Today's Quote:
Recap:
We finally got into the graphing presentation as students lead the discussion after finishing up Biology benchmark testing. Intensive English classes should finish today. We started off by teaching students how to remember that the X axis is ALWAYS the horizontal one ( the one laying down) and the Y- axis is always the vertical one. (standing up) I told them that I remember the X- axis, because I see dead people. While this sounds strange, I asked them what a dead person does and they said they lay down. I then asked them how they know it's dead and not just sleeping, (referring to the stick figure I wrote on the board). They said that, in cartoons, they are usually dead if they have X's on their eyes, so I drew two X's. There you have it! The X- axis is the one that lays down because Ï see dead people. I then asked the classes where the Z axis is. After several attempts and hearing their misconceptions, I pointed out that to see the Z axis we would have to pretend the screen wasn't mounted on the wall, but instead was mounted in the middle of the class. The Z- axis allows us to begin to graph a 3-dimensional world so it is the axis that originates at the intersection (origin- see definition 6) of the X and Y axis but runs out into the class and behind the screen. At least one student asked the very valid question- "why are we learning about graphing in Biology." I explained that as part of the course if they checked the YAG (year at a glance)I gave them as part of their syllabus, it shows a unit called the Nature of Science. In this unit, we will cover the prerequisite skills that students should have learned in the lower grades, but many did not.
After that, I pointed out that in science, the Independent variable (test) is ALWAYS represented on the X- axis. and the Dependent variable (outcome) is always represented on the Y-axis. We then went on to say that when constructing a good graph title it will always follow the formula, Y vs X. If I were testing the effects of an amount of fertilizer on plant growth. The amount of fertilizer is my Independent variable- because I am changing the amounts and the plant growth is the dependent variable. A good graph title then would be (Y vs X) The Growth Of Plants Over The Amount Of Fertilizer Applied.
Students also pointed out that there must be an accurate title on each axis as well as the units the values are measured in. Students pointed out that the values must have regularly spaced intervals (literally "the space between values"). In other words, you could not start off counting by two's and then switch to fives. Students also remembered that graphs don't always have to start at zero. We then went to the computer lab to begin graphing data in Google Docs.
NOTE: Every student MUST know their Marion students username and password or have a gmail account that they can access from school. We are spending far too much time finding this information. Please arrive in class having a valid Gmail account or access to your school email.
Required Dataset for graph: ( All classes included in counts)
Architect: 0 Logician: 4 Commander: 5 Debater: 6 Advocate: 7 Mediator:10 Protagonist: 6 Campaigner: 14 Logistician: 4 Defender: 4 Executive: 5 Consul: 13 Virtuoso: 5 Adventurer: 2 Entrepreneur: 3 Entertainer: 7
Data Set complete!
Entry Task/ Brain Bender:
Parents, please be aware of my hall pass policy. Every student has three hall passes per nine weeks and each pass is good for three minutes. That means that every student has basically 10 minutes they can miss from class. I will, of course, accommodate any emergencies or hygiene issues without question. If, however, emergencies increase in frequency, I will call you each and every time they ask to leave class. I am not teaching in the bathroom and I NEED students to be in the classroom. If I allowed students to be out of class even 10 times in a nine week period they will have missed 30 minutes of instructional time. Please encourage your child to use the restroom, fill water bottles, and socialize in the 5 minutes they have between classes.
Agenda:
Today, we will begin our benchmark test in all subject areas. This test will probably take all period. Results will be used to determine knowledge already gained. PLEASE do your best. It is the only way I can accurately assess what I need to cover to help you be successful.
Graphing Basics PowerPoint-
1. Watch the video and take notes for Monday.
How to Use Google Spreadsheet to Make a Graph
3. Discussion of citation and evidence.
9th Grade Earth Space Science:
Class Information and Syllabus
Unit Essential Question:
What are the basic ideas behind the process of science?
Key Learning Statement:
Science is a process based upon observational and experimental studies using scientific methods to develop or explore scientific theories or laws.
Homework:
Read the article:
The article explaining graphing differences between math and science. Takes notes for discussion
HS Intensive English
Class Information and Syllabus
Unit Essential Question: What does a good writing sample look like?
Key Learning Statement: Writers structure their writing into several key steps to produce a good writing sample. While these steps are not always needed, it is best for beginning or aspiring writers to practice them to improve their writing ability. Those steps are brainstorming, outlining, prewriting (or rough drafting), peer editing, polishing and revising, and final editing.
Homework:
Watch the video and take notes for discussion on Wednesday
Where Did Words Come From?
10th Grade Biology 1
Class Information and Syllabus
Unit Essential Question: What is required to carry out a valid scientific investigation?
Key Learning Statement: A valid scientific investigation uses prior knowledge, observations, and empirical evidence to test a hypothesis and draw conclusions that must be validated through repetition and replication.
Homework:
Read the Article:
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