research major court cases. The project has the potential to integrate with English to provide assistance with script writing. It is also important to note that this project was pushed to be completed by the students. They took ownership and really intiated and carried out many of the creative aspects of this process.
In Algebra I, this trimester we have been working on algebraic instructions from the very basic substituting and solving algebraic equations then moving onto factoring polynomials and solving linear equations. As a culminating project, to assess the girls’ retention of the unit, we made them create a picture book for a young child on how to multiply polynomials, factoring expressions and them simplifying expression using factoring. The kids broke down the language to the level of an individual that has never had any previous experience with factoring and graphically represent each step. Creativity was also a huge part of the assessment as well.
In 8th grade science this trimester, we have been centering the curriculum and lessons on lab experiments. As the final assessment for the lab aspect of the class, we allowed the students to design their own lab on the effect of one factor on the rate of a reaction. Each lab since the beginning of the semester has focused on one section of the lab whether it be procedure and materials, observations and graphical representation or discussion of the final results allowing the kids to master each section by the time that they are expected to write the full report. This final lad also allowed the kids to have a say in their final assessment in terms of how they wish to go about designing the lab what materials they would like to incorporate into their experiment.
Learners will define hero (or the female version "shero") and the qualities a hero possesses. Embedded in social studies, learners will choose to study a hero from a particular culture or time period. They will either write a creative piece or an essay on their hero, addressing such questions as: What actions did your hero take? Why are these actions and qualities important to you? How have his/her actions had a lasting effect on the world? Learners will collect/make pictures relating to their hero. Each will decorate a keepsake wooden box displaying the spirit of this hero. They will also include 3-5 symbols as objects within the box that help to define their hero. The final exhibition will be a fair in which learners stand by their display and answer questions from parents and visitors about their box and their hero/shero.
Our project for Romeo and Juliet (7th grade Literature) this year is to modernize the play. Each day in class, we read "on our feet" as a whole class, in 2 groups (with one teacher in each), or in small groups with floating educators. The girls know they will be performing so they take their daily reading seriously. The learners work on their skills of cutting dialogue/text, modernizing the text, using body language to convey meaning, and displaying emotion on stage.
ReplyDeleteThe learners will have to consider all elements of putting on a play: drafting a script, casting, rehearsing, set design, music, lighting, etc. (Last year, we were lucky to have a college volunteer to help train us as actors and design our set!)
During our review of last year's material in 8th grade Latin, we broke students up into groups of 3. Each group chose a topic with which they felt comfortable and felt they knew well, such as 1st declension nouns, or noun and adjective agreement, etc. They worked during class to perfect their understanding of the topic, brainstormed ways to teach it to others so that their classmates would understand it better, and prepared a presentation and quiz to share with their classmates. We plan to have the 8th grade share their presentations with the 7th graders when the 7th grade gets to that material in order to get a student perspective on topics and give them strategies for learning.
ReplyDeleteWe will also do a graffiti unit, in which the 8th grade will write phrases in Latin on the blacktop outside with chalk. The 7th grade will go outside and translate the 8th graders' messages, and respond.
These projects are to encourage learning across grade levels, to provide them with another source of support for their learning, and to create an environment of continued learning and cooperation between the scholars of the Latin language!
This trimester for 7th Social Studies we are studying the Middle Ages. Their final project for this unit is a Travel Guide to the Middle Ages to be presented to the 5th grade. The material we talk about in class, including societal structure, everyday life for boys and girls, religious practices/beliefs, entertainment, living quarters, work opportunity, etc.
ReplyDeleteThey will be compiling this material into books with specific pages for each topic. There are 4 topics that all books must have, and then they can choose 2 more topics to highlight. There are written components to each page, describing the topic, and visual representations also.
The gym will be set up with small stations depicting castles/feudalism/monarchy; peasant lifestyle; knights and damsels in distress; and religious life. Tour guides will show the 5th graders around to each station where they can ask questions for further clarification.
Water Cycle Project
ReplyDeleteThe 5th grade read and studied material on the water cycle. They learned about the different parts that allowed it to work.
After studying the material we asked the studnets to brainstorm on ideas in which they could put the material they llearned into a visual project.
After brainstorming as a class they were put into groups. Groups were assigned by giving the students a choice that was written on paper and handed to the teacher.
In groups they were asked to brainstorm about materials needed in their own groups. Then the educators went out to buy the materials needed or find recycled material.
The studnets were given the rubric and part of it was creativity and the use of recycled marterial would count as extra credit.
The projects will have a paragraph along with it to discribe their project and it will be presented to learners in the classroom
In an effort to integrate math and science in the 8th grade, we have focused on directing information presented in science class toward hands-on experimenting in the lab and then data analysis of science labs reliant on the skills they've acquired in math class. By doing so, we are directing the information presented in class to a purpose (the lab), as well as given a practical use for the skills gained in math class, and rounding out the experience by emphasizing the skill of writing in a science and math context, a skill that has been found lacking for many of the students.
ReplyDeleteMost recently, the students used what they learned about factors that affect rates of reaction to a lab comparing multiple reactions by isolating a single variable and then analyzing their data based on the slopes they calculate from their Excel spreadsheets (incorporating use of technology into their skillset).
Farm/Season/Planets
ReplyDeleteProject in the making. Since this years 5th grade is going to the farm we are working towards building a project around our trip.
One project might be about Maple Sugar or animals and the effect on the seasons/planets.
The planets may be put into a project as well. As last years project was debate on if pluto should be a plant or not.
