Academic Calendar 2017-2018

Wednesday, August 16, 2017

Thursday and Friday, August 17th/18th, 2017

Today's Quote:

Recap:

I gave students in all classes the same homework assignment, and since it was our all class day, we went over it in class so students understood what was expected of them. We also discussed the upcoming solar eclipse and the dangers of trying to look at it even for a few seconds without proper protection. Students were amazed to learn that regular sunglasses wouldn't protect your eyes and I discussed the biological mechanisms of pain and how it would normally protect your eyes, but when there is an eclipse, there's not enough light to trigger pain receptors. For that reason people trying to look at an eclipse directly receive the full dose of UVA and UVB radiation destroying Corneal cells in the eye, which do not repair. We went through several methods of ways to view the eclipse using indirect methods such as pin hole projectors, standing under a leafy tree and watching the light on the ground, and other SAFE viewing methods. I reiterated several times that at no time should you even try to glance at the eclipse because the risk of eye damage is too great. 


Entry Task/ Brain Bender:

  Describe your study space.  This will be written in your notebook and I will go over the format before you write.


Agenda:

Go to the computer lab for Learning tests. 

Who are you?- take the quiz. Write your learning style down in your syllabus. Email a copy to yourself AND to me Thomas.allison1@marion.k12.fl.us

Take the multiple intelligence quiz and write down your results in your syllabus

Take the Learning Styles Inventory and write it down in your syllabus


NOTE: Diagnostic testing in Biology and Intensive English has been postponed to Monday and Tuesday next week.

Write your Desk/computer number down in your syllabus



Homework: ALL CLASSES


Describe your study space. Due Friday, August 18th, 2017 by 4pm


Watch the video

During your viewing, take notes and be prepared to come in and lead the discussion tomorrow.


Enter your zip code at this link to see what the solar eclipse will look like where you live!


Biology 1:

Year at a Glance

Unit Essential Question:

How can understanding your learning profiles help you be more successful in school and beyond?
Key Learning Statement:
Our actions and reactions to the world are governed by brain chemistry and specific learning styles. When people are aware of their primary strengths, they can taylor their learning experiences to best help themselves. By knowing this information, I as a teacher, can provide a more complete and beneficial learning experience.



Intensive English/ Writing:

Year at a Glance

Unit Essential Question:

How can understanding your learning profiles help you be more successful in school and beyond?
Key Learning Statement:
Our actions and reactions to the world are governed by brain chemistry and specific learning styles. When people are aware of their primary strengths, they can taylor their learning experiences to best help themselves. By knowing this information, I as a teacher, can provide a more complete and beneficial learning experience


Science Current Events:

Venus, a Runaway Greenhouse Model, May Have been Habitable for Two Billion Years

Apps and Programs to Help You be Successful:

The 10 best note taking apps


Video Links/ Other Resources over this topic

Tuesday, August 15, 2017

Wednesday, August 16th, 2017

Today's Quote:


Recap:

Yesterday we eased the ship out of the dock and went over our syllabus and some class procedures. Students learned about some of the techniques we'll use this year to "up the game" in learning by focusing on how they learn.Students reviewed the Big Three, and expectations such as dress code, being on time to class, and treating others the way they want to be treated. We went over following directions and realized sometimes, we don't always read them all thoroughly before leaping in on a task and we learned the proper way to enter the classroom and prepare for class. 

I pointed out that I would slowly be releasing some of the class management responsibilities to the leadership cadre so they can gain valuable experience. Several students asked about how they might earn responsibilities and the answer was, "Work toward being a leader." We also had a discussion about peer pressure and whether it can be both positive and negative. (It can be both) 

Entry Task/ Brain Bender:

  Describe your study space.  This will be written in your notebook and I will go over over the format before you write.


Agenda:

Handout Class Syllabi-

Handout REMIND- Biology 1 


Who are you?- take the quiz. Write your learning style down in your syllabus. Email a copy to yourself AND to me Thomas.allison1@marion.k12.fl.us

Write your Desk/computer number down in your syllabus



Homework: ALL CLASSES

Watch the videos Brain Based Learning

Successful Learners: How Does My Brain work?

During your viewing, take notes and be prepared to come in and lead the discussion tomorrow.



Biology 1:

Year at a Glance

Unit Essential Question:

Why are you here?
Key Learning Statement:
Marion Military Academy is the best school in the District to teach young men and women leadership skills and how to be good citizens. It is worth fighting for. 

