Final Quiz Before the Winter Break

Today we took a quiz on time lines.

AIM: I will demonstrate my ability to create a Gregorian time line.

Standard: Plotting items in chronological order on a time line.

Lesson Steps:
We started with the quiz and then looked over the winter break extra credit options. Finally we celebrated all winter birthdays and then said good bye for the year.

Homework: See the following handout for extra credit options over break.


Winter Break Info for Mr

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BCR Day

Today we continued our Paul is SMART lesson with an in-class timed BCR (Brief Constructed Response).

AIM: I will write a BCR using facts from the textbook and the MEAL format.

Standard: 7.W. E. 3 Writing reports by answering the question and ordering facts logically.

Lesson Steps:
Students started class by grading their Do Nows and counting up all their bricks. Once they handed these two items in they had to translate this sentence: "A band of physicists provoked a famine by consuming all the predators on the veldt." Students used their knowledge of these vocabulary words to rewrite this sentence into "everyday language."

We then got our textbooks and a BCR organizer. Students were given 30 minutes to read two pages of the text and to answer this question: "How did farming change the way people lived?" Students were reminded to use evidence from the text to answer the question and to write in a complete MEAL paragraph format. These paragraphs were handed in before the end of the period.

Homework: We will have short quiz tomorrow on how to set up a bow tie time line. review yesterday's handout.

Timeline Workshop

Today we continued to practice our timeline skills.

AIM: I will successfully plot dates on a Gregorian timeline using the bow tie timeline.

Standard: Plotting Major events on time lines and in chronological order.

Do Now:
1) What does BCE mean?
2) What does CE mean?
3) What does BC mean?
4) What does AD mean?

Lesson Steps:
We reviewed yesterday's homework and then went into an activity that asked students to determine when certain events happened. Students had to add or subtract to determine how long ago certain dates happened. For example, how many years ago was the Rosetta Stone created?

We then did a group activity in the hall in which students had to place cards in chronological order, paying attention to dates in CE and BCE. We ended class by reading an excerpt and creating a timeline using the dates from today's reading.

Homework: Complete questions 1-5 on the back of today's handout.
Timeline Rosetta

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Timeline Activity

Today we made time lines in preparation to locating civilizations chronologically.

AIM: I will successfully plot dates on a Gregorian timeline using the bow tie method.

Standard: plotting major events on time lines and in chronological order.

Do Now :
1) Vocabulary term: To tame a wild animal
2) Vocabulary term: This is a person who specializes in writing.
3) Vocabulary term: Widespread destruction or a plant disease that wipes out an entire crop.
4) Which tool is more efficient in cutting crops? A sickle, a pair of scissors or a plow?

Lesson Steps:
We reviewed the Agricultural Revolution and looked at a chart describing it's effect on the world's population. We then looked at the Gregorian calendar and discussed why we have changed to using BCE and CE instead of BC and AD. We then practiced creating a timeline placing zero in the middle and determining how to plot various dates on the timeline.

Homework: Complete exercises 1-5 on timeline handout.
Timeline Dec16

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Vocabulary Bingo & MEAL Review

Today we completed the MEAL activity and Vocab Bingo concerning the first human settlements.

AIM: I will determine the evidence and analysis of a partner's paragraph to see if it answers the questions.

Standard: 7.W.E.3 Write content-based reports that frame a key question about an issue and groups ideas in a logical order.

Do Now:
1) Vocabulary term: An idea or a rule but not Ms. Nophlin.
2) Vocabulary term: To use something up, to eat or to buy.
3) Vocabulary term: To have a baby or to reproduce.
4) If 17 bands settled next to a river, how many people would be using the water?

Lesson Steps:
We went over Friday's quiz and then went right into playing Vocabulary Bingo. This game reviewed many of the key words that related to the MEAL paragraph that had been written for homework.

We then went over how to determine if a piece of analysis actually answered the question. Students paired up and read over another student's work. They were given highlighters and instructed to only highlight a piece of analysis that fully answered the question. If a student received their paper back with no highlights then they knew that they had to rewrite their paragraph.

Homework: Rewrite MEAL paragraph if necessary (The Question: How did humans in early settlements use technology to improve their lives?)

Quiz Day

Today we took a quiz on the "End of An Age" reading and then completed our BCR preparations.

AIM: I will determine the main idea of the Agricultural Revolution reading with 100% accuracy and complete 1 BCR.

Standard: 7.2 Describe how the development of agriculture led to settlement, population growth and the start of civilization.