In 6th grade science we have developed a series of short projects and experiments than span roughly a week. These projects fit in with water cycle and also touch on weather.
ReplyDeleteWe introduce the experiment on Monday as part of the lesson and then, as we develop an understanding of the specific aspects and what we need to know about the experiment, we continue to go back to the "ongoing" experiment as a way to cement the lesson.
It opens with an introduction to the water cycle with a dice game, then moves to how much water we have available. Then we discuss aquifers and build one. Then we will touch on the impact of water on life and how plants respond to various contaminants - experiment is 5 plants, each watered with some chemical and students note the changes as the week goes on. Natural and artificial water purification comes next with students cleaning a bunch of dirty water, doing a small part of the process each day. Then we touch on acidity, pH levels and acid rain - we plant some small plants and do a simulated acid rain cycle. The lesson ends with a discussion of how to control water waste with a series of experiments and little projects on how we can reduce our waster water with a plan to save water.
In seventh grade the students begin to study Latin. They begin with basic vocabulary needed for translations. Within the Latin book that we use there are subsections that teach the students about Roman culture. One of the subsections is about Roman dress. The girls took a liking to this one especially because of their interest in fashion. The teachers and the students wanted to have a fashion show, so we had to do some research. The girls worked in pairs of two, one would be the model and one would be the announcer. Each pair was assigned a certain person (formal Roman woman, casual Roman boy, Roman senator, etc). They had to research exactly what this person would have worn, then they had to make the outfit to be modeled. Also, both girls had to write a blurb together about their outfit in English, and then translate it to Latin. When the project was finished we held the fashion show on the stage!
ReplyDelete7th Science - Mitosis, DNA, mRNA, tRNA, Protein synthesis, Meiosis, Genes.
ReplyDeleteWe open the lesson with Mitosis and have students view and record what happens in mitosis. We will include a discussion of why it is important to life and how it allows large organisms to operate.
Then we move onto DNA and DNA replication. Students build a DNA double helix out of candy so they can see how the helix is structured. They will also replicate 1/2 of another groups DNA strand.
With protein synthesis, students build an mRNA strand out of a DNA code and then build tRNA strands to complete the linking of proteins. Each group needs to build a protein strand to see how each tRNA molecule contributes to the whole.
With Meiosis, we introduced the idea of sexual reproduction and how each sex cell contributes to the creation of a new organism. Then we move to genetic disorders. Each student picked a genetic disorder and did a short presentation on it. Other students were required to ask two questions during the presentations (total, not per presentation).
Although art class is entirely project-based, units pertaining to specific visual principles and conventions, such as color, line, contrast etc... result in subsequent projects building from previously learned concepts. Involved projects which I intend to serve as a the unit's culminating piece outline specific criteria which must be met, but beyond that, I encourage students to be as creative as possible. Students often ask to change assignment parameters such as subject matter or media, which I encourage them to do as long as basic requirements are met.
ReplyDeleteA project which is about to commence involves "recycling" prior assignments and using pieces of them to produce something new. This encourages students to make aesthetic decisions based on something they already created. Making changes to prior work demonstrates the potential for it to evolve and change. It encourages students to see art in new ways, even if it takes them away from their original idea or vision.
If the 8th grade is studying the three branches of government, a great project to do is a supreme court mock trial. There are lots of resources on the internet for this project, but it is a great supplement for understanding the federal court. Each student is given a role as a member of the court at each level, and we assigned lawyers, defendants and even a court reporter for the public. The project lasted about three weeks. We included time for information introductions, time to set up props, gather evidence for defense and time for the judges to research major court cases. The project has the potential to integrate with English to provide assistance with script writing. It is also important to note that this project was pushed to be completed by the students. They took ownership and really intiated and carried out many of the creative aspects of this process.
ReplyDeleteIn Algebra I, this trimester we have been working on algebraic instructions from the very basic substituting and solving algebraic equations then moving onto factoring polynomials and solving linear equations. As a culminating project, to assess the girls’ retention of the unit, we made them create a picture book for a young child on how to multiply polynomials, factoring expressions and them simplifying expression using factoring. The kids broke down the language to the level of an individual that has never had any previous experience with factoring and graphically represent each step. Creativity was also a huge part of the assessment as well.
ReplyDeleteIn 8th grade science this trimester, we have been centering the curriculum and lessons on lab experiments. As the final assessment for the lab aspect of the class, we allowed the students to design their own lab on the effect of one factor on the rate of a reaction. Each lab since the beginning of the semester has focused on one section of the lab whether it be procedure and materials, observations and graphical representation or discussion of the final results allowing the kids to master each section by the time that they are expected to write the full report. This final lad also allowed the kids to have a say in their final assessment in terms of how they wish to go about designing the lab what materials they would like to incorporate into their experiment.
ReplyDeleteNikki
ReplyDeleteLearners will define hero (or the female version "shero") and the qualities a hero possesses. Embedded in social studies, learners will choose to study a hero from a particular culture or time period. They will either write a creative piece or an essay on their hero, addressing such questions as: What actions did your hero take? Why are these actions and qualities important to you? How have his/her actions had a lasting effect on the world? Learners will collect/make pictures relating to their hero. Each will decorate a keepsake wooden box displaying the spirit of this hero. They will also include 3-5 symbols as objects within the box that help to define their hero. The final exhibition will be a fair in which learners stand by their display and answer questions from parents and visitors about their box and their hero/shero.