Quizlet for period 1
Quizlet for Period 2
Quizlet for Period 4
Quizlet for Period 6


Intensive English/ Writing:

Year at a Glance

Unit Essential Question:

Why are you here?
Key Learning Statement:

Marion Military Academy is the best school in the District to teach young men and women leadership skills and how to be good citizens. It is worth fighting for.  

Science Current Events:

Venus, a Runaway Greenhouse Model, May Have been Habitable for Two Billion Years


Apps and Programs to Help You be Successful:

The 10 best note taking apps


Video Links/ Other Resources over this topic

Sunday, August 13, 2017

Monday August 14th & Tuesday August 15th, 2017

Today's Quote:



Recap:

Yes, I really did tell my students they should not go home and immediately begin their homework. I teach from the evidence behind brain-based learning that governs how people learn the best. The research shows that the traditional way of teaching has been good up to this point, but that, given society's technological push, students don't learn in the traditional way. First, teachers must realize and apply the idea of how brains develop. To successfully keep a child's attention, you need to take the child's age and divide it by two. The resulting number is the number of minutes you can reasonably expect to hold that child's focus to one task. So if you have a twelve-year-old child, you can hold their attention for about six minutes.
Secondly, children (and adults) learn in chunks. A really poor, but graphic analogy of the brain, is to imagine a little guy standing in a small room with shelves. As new boxes (information) are sent to the room, he quickly and loosely organizes them on the shelves to keep the floor area clear. As he puts boxes on the shelf, if he gets too many, some boxes begin to fall off the back of the shelf and are lost. This is your short-term memory. As a teacher, and remembering the age limit factor to tasks, when you take a break the little guy can now begin to take the boxes and reorganize them while looking over them, and move them to long term memory.
This is why I told students when they go home they should take a quick (20 minute) "cat nap". It gives their brain a chance to decompress and allows the little guy to slow down. When they wake up, they should have a simple sugar snack such as a piece of fruit; definitely NOT a carb or protein at this point. Then, they should begin their studies, working with their hardest or least favorite subject first. Students should study or work for 10 to 15 minutes and then take a short break and come back. This pattern should repeat through the course of their studies. They should also have a well-appointed study space that does not have them laying down; your brain takes the body's horizontal position to mean that it is time to rest , and so, it produces neurotransmitters designed to start the relaxation process.
Student's homework, that is due today, is to review their study space and design the one that would best help them learn.

A Dozen Important Brain Based Concepts- For parents and teachers


Entry Task/ Brain Bender:

(This should be written in your journal, every day!)

Timed Test

Quick discussion: How is integrity like a compass?




Agenda:

Handout Class Syllabi-

Handout REMIND- Biology 1 


Who are you?- take the quiz. Write your learning style down in your syllabus. Email a copy to yourself AND to me Thomas.allison1@marion.k12.fl.us

Write your Desk/computer number down in your syllabus



Homework: ALL CLASSES

Watch the videos Brain Based Learning

Successful Learners: How Does My Brain work?

During your viewing, take notes and be prepared to come in and lead the discussion tomorrow.



Biology 1:

Year at a Glance

Unit Essential Question:

Why are you here?
Key Learning Statement:
Marion Military Academy is the best school in the District to teach young men and women leadership skills and how to be good citizens. It is worth fighting for. 

Quizlet for period 1
Quizlet for Period 2
Quizlet for Period 4
Quizlet for Period 6


Intensive English/ Writing:

Year at a Glance

Unit Essential Question:

Why are you here?
Key Learning Statement:

Marion Military Academy is the best school in the District to teach young men and women leadership skills and how to be good citizens. It is worth fighting for.  

Science Current Events:

Venus, a Runaway Greenhouse Model, May Have been Habitable for Two Billion Years


Apps and Programs to Help You be Successful:

The 10 best note taking apps


Video Links/ Other Resources over this topic

Wednesday, May 3, 2017

End of the Year Stories 2017

Kalyanamitras@cfl.rr.com




Be excellent to each other, always!

