Smith's Super Six Science & (Literacy) Skills

Tuesday, December 8, 2009

Rocks rock!

Science
The Living Rock, 2:
DUE WEDNESDAY
Rocks = mineral matter of variable composition, assembled in masses in nature by forces such as heat or water
Literacy Skills
Reading Circles and Vocabulary Collecting: Roll of Thunder, Hear My Cry
The Great Baskerville Hall Interpretation Contest is underway!

Monday, December 7, 2009

Back from the desert!

Science
Introduction to Geology: The Living Rock
Geology = the study of the origin, history, and structure of the Earth

Literacy Skills
Independent Reading

Tuesday, December 1, 2009

Read-In and Author Visit Activities.
Mr. Goodell in charge in Team 6-1 Science and Smith Literacy Skills.

Monday, November 30, 2009

Week of 11/30 - 12/4

I will be away at the National Science Teachers Association meetings in Phoenix (tough gig). There is a lesson plan for the visiting teacher; I will be available by email all week if there are questions or concerns! Students will be working on their STORMS assessment in Science and on their usual activities in Literacy Skills, including the READ-IN related material.

Grades Finalized Today

Today and tomorrow are special
Literacy Skills days for the
READ-IN, Author Visit, and Family Literacy night.
Enjoy!!

Tuesday, November 24, 2009

Happy Thanksgiving

How to make a pumpkin pie.

Photo courtesy of my much younger baby sister,
Lezlie Shortsleeve.

Literacy Skills: The Hound of the Baskervilles
Science
Oceans: El Nino

Monday, November 23, 2009

Literacy Skills:
The Sledding Hill
* REWARD!
All students present on 11-20 had Reading Logs!

Science: Ocean Currents and Global Climate
FOLLOWING DIRECTIONS!

Friday, November 20, 2009

Literacy Skills: The Sledding Hill Read-Aloud & Response #1 DUE MONDAY
ROTHMC Vocabulary #3 DUE Reading Log Check

Science
WAD QUIZ #6
Weekend Bonus #5 DUE MONDAY

Class Choice
One of the following:

Work Day
Storm Stories: Rogue Wave PERIOD 2, PERIOD 5, PERIOD 6
National Geographic: Tsunami PERIOD 3

Thursday, November 19, 2009

Science
OCEANS / Reflection & Class Discussion
Upwelling = the rising of deep, cold ocean currents along coastal areas when wind blows surface currents aside
WAD QUIZ #6 TOMORROW!!!!
Literacy Skills
Roll of Thunder, Hear My Cry Reading Circles

Wednesday, November 18, 2009

SCIENCE
Grade reports go home today: TRIMESTER ENDS 11-24
Surface currents = ocean currents above 500 m that are driven by prevailing winds; transfer heat from areas of high T to areas of lower T
Oceans

Literacy Skills: The Hound of the Baskervilles Contest

Tuesday, November 17, 2009

THE END IS NEAR....

...of the trimester, that is.
I will be sending home grade reports for each class and student so as to not have surprises. Missing work can still be completed for partial credit.
Please contact me with questions.
TODAY: LITERACY SKILLS

Literacy Skills: Roll of Thunder, Hear My Cry
Reading Circles
Vocabulary #3 DUE THURSDAY
Science
Deep ocean currents = currents that flow far beneath the ocean surface; colder, denser, saltier
Hurricanes
Chapter 6 Inquiry Exercises DUE

Monday, November 16, 2009

Science
Current = a gas or liquid that moves in a definite direction
Inquiry 6.1 & 6.2 DUE
Weather Maps-IN CLASS

Literacy Skills
The Sledding Hill
Read-aloud

Friday, November 13, 2009

SCIENCE
Precipitation = water that falls to the ground in solid or liquid form
Cloud in a Bottle
Inquiry 6.1 and 6.2 DUE MONDAY
LITERACY SKILLS: Roll of Thunder, Hear My Cry
Vocabulary #2 DUE
Reading Circles
Reading Response #2 DUE MONDAY

Thursday, November 12, 2009

SCIENCE

Clouds = visible masses of water droplets or ice crystals that have condensed around very small atmospheric particles
Observing Evaporation and Condensation
AIR PRESSURE!!

