VOIGHTclass 2.3

My wife borrowed a handful of GPS units this weekend so that our family could experience geo-caching for the first time.  Her thought was that geo-caching would be a good excuse to get outside, see new things, and spend time with the family.  She was right.  We had a great time this weekend exploring some very common places, and even discovering places around town that we’d otherwise never discover.  While I’m sitting here reflecting upon this experience, I can’t help but think of how it relates to the educational experience for my students.  In many cases, students want to know exactly what is happening, when it will happen, where they are going, etc…for whatever reason, they don’t want to be surprised.

I think it is important for students, and people in general, to be open to surprises.  For those of you who really know me, my saying these words might cause you to chuckle because if there is anyone who doesn’t like surprises, it is me.  Maybe that is starting to change but as our family used the devices to explore town, we enjoyed the time together without ever really knowing what it was we were looking for.  If any of you have done geo-caching before, you know that the end result – the prize at the end – is really not much of anything.  The reward at the end is discovering something, anything, no matter how big or small.  There is satisfaction knowing that this thing you’ve discovered, has been there for a long time, right under the noses of thousands of unsuspecting people.  There is satisfaction knowing that you have done something that many have not.

The weekend was beautiful and our family packed up the van and set out on an “adventure” – following an unsuspecting course that yielded some “treasures” for the kids, and fun for all of us.  Embrace the uncertainty and enjoy the view along the way!

Learning Targets:
92111, 92113, 92114, 92121, 92122

Homework:
Students should be studying for the final exam on Monday.

Today in Class:
Unfortunately, Mr. Kaylor and I will be gone today so students will be working with a substitute to prepare for their final exam on Monday.  I have selected a set of problems for students to accomplish from the textbook that are similar and relevant to the final exam.  These questions are listed below and should be completed as part of studying for the test.

Students should also review the tests covering our standards above (atomic timeline test, periodic table test, isotopes test, chemical bonding test, and chemical reactions test)

Review questions:
p. 121 – 4, 5, 6, 7, 8, 9, 21, 26, 29
p. 123 – 5
p. 153 – 3, 4, 6, 7, 8, 9, 22
p. 155 – 1, 2, 3, 4
p. 187 – 1, 2, 3, 4, 5, 11, 12, 13, 15, 30, 33
p. 189 – 1, 2, 3
p. 198 – 1, 2, 5, 6, 7
p. 223 – 2, 28
p. 225 – 1, 3

Check out this video as an example of a fun (albeit useless) example of engineering.  Engineering is the process in which problems are identified (turning the page), design criteria are established (number of steps, etc…), prototypes are built, tested, and redesigned.  I wonder how many attempts were made before they got it right!

Introduction to the Boat Project [ 25:07 ] Play in Popup | Download

Learning Target:
Describe the sequence of events for the boat project

DO NOW:
Pick up the Engineering Design Packet – Boat Models from the front desk and flip through the pages to see what’s ahead.

Homework:
Study for the final exam on Monday.

Today in Class:
Students will be introduced to the Cardboard Boat Project today.  This is a project that students have been looking forward to all year.  We are NOT starting the project today but will be introduced to the scope and sequence of the project.  Today’s information will allow students and parents to formulate an understanding of how this project will progress.  This project is highly academic and will count towards a third of the overall trimester grade.  Some important points from the introduction today are listed below:

2/6 – Project Introduction
2/7-10 Modeling of the engineering process – in class example
2/13-16 – Individual work on “model 2″ — this is where students earn their grade
2/21-24 – Group modeling – Boat Project – Group packetstudents form their groups to design their boat, discuss theme, etc…
2/27-3/5 – Boat construction
3/6-7 – Boat Races

• All parents, siblings, relatives are invited to watch the races on March 6th and 7th.  Students will be informed of their race day the week prior.
• Students might choose to work on “Model 2″ simultaneously as the class makes progress through “Model 1″ to ensure that we are keeping pace.
• No individuals can work on the group portion of their project until their packet is complete and each standard has been awarded at least a 3.
• All boats that break “the rules” (size dimensions, theme, etc…) will be prohibited from the race.
• Mr. Voight and Mr. Kaylor reserve the right to prevent individuals from participating during the boat races for academic or behavioral reasons.

Learning Targets:
92111, 92113, 92114, 92121, 92122

DO NOW:
Take out your tests (covering the standards listed above) and your notebook.

Homework:
Study for the Final Exam on Monday

Today in Class:
Today, and maybe tomorrow, students will spend time reviewing for their final exam.  The Final on Monday is a 45 question multiple choice test covering the five standards listed above.  I have asked students to identify questions from previous tests that are still causing problems for them.  It is these questions that will guide our work for the day.  I want to help all students understand the concepts and types of questions they may face on Monday.  It is possible that scores on the Final be used to demonstrate improvement toward the standards.  In essence, while the Final does not directly count toward the final grade, it may be used as evidence to justify improving a student’s previous scores.  The effort this weekend should be devoted to better preparing for Monday’s Final.  Depending on the time required for this review, we may push the introduction of our boat project back until Friday.  We’ll determine the need for more studying in class.