Do Now: Clear desks for today's quiz.

Lesson Steps:
We started with the quiz and when students finished they calculated the grades of their second advisory vocabulary words project. (Students are now responsible for calculating all averages). We then reviewed the agriculture reading and made sure that everyone had the main idea by the end of the class. Finally, we went over the MEAL paragraph handout for our BCR question: How did early humans use technology to improve their lives? Students are to complete this paragraph for homework.

Homework: Complete MEAL paragraph on technology if not finished in class.

The Revolution Continues

Today we reviewed yesterday's notes and prepared for our BCR or MEAL paragraph assignment.

AIM: I will determine the main idea of the agricultural revolution reading with 100% accuracy and complete one BCR.

Standard: 7.2 Describe how the development of agriculture led to settlement, population growth and the start of civilization.

Do Now:
1) Vocabulary term: to become an expert in one thing.
2) Vocabulary term: A trap or “to catch something”
3) Vocabulary term: Latin term meaning “the other way around”
4) If humans domesticated 2 animals from each of the Old World continents, how many animals would that be?

Lesson Steps: We reviewed the steps that led to settlement and refreshed our memories of the lessons learned from "An End of an Age" reading. This review was important for tomorrow's quiz.

We then reviewed the importance of domestication of animals and how human societies used the first tamed animals. We then did a pre-reading activity on the vocabulary related to the agricultural revolution. Then students got into groups and read page 13 in our textbooks to determine the main idea. This information will be used in a follow up BCR we will have to continue tomorrow.

Homework: Tomorrow we have a quiz on the "End of an Age" reading. Read it over and study the vocabulary words.

Talking About a Revolution

Today we finished our studies on hunter gatherers and started to learn about the Agricultural Revolution.

AIM: I will order events which led to settling down with 100% accuracy and determine the main idea of a reading passage.

Standard:7.2 Describe how the development of agriculture led to settlement, population growth and the start of civilization.

Do Now:
1) What is another word for confusing?
2) Vocabulary term: fast and effective.
3) Vocabulary term: To be anxious and excited about something that is going to happen.
4) If 9 bands settle in one area, how many people would make up this small town?

Lesson Steps: We reviewed the steps from the "End of an Age" reading by working in groups. Students had to order cards chronologically before moving onto the next step. Then students looked at a table about the domestication of animals to review how this process happened and the benefit to the now settled humans. Finally, we previewed the text about the Agricultural Revolution and went over the new vocabulary connected to this reading.

Homework: There will be a quiz this Friday about the information found in the "End of an Age" reading and over the vocabulary words too.

Handouts: Today we had two handouts that we will use over the next few days.

Talking About a Revolution

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The Birth of Writing

Today Mr. Leslie taught a lesson on the beginning of writing in Mesopotamia.

AIM: I will define two early writing styles and explain why they were important to developing civilization. I will use pictographs to show my hobbies.

Standard: 7.3.10 Trace the evolution of language, its writing forms (for record keeping and preservation of ideas.)

Do Now:
1) Vocabulary term: People who move from place to place.
2) Vocabulary term: To be really good at one thing.
3) Vocabulary term: A person who studies the past.
4) Vocabulary term: The land between two rivers.

Lesson Steps:
We started with our Do Now vocabulary review and then went into the writing lesson. Mr. Leslie showed signs that are popular symbols that represent important messages like "no smoking," handicap, and restroom symbols. These symbols started the conversation about how these symbols communicate ideas and why writing started in the first place. This discussion then turned towards the text about ancient writing in Mesopotamia, trading activities and also drawing our own pictographs about our hobbies. Students were taught the following vocabulary words: pictograph, cuneiform and scribe. We ended class with students creating pictographs for other students to guess using the overhead projector.

Homework: Complete three vocab cards using today's new words.

Determining Main Idea Continued

Today we reviewed the quiz and completed the End of An Age Reading

AIM: I will determine the main idea of a reading passage with 100% accuracy

Standard: 7W E 2 Write summaries of passages that contain main ideas and significant details of the passage.

Do Now:
1) Vocabulary term: a Latin term meaning “the other way around.”
2) Vocabulary term: “to be fast and effective; no wasted energy.”
3) Vocabulary term: “widespread starvation.”
4) Most packs of wolves consist of 20 wolves. If 3 packs of wolves were domesticated by one band of hunter-gatherers, how many wolves would they have?