Literacy Skills, in support of Science: National Weather Service Presentation

Happy Birthday(s)!

Jonathan Frederick Davis Smith - 21 (my "baby" boy)
Eric Oliver Shortsleeve - 18 (my "little" 6'8" nephew)

Wednesday, November 11, 2009

Literacy Skills: The Hound of the Baskervilles activity

Science: WAD (plus) QUIZ
Observing Evaporation and Condensation
Inquiry*

*Parents/guardians: As the year progresses, more and more inquiry-based activity will rely upon students and groups meeting general goals for an experiment rather than being given "recipes" to follow; this is entirely consistent with the objectives of the ILS. Please see the Rubric for Inquiry 6.1 if you wish to know about and assist your child with these skills!

Honor VETERANS

Tuesday, November 10, 2009

Literacy Skills
Reading Circles: ROTHMC
ROTHMC Vocabulary #2 DUE FRIDAY

SCIENCE
Clouds and Cloud Formation
WAD QUIZ TOMORROW!
Science Vocabulary Flash Cards---->

Monday, November 9, 2009

Science

"Ancient" barometer

Barometric pressure = another name for atmospheric pressure; bar = unit of measurement; barometer = tool to measure atmospheric pressure
Storm Stories
Review Chapter 5

Literacy Skills
Independent Reading
Roll of Thunder, Hear My Cry (ROTHMC) Reading Response DUE

Thursday, November 5, 2009

Science
Atmospheric, or air, pressure = the force air exerts on the earth;
depends on air mass & density, altitude, and T
Convection Currents in the Air
Storm Stories
Weekend Bonus #4: Convection
Literacy Skills: Roll of Thunder, Hear My Cry
Vocabulary #1 DUE
Reading Response #1 DUE MONDAY 11-9

Wednesday, November 4, 2009

Science
Squall line = several cells (convection currents) or thunderstorms in a line
When Air Masses Meet: Inquiry
REMEMBER: Weather Maps DUE TOMORROW!!

Literacy Skills: The Hound of the Baskervilles
ACTIVITY

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Class Participation

ILS 13 includes development of the scientific community. The fact that we use collaborative learning processes takes student performance in this area into account to a large degree, but in addition I have a category of assessment called "Class Participation."
If you recall I use a method for conducting class discussions that assures I will call on students at random (the Frick method-tongue depressors in a coffee cup) so class participation is more than simply "raising the hand." (As an aside, constantly doing so--and yelling out "OO", "OO"--while not allowing others opportunities is NOT desirable).
Excellence in this area includes BUT IS NOT LIMITED TO:
*FOLLOWING DIRECTIONS!!! This is an area all the Team 6-1 teachers feel our students need to work on.
*no inappropriate, disrespectful, or disruptive behavior at any time;
*responding thoughtfully when called upon ("correct answers" not required);
*no excessive use of bathroom or "water fountain" privileges;
*being prepared for class (no "Can I go to my locker?" episodes);
*helping others (the rarest demonstrated attribute);
In general students are demonstrating "needs improvement" performance at this time. A few are competent, one or two are at mastery level, and none are attaining excellence. This is as expected for students at this stage of development. I am in general very pleased with class behavior and overall participation!

Textbooks

A relatively recent study published in Science concludes that...

...peer discussion improves student performance on in-class concept questions. (2 January 2009 VOL 323, page 122)

I knew it!!
The manner in which students engage our textbook--part of an excellent new series by the National Science Resources Center, affiliated with the Smithsonian--is in collaboration. Students work with their inquiry groups (or alone if they so choose) and record individual answers to the questions in each section (for which they have to read and discuss the material). They receive points for completion.
I have found this an excellent way for students to assimilate concepts. Now a study has supported my hypothesis!
YAY!

No Late Work?

Turning work in late (or, of course not at all) is a serious problem for students. Once a student gets behind, "catching up" becomes problematic for many reasons.

"I forgot!" is not a reason--it's an excuse!