Saturday, April 29, 2017

Tuesday, April 25, 2017

Monday, March 27, 2017

Today's Quote:




'World peace must develop from inner peace. Peace is not just mere absence of violence. Peace is, I think, the manifestation of human compassion.' ~ Dalai Lama



RECAP:

In 8th grade classes We began our discussion of forms of energy, but we didn't get very far. Classes got their new seating charts and we reviewed several of the areas they were weak in according to the DBMA  FCAT Facts in a Flash.
7th grade classes began our in-depth discussion of Mendelian genetics and they got really excited as we started talking about how traits come to be physical expressions on the body. We also spent time reviewing the areas they are weak in according to their DBMA test results.
6th grades spent time reviewing the areas they were weak in according to their DBMA results. Following that we dove into a discussion of the Inner planets in the solar system. Students are still having problems identifying their own sun as a star named Sol, so I attempted to clarify this misconception.

SKILLS BOOST:

1. A student calculated the density of two sample masses of copper pennies by dividing the mass of the pennies by the volume of the pennies. The student recorded his data in the table below, but forgot to record the volume of the 400-gram sample.   
What is the approximate volume of the 400-gram sample of pennies? 
A. 1 cm 3 
B. 36 cm 3 
C. 45 cm 3 
D. 56 cm 3

2. When a pizza is put into a hot oven it undergoes a change. How is the heat from the oven changing the pizza? 

3. Which organ helps the body maintain a constant temperature by releasing water and heat? 


BRAIN BENDER:

Sam Slug got out of jail and pushed his car to the St. James Place Hotel. When he arrived he realized he was bankrupt. How could this financial disaster be explained?



AGENDA:


STEAM Sims: Multicolored Dice  Username: Allisont Student < Case sensitive>  Password: HorizonSTEAM
STEAM Sims: Solar Cells    Username: Allisont Student < Case sensitive>  Password: HorizonSTEAM
6th grade-  The Solar System
STEAM Sims: Weather   Username: Allisont Student < Case sensitive>  Password: HorizonSTEAM

HOMEWORK ALL GRADES: IXL two targeted lessons using your benchmark


 

7TH Grade:


                                                                  Watch the video and take notes!


UNIT/ORGANIZING PRINCIPLE: Heredity and Reproduction PACING: 6 weeks 
Benchmarks SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
 SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.
 SC.7.L.16.3 Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.
 SC.7.L.16.4 Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society, and the environment.

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.
 SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models.
 HE.7.C.1.7 Describe how heredity can affect personal health.


SC.912.L.16.2 Discuss observed inheritance patterns caused by various models of inheritance, including dominant, recessive, codominant, sexlinked, polygenic, and multiple alleles.

SC.912.L.16.14 Describe the cell cycle, including the process of mitosis.  Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.

SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over.  Explain how reduction division results in the formation of haploid gametes or spores. 












8TH GRADE- 

 Watch the video and take notes!

UNIT/ORGANIZING PRINCIPLE: Energy PACING: 3 Weeks 
Benchmarks SC.912.P.10.1 – Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. 
SC.912.P.10.2 – Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. 
SC.912.P.10.4 – Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.  
SC.912.P.10.5 – Relate temperature to the average molecular kinetic energy. 
SC.9.12P.10.6-Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum (also covered in Changes of Matter and in Energy). 
SC.912.P.10.11 – Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. 
SC.912.P.10.12 – Differentiate between chemical and nuclear reactions. 
SC.912.P.10.14 – Differentiate among conductors, semiconductors and insulators. 
SC.912.P.12.11 – Describe phase transitions in terms of kinetic molecular theory. 
SC.7.P.11.4 – Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. 













6TH GRADE-
you MUST have your rocket here, in class by March 10th, 2017

What's inside our solar system?- Write your answers in your COW under today's date.






Watch Video and Take Notes!

Homework over Spring Break and the week after: Keep a Moon Journal! Every night, make an entry in your COW diagramming what the moon looks like. This will be due the day we return to school

UNIT/ORGANIZING PRINCIPLE: Astronomy (The Solar System) PACING: 3 Weeks

Benchmarks SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.  SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric and heliocentric. 


SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. 

SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

SC.8.E.5.12 Summarize the effects of space exploration on the economy and culture of Florida. (Not assessed on FCAT) 

SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. 

SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. 

SC.6.N.3.2 Recognize and explain that a scientific law is a description of specific relationship under given conditions in the natural world.  Thus, scientific laws are different from societal laws. 

SC.6.N.3.4 Identify the roles of models in the context of the sixth grade science benchmarks.