Lesson Steps: Today we took time to look over the quiz to determine how questions could trick us and to look out for strategies in succeeding during the DC CAS. We then completed all the vocabulary and main idea of the End of An Age reading. It took us much longer than anticipated to go through this reading but I have found that determining the main idea to be an essential skill that we will continue to review as we lead up to the standardized tests.

Homework: Vocabulary project is due tomorrow.

Main Idea Revealed

Today we took a quiz regarding the content from the beginning of the second advisory.

AIM: I will determine the main idea of the "End of an Age" reading and also take a quiz to demonstrate my understanding of the content regarding the migration of hunter-gatherers.

Standard: 7.1.5 Describe the characteristics of hunter-gatherer societies of the paleolithic age.

Do Now:
Students cleared their desks to take today's quiz.

Lesson Steps:
We started with the brief quiz and then students graded their Do Nows for this point in the second advisory. Once both of these activities were done, we returned to the "End of an Age" reading and completed all vocabulary and worked on determining the main idea.

Homework:
The 43 word vocabulary project is due on Tuesday. The guideline for this project is available on Wednesday's posting.

Mining the Main Idea

Today we continued to find the main idea of the "End of an Age" reading.

AIM: I will determine the main idea of one reading passage and I will learn 16 new vocabulary words related to hunter-gatherers.

Standard: 7.1.5 Describe the characteristics of hunter-gatherer societies of the paleolithic age.

Do Now:

1) Vocabulary term: The path the Earth makes around the Sun.
2) Vocabulary term: Groups of people who have no permanent home.
3) Vocabulary term: Scientists that dig up artifacts and fossils.
4) If a band of hunter-gatherers domesticated 15 wolves, how many people would be in charge of each wolf?

Lesson Steps:

Today we merely continued the same lesson from yesterday. We reviewed the reading and many of the vocabulary words. We then continued to read ahead trying to "mine" the main idea. We added more details to our Main Idea Graphic Organizer and then reviewed 14 of the 16 new vocabulary words.

Homework:

Tomorrow we have a quiz on readings 1-6. We also have a vocabulary project due on Tuesday. See the guidelines that were posted yesterday.

Quia Quiz Review and "End of an Age" Reading

Today we reviewed yesterday's online quiz and also delved into the next reading.

AIM: I will determine the main idea of two reading passages and I will learn 16 new vocabulary words related to hunter-gatherers.

Standard: 7.1.5 Describe the characteristics of hunter-gatherer societies of the paleolithic age.

Do Now:
1) Vocabulary term: “a very, very long time.”
2) Vocabulary term: “a human made object from the past.”
3) Vocabulary term: “to run quickly and lightly.”
4) If 6 bands of hunter gatherers settled in the same area, how many people could be there?

Lesson Steps:
Once we completed the Do Now we looked at the results from yesterday's online quiz. Unfortunately, I am still learning how to make this work so I mistakenly printed off a mixed up copy of the quiz which created some confusion while we were going over it. I will still try to make it work better and there are many new activities and games that I can create on the web with this new program. Try your hand at this one: http://www.quia.com/pp/145111.html



We then went into our reading that was handed out yesterday. We were able to get through the first two sections before the class period was over. Only 4 students were able to figure out the main idea of the reading. So we will continue to work on this until everyone has it. We also were able to go over some vocabulary words before I explained the project that is due on Tuesday.



Homework:
Vocabulary Project of new Second Advisory Words is due on Tuesday December 9th.

Here is the handout to explain what needs to be done.
Vocabulary Card Project Due on for the Web

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What's the Main Idea?

Today we reviewed what we learned on the Gigantic Map and then went right into a lesson about reading for the main idea.


AIM: I will determine the main idea of two reading passages and I will learn 16 new vocabulary words related to hunter-gatherers.


Standard: 7.1.5 Describe the characteristics of hunter-gatherer societies of the Paleolithic Age.

Do now
1) Vocabulary Word: a high level of cultural development.
2) Vocabulary Word: “made up of” or the ingredients.
3) Vocabulary Word: “Survival of the Fittest”
4) If 4 bands of hunter-gatherers settled in the same area, how many people could be there?

Lesson Steps
We reviewed the big map, then got started on our new system of online quizzes and ended the class with a Skillbuilder activity designed to focus on determining the main idea of a reading passage.