As the Gradebook is now online and we have passed the midterm Progress Reports, I will be implementing the policy on "late" or "missing" work as outlined in the Overview. Assignments not turned in on the due date (unless as a result of an excused absence) will receive "0" points until turned in, at which time a minimum of 5 points will be deducted.

Bullies are cowards!

Earlier this week a boy on Team 6-1 was assaulted and beaten bloody by another 6th grade boy on a different Team. The latter boy, bigger and stronger and more "popular" than his victim, has allegedly been brutalizing the former for several years and this is the latest in a series of cowardly acts on his part. When will it stop? When the brutalizer is in jail? When the weaker, smaller boy is seriously injured? As it is he was traumatized--twice! The young thug wasn't even satisfied with beating him once--he came back later and did it again.
I despise bullies. I was a target of bullying in middle school, and can testify to the misery and pain it causes. Any episodes of bullying that come to my attention will be met with the severest consequences for the perpetrator I can possibly bring to bear.
Data indicates that bullies are made in the home; schools are involved only a few hours each day and cannot undo this powerful influence. Anyone who protects a bully from the consequences of his or her behavior is not being helpful or responsible.
Bullying does NOT demonstrate strength or superiority--it is a sign of weakness and cowardice. Everyone who comes in contact with a bullying situation--parents, teachers, bystanders--has an obligation to act.

Safety

NOT!!!!

One of the many things 6th graders (and perhaps ALL Americans) need to learn is the art of waiting. In my classes we move fairly rapidly from activity to activity; on occasion I may ask a student or students to wait quietly (!) while their colleagues complete, or even a single colleague completes, a task.

In these RARE circumstances a (diligent) student will ask , "What should I do?" in which case I will NEVER say, "Just sit there, fiddle around, and bother others." I will often say, particularly in Literacy Skills, that the student should take out a book and read; I will also let them draw. If they do not have a book or do not like to draw I will direct them to my large book collection. In Science I instruct the student in moving ahead in the unit. I DO NOT allow students to work on other subjects in my classes, nor to do late work from my own. There is more than enough to accomplish in Science and Lit Skills!

It would be VERY helpful to your students and to their colleagues (and to me and probably to you) if you would work with them on WAITING STRATEGIES. When I know I am going somewhere to wait, for example, I take a book. Each of your students has some productive activity that s/he enjoys--encourage him/her to do this rather than "fool around" while waiting. Everyone will be better off!

Team 6-1 "Lunch Study"

I dislike the concept of "detention." Not only does it sound excessively punitive, I don't see evidence that it changes behavior; I think this is partly because it usually occurs at a time remote from the inciting event(s). In general if I have issues with a student and we cannot resolve them through a mutually respectful discussion or negotiation I will involve parents/guardians sooner rather than later.

When it comes to keeping up with work, though, our team has established Lunch Study. Students who are behind in their assignments will be required to come to Lunch Study to complete them (during the "social half" of lunch period). Usually losing this "social time" once or twice is enough to remind students of their primary responsibility in school.

If I assign a student Lunch study you will be notified!

Missing and Late Assignments

I note in my overview for parents and students that late work will not be accepted. I spend a great deal of time reminding students of missing work. I will rely on the syllabi, the assignments themselves, the blogsite, and the online My Gradebook to keep everyone apprised of due dates and missing work.

Unless arrangements are made otherwise, work is DUE on the DUE DATE! What a concept! Assignments NOT turned in on the due date will receive a ZERO score. If the work is turned in late it will be marked down accordingly.

Students are responsible for attending to due dates and completing work on time. The constructive nature of the curriculum is such that if work today is not done material next week will NOT be understood!

Please contact me with questions.

Assessment

Documenting achievement of learning objectives is required in Illinois for science teachers' certification and is very important to me specifically. This can only be done through careful pre- and post-assessment using identical tools.

The process of "pre-assessment" is critical to effective science teaching for a number of other reasons, a major one being the identification of misconceptions. Students are concerned (even anxious) when they know little that is asked on a pre-assessment exercise, but I tell them after it is over that the results are used only to validate learning objectives and to differentiate for any who score at a mastery level (80% or higher). This process is utilized for all major units.

