This past semester I decided to apply for a paid internship at a local student travel company, mostly because I needed the money. As it turns out, the work I’ve been doing has been extremely fascinating and is providing me a view of education outside of the classroom. My job is two-fold: I upload coursework for students to take online after their travel experience, and I write some of the coursework that they’ll take. I tend to separate the two, because they require two different areas of focus. The first requires me to think about what looks good for a consumer (the student), and how I can make the delivery of content engaging. The second part of my job requires me to come up with lessons that extend their traveling experience and challenge their thinking using information and assessments that are both diverse and accessible. The later, of course, is the more traditional roll of a teacher. Read More
I was looking up online maps the other day for an interactive lesson and found this site called amMaps:
It has some pretty neat examples, like timeline oriented maps that change as you move your curser and maps that focus in on different countries and reveal their capitals or zoom in when you click on them. I could see it being used in history classes and English classes to set up the day’s reading, in math classes to cover stats by country, or in science classes to look at different populations. Best of all, it’s free to download and create your own. Read More
Students will use reading and Bill Nye video with supplemental reading guides to learn about the various kinds of chemical reactions and how they are written.
Earlier this week, a student asked me if the final project can include a movie or a play, and I told him I would think about how we can include that option in the final project. After musing upon it, I decided that it might be a good idea to work with the class to design a project. This way, their voices will be heard and they will be given the options that they want—not just ones that I imagine would be good for them.
Big Idea: Holocaust relevancy resources – making the Holocaust relevant to students’ lives.
High School Algebra 1
The lessons preceding this one focused on the concept of rates of change and slope. The students learned how to write equations of lines and how to switch between graphical (graphs) and algebraic (equations) representations of the same model. This lesson allows the students to apply that knowledge to a real-world situation, using data to create graphs, write equations, assess reasonableness, and make predictions. The differentiated lesson will include an array of different types of data depending on student interest and readiness level. Some students may choose to use Red Cross data for their Excel activities if the advanced organizer interests them, but they are allowed to choose the data that they use. The technology used in this lesson is a good way to help the students visualize the material. It will also introduce them to tools that may prove useful in other aspects of their lives in and out of school. (In a school where these technologies are not available, other visual aids can easily be supplemented.) The visual aids and technology will help engage student interest, as well as help the students to develop some practical skills that may prove necessary in the “digital age.”
At the beginning of the lesson, student will be "hooked" by a short CSI clip, which shows "mysterious white powder". Students will be told that researchers used various analytical methods to find out the powder's chemical composition, but they are sure about the powder's identity. Students will then learn how to determine and write chemical formula of various chemical substances. The lesson will then be tied back to its beginning and students will be asked to determine the correct chemical formula for the "white powder".