Homework:
Students are to fill out the main idea chart for the cartoon reading #7

Handouts:
Skillbuilder Handout

Skill Builder

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Cartoon Reading #7

Reading#7

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Gigantic Map Day

Today we suspended regular classes and took advantage of the learning opportunities that were available with the gigantic map of North America. The National Geographic Society offers these maps to schools around the country and we jumped at the chance to have one come to Paul. To learn more about the map please follow this link: http://www.ngsednet.org/community/index.cfm?community_id=515

We reviewed longitude and latitude by playing a coordinate grid game and we also ran a state location relay. Students had a great time exploring the gigantic map!

Presentation Day

Today students presented their hunter-gatherer projects.

AIM: I will present my project according to criteria of three facts for each section.

Standard: 7.1.5 Describe the structure of hunter-gatherer societies and the division of labor.

Do Now:
1) Vocabulary term: a group of families. About 30 people.
2) Vocabulary term: To move to a new place to live.
3) Vocabulary term: People who have no permanent home.
4) If the Big Bang happened 15 billion years ago and the Earth formed 8 billion years ago, how many years happened between the Big Bang and Earth's creation?

Lesson Steps:
Students who completed the cartoon project put their work on the chalkboard and volunteered to share their work. Then paragraph writers were given the opportunity to share their work. Finally, we filmed the students who were acting as news anchors. These presentations were followed by Friday Free time for students in the "Green."

I distributed progress reports and reminded students of what they needed to do in order to bring up low grades. Students in the "Green" have no homework over the Thanksgiving break but those in "Yellow" and "Red" must use this break to make up missed work.

Homework: Complete all missing work by Monday. Have a great Thanksgiving. See you Monday.

Project Day

Today students worked on the project that is due tomorrow.

AIM: I will complete my hunter-gatherer project for tomorrow's deadline.

Standard: 7.1.5 Describe the structure of hunter-gatherer societies and the division of labor.

Do Now: Students completed a reflection that related to their hominid migration map project.

Lesson Steps: We reviewed the map project and also the importance of the vocabulary project. We then discussed why we were learning these lessons in this order and what students would speculate as to the content of upcoming lessons.
We then had time to work on the project that is due tomorrow. I circulated to make sure that every student knew what they were doing. Students were then instructed to complete work by tomorrow.

Homework: Complete the hunter-gatherer project that is due tomorrow. The criteria for this project were posted on Friday's blog entry.

Hominid Project Due Tuesday

Today we had shortened classes but we were able to look at yesterday's map projects and go over some of the criteria for a project due on Tuesday.

AIM: I will demonstrate that I can successfully plot 9 fossil sites on a world map using longitude and latitude and explain why hunter-gatherer societies migrated to the New World.

Standard: 7.1.4 Articulate the theoretical basis for modern human evolution that led to migration out of Africa, first to Europe and Asia, and later to the Americas and Australia.

Do Now:
We took a practice quiz to see how well students knew the evolution of hominids and also the structure of hunter-gatherer societies.

Lesson Steps:
We quickly went over the practice quiz and then I explained that there was a choice in projects that students could do to show what they have learned about nomadic hunter-gatherers. Classes were very short due to the early dismissal so we merely went over the project criteria.

Homework: Complete project is due on Tuesday. You must choose only one project to do. Monday will be a work day.

Handouts: Scroll down through the many handouts to find the project of your choice.

The Reading: Here is the reading that you can use to complete these projects.
HG Reading

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Cartoon Project
Cartoon HG Project

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MEAL Paragraph Project
HG MEAL Paragraph

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Broadcast News Project
Broadcats News HG Project

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Mapping Hominids

Today we started our mini project on mapping the migration patterns of hominids.

AIM: I will successfully plot 9 fossil sites on a world map using longitude and latitude to demonstrate the migration patterns of hominids.

Standard: 7.1.4 Articulate the theoretical basis for modern human evolution that led to migration out of Africa, first to Europe and Asia, and later to the Americas and Australia.

Do Now:
1) Vocabulary word: A very, very long time
2) Vocabulary word: Latin for “Wise man.”
3) Vocabulary word: To get used to a new environment by changing your behavior or tools.
4) First advisory word: To cause someone to do something or to start something.

Lesson Steps: Once we finished the Do Now we moved onto a quick review of the Cause and Effect reading of yesterday. We highlighted the important points of the structure and behaviors of hunter-gatherer society.

We then got into our Mapping Hominids project in which students used a world map (you can print one from National Geographic's Xpedition site: http://www.nationalgeographic.com/xpeditions/atlas/) and plotted information relevant to the the migration of hominids. See today's handout to understand the required elements that were mapped today.