Formative and formal assessments are based on the learning objectives validated during pre-assessment using similar if not identical tools. This process allows for demonstrating that actual learning has occurred! What a concept! If you have any questions about this let me know.

December 8 STUPID (but cute) SCIENCE

Numerous reports from the {UK's) Royal Air Force during the...Falklands War stated that penguins...became so mesmerized by watching airplanes fly overhead that they would fall over backward. According to a BBC News report on {2-2-01} British scientists conducted a five-week study into the pendulum penguin phenomenon and concluded that penguins don't lose their balance and fall over backward while watching low-flying aircraft. Now we can all rest a little easier.

You bet! At last some good news!

Year Round School?

At the beginning of last school year (my second year as a teacher) I contemplated the frenzy about us. Each day was a struggle against the inertia of summer as well as a major drive to assemble academic structure in the face of a myriad of administrative issues.
I want to go on record as being in favor of "year round school", which consists of four terms, three separated by two weeks each and the fourth/first by six. My niece and nephew attended such a school and it was much "smoother" for all. When I was at Concordia in my master's/certification program I researched this issue and found significant data supporting it.
Alas, I am probably an iconoclast in this as in so much else. I love summer, too!

Grades, Redux

As the gradebook has been made available to parents, guardians, and students, I thought it would be helpful to add one note to the more comprehensive discussion of grades below. Nothing causes more "issues"!
I do not give letter grades as such. Each assignment has a maximum number of points available; this number reflects several considerations, such as timing, and accounts for excused "late work" and other unexpected variables. There are also BONUS POINTS available that don't "show up" as part of this maximum.
The gradebook unfortunately converts these individual point scores on discrete assignments into letter grades--I DO NOT!!
The " letter grade" is based, as noted in the Overview, on the total points accumulated divided by the total points available at any given point in time. This varies on a daily basis and is only "final" at the end of the trimester.
If there are questions please contact me!

"Grades"

I would prefer NOT to give letter grades but below is how I translate my assessments of performance into same.
Excellence (A): These students are more than retainers-of fact; they are diligent, participatory, curious, challenging, and always put forth extra effort. Due to the fact that I engage in frequent and diverse forms of assessment, performance over time is key. These students show a desire for excellence from day one, are learning to think like scientists, and consistently access higher order thinking skills, especially Evaluation and Synthesis.
Mastery (B): These students are solid fact-retainers; they occasionally engage higher order thinking skills like Synthesis and are becoming scientifically literate. They do not always pursue the additional level of understanding that excellence demands. They are consistently able to think at the Analysis level.
Competence (C): These students consistently utilize Knowledge, Comprehension, and Application level thinking skills well but do not demonstrate consistency; they are sometimes incurious and content do do "OK". While they appreciate scientific material they do not seek to be challenged or access material they perceive as "too hard".
Does Not Meet Standard (D): The primary reason any student performs at this level is that he/she does not demonstrate consistency and diligence. He/she operates primarily at the Knowledge and Comprehension levels and is content not to seek challenges and opportunities for excellence. They may just not "like" science or perhaps they are already focused on another life choice; they are certainly able to master the material and thinking skills required but choose not to do so.
I do not believe ANY student FAILS (F). For a variety of reasons a student's performance may be Unsatisfactory (U) but this is always due to incomplete effort.

All students can excel; I would be pleased if every one of my students attained Excellence and will work with them toward that goal! Your help and feedback are appreciated!

Why Science?

The above is the name of a book by James Trefil, co-author of The Dictionary of Cultural Literacy. It is a wonderful work that all scientists, science teachers, science students, and parents of science students should read.

Dr. Trefil's argument is that scientific literacy, or the comprehension of the fundamental scientific and techno-scientific issues of the day, is essential for ALL adults in our advanced and increasingly technological society. The results and costs of NOT being a scientifically literate population are clear, as noted in the book's final, and perhaps chilling, quotation, from the writings of Carl Sagan:

We've arranged a global civilization in which the most crucial elements ...depend on science and technology. We've also arranged things so that no one understands science and technology. This is a prescription for disaster.