September 28, 2007 (Day 29)
In Morning Meeting (Life and Leadership Skills), we watched CNN Student News, and it primarily focused on the military-civilian clash in Myanmar/Burma. We also completed a software upgrade of the notebook computers, including putting a digital version of our Spanish textbook on each. In Math, we worked on metric measurement, and then the class moved to addition and subtraction with decimal points In Spanish, we reviewed for and took our test. The remaining class time was used for working on our Aztecs/Cortes presentation. In Humanities, we took a quiz on “Through the Tunnel.” Mrs. Logan then led us in a discussion of the school (USL) newspaper and basic elements of journalism. In Science, we worked on our group Atomic Theory project. Mentor Khailey Walsh spent lunch, Flex Time, and Science with us.
– measurement worksheet
– prepare Aztecs/Cortes presentation
– write email in Spanish to Mrs. Rowland
– complete Poe’s “Pit and the Pendulum”
– bring your copy of the newspaper/magazine for assignment in class
– work on Atomic Theory project & presentatio
September 27, 2007 (Day 28)
In Morning Meeting, Mr. Kreutner read “Dr. Lining’s Weather Observations (1738)” from It Happened in South Carolina. The story recounted Dr. John Lining’s scientific contributions, and they included accomplishments in meteorology (he is in many ways responsible for Charleston’s status as the city with the longest continuous record of rainfall and temperature) and in public health (battling Yellow Fever and Smallpox). We linked his correspondence with Ben Franklin, in which he sought to replicate Franklin’s kite and thunderstorm experiment, to our work on the scientific method in Mrs. Ewing’s class. The pace of scientific advancement and discovery accelerates with revolutions in communication and travel. In Lining’s time, personal letters and burgeoning philosophical societies served as the means to disseminate and to critique other researchers’ work – a slow and steady process. In Math, we worked with units of measure, especially weight and worked to become savvy in translating and comparing different units. In Spanish, we learned about the words related to the days of the week. We also debated all of the types of presentation that can effectively convey what we learned in our research for the Aztecs/Cortes project. For the remainder of the class time we worked on our individual topic. In Humanities, we discussed the spread of disease in the New World and the “medicine” of the 14th century. We also had time to finish Roberto Benigni’s Life is Beautiful film, and the experience was both devastating and emotionally uplifting. After we finished, we went for a walk around the neighborhood, and some of us continued to talk about the film’s representation of the Holocaust and the criticism and praise it received when it was first shown in theatres. We also discussed the connection to the continued existence of genocide and mass murder as we have seen and talked about so far this year in Darfur, Sudan. In Science, we reviewed the Periodic Table and elemental facts. At the end of the day we wrote and signed our “thank you” cards for our recent experiences.
– study vocabulary
– quiz on Friday
– finish rough draft
– work on project presentation
– “Tunnel” test – discussion of the story
– continue Atomic Theory research and presentation (& practice PowerPoint skills)
September 26, 2007 (Day 27)
Reflections (by Corey)
Today we experienced a Learning Outside the Classroom activity. In Morning Meeting, we watched CNN Student news. Google Earth provided us a chance to explore our route from Patriots Point to Fort Sumter, and we were able to discuss some preliminary ideas in response to Mr. Longanecker’s challenge to gauge the various depths of the harbor. We worked on a cryptogram (first seen by us in Poe’s “The Gold Bug”), and then we did some other ones on the internet as a group. After trying our hand at three or four cryptograms, we either worked on our class work or homework. After that we went to Patriots Point to catch the ferry to Fort Sumter. At Patriots Point we met Mrs. Ewing’s godparents, and they joined us for the day. While waiting to board, we discovered that less than 35% of us had ever been to Fort Sumter. On the ferry ride through Charleston Harbor we passed Fort Pinckney where Banks’ dad found a cannonball, and we listened to the recorded commentary on the places we were passing. When we got to Fort Sumter, we talked about the cannon slots and listened to the guide describe the first conflict of the American Civil War and the subsequent history of the fort. We then spent thirty minutes exploring the museum and the interior and exterior of the fort. The markers were informative about events that happened and aspects of the fort that no longer existed. It was an enjoyable experience because it felt authentic, but you could also walk around freely (unlike a museum). After we got back to campus, Mr. Kreutner challenged us to find General George Patton’s famous quotation about forts. We then explored a fabulous North-South interactive website about the Civil War sponsored by the University of Virginia (The Valley of the Shadow Project). It included interactive battle maps, authentic diary entries, and timelines. We then worked on independent study topics or our Science atomic theory project until the end of the day.
September 25, 2007 (Day 26)
In Morning Meeting, we took on a group challenge to ensure everyone’s proficiency in large number multiplication, and this involved working as individuals and as a team. In Spanish, we worked on our research project and examined the new vocabulary. In Humanities, the focus for the day was on Ponce de León, Pizarro, and the Spanish colonies in the Americas. We explored the Spanish religious view that the Indian civilizations were pagan (and their faith was the only true faith), and this led to discussion links about religious diversity and intolerance after the Reformation and in today’s world that we’ve seen (including the new Auschwitz pictures, the intra-Muslim division in Iraq, and the genocide in Sudan). We also continued watching “Life is Beautiful.” After lunch, we played mime kickball. In Science, we reviewed the atomic theory and related elements, and then we broke into our groups to research an early contributor to atomic theory. In Flex Time, some of us continued to work on our Science projects and others explored individual interest topics.
– Liquid measurement worksheet
– “Question” worksheet
– study all vocabulary
– continue to work on your paper (due Monday, 10/1). You will present it to the class.
– student presentations continue (chapter 24 – Jacob)
– “Tunnel” quiz on Friday
– Atomic Theory worksheet due Wednesday
September 24, 2007 (Day 25)
In Morning Meeting, we watched CNN Student news. The main story involved the controversy over Iranian President Mahmoud Ahmadinejad’s speech in New York today. This led to a discussion of the accepted privileges that diplomats and heads of state have in other countries and our special role as home of the United Nations. In Math, we explored the power of compounding interest in a game of two choices for allowance. We also looked at how small sums can become big sums using scale. For example, if a financial institution keeps the difference from dropping numbers after the hundredths place, then these fractions of a penny become sizable amounts when this happens hundreds or thousands of time a day. In examining these questions, we worked extensively on multiplying and dividing four and five digit numbers by two-five digit numbers. In Spanish, the primary topic was our research paper, and we spent the bulk of class on strategies for organizing our research for the paper. In Humanities, we talked about our current short story and our recent chapter presentations, but the highlight was starting the film “Life is Beautiful.” This endeavor links to our current events focus on the crisis in Darfur and the gripping new photographs from the Auschwitz concentration camp. After lunch we played Ultimate Frisbee for P.E. In Science, we worked on our Atomic Theory project and examined methods/tips for effective presentations. Mentor Zach Thames spent the periods after lunch with us.
– large number multiplication worksheet
– study all vocabulary
– do both sides of worksheet
– organize notebooks
– continue working on project
– read 6-11 in text
– student presentations continue (chapter 23 – Banks)
– quiz on Doris Lessing’s “Through the Tunnel” on Friday
– Atomic Theory worksheet due Wednesday
– Google-search “periodic table”
– Atomic Theory project due next Friday, October 5