Once students completed their plotting exercise, I reminded them that we would use this map for class discussion tomorrow and to finish the land-bridge section for homework. We will use this tomorrow to review how hominids evolved and also where they migrated.

Homework: Complete Homework section of the Mapping Hominid section (front side)

Handout: Today we only used page one of this handout, we will go over page two tomorrow for work that is due on Tuesday.

Mapping Hominids PDF for Webpage

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Organizational Text Structures

Today we review the organizational structure of a few pages in our textbook to understand it better.

AIM: I will define the organizational structure of a text and highlight 7 elements on our handout.

Standard: 7I.T-E.3 Use organizational structure of text to improve comprehension.

Do Now:
1) Vocabulary term: a human-made object that is left behind from a past civilization.
2) Vocabulary term: hominid that was known to be the first to make stone tools.
3) Vocabulary term: hominid that was the first one to walk upright.
4) Vocabulary term: time of day just as the sun is setting.

Lesson Steps:
Once we finished the Do Now we then reviewed Mr. Leslie's lesson and shared our connections to the vocabulary word: Mesopotamia. We then reviewed our activity in which we spent time highlighting the migration journey of hominids over millions of years.

We then turned to today's reading. We started with speculating on vocabulary word definitions by using context clues in discussion. We then looked at the cause and effect structure of today's reading. Students then got into groups and read pages 9-11 while filling out examples of cause and effect for each section of the reading. We then reviewed their answers before ending class.

Homework: No homework tonight.

Mesopotamia Lesson

Today Mr. Leslie took over the class as he is completing his internship with his teaching program at American University.

AIM: I will define Mesopotamia and label it and its surrounding physical features.

Standard: 7.3.1 Locate and describe the major river systems and the physical settings that supported permanent settlement and early civilization.

Do Now:
1) What are two aspects of civilizations?
2) What are two things needed to grow food?
3) Where did hominids move from?

Lesson Steps:
We started with the Do Nows and then went into a discussion of the Greek roots of Mesopotamia. Then we discussed the meaning of "between two rivers" as it relates to DC.

We then did an activity using the textbook to label the location of Mesopotamia and to discuss the possible advantages and disadvantage of living in such an area.

We closed class with a review of the meaning and importance of Mesopotamia.

Homework: One vocabulary connection card for Mesopotamia.

Migration to New World

Today we started to look at the migration of hominids out of Africa and the locations of fossil sites to prove it.

AIM: I will locate 5 fossil sites throughout the world using longitude and latitude and trace the development of 4 hominid species through the Old World and New World.

Standard: 7.1.4 Explain the theory of how hominids evolved and moved out of Africa.

Do Now:
1) Vocabulary term: to disagree or argue against.
2) Vocabulary term: to eat both meat and vegetables.
3) Vocabulary term: to run lightly and quickly.
4) Vocabulary term: to find meat as a leftover from someone else’s hunt.

Lesson Steps:
We reviewed the information that Professor Noitall gave on Friday and corrected the information. We then turned to the World History textbook and looked at pages 4-5 for the world map that shows all the major fossil sites of hominids. We used the coordinate system of longitude and latitude to locate sites and we determined the type of hominid based on the age of the fossils. We then completed class by answering a few questions related to Old versus New world and how people managed to travel between both worlds.

Homework: No homework tonight.

Today's Handout:
Hominid Migration and Ealy Society

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Filming Day

Today we reviewed what Professor Noitall said yesterday and students had a chance to refute what he said on film.

AIM: I will refute 3 points made by Professor Noitall in order to explain hunter-gatherer society.

Standard: 7.1.5 Describe hunter-gatherer societies and how they worked.

Do Now:
We graded our Do Nows from the past two weeks.

Lesson Steps:
Once Students completed the grading of their Do Nows we reviewed the three main points that Professor Noitall delivered yesterday in his lecture. Students then were instructed to plan to refute what he said on camera. They were instructed to include three things in mind as they spoke. The first item was to restate what Professor Noitall said and to act incredulous. The second was to explain why he was wrong and to include a piece of evidence to refute his idea. The third thing to pay attention to was to look directly into the camera.

Once we finished filming some students enjoyed Friday Free Time while I worked with others on their missing work.

Homework: No homework this weekend.

Professor Noitall

Today we had a visit from a very distinguished archeology professor and students ended up correcting him.

AIM: I will refute 3 points made by Professor Noitall in order to explain hunter-gatherer society.

Standard: 7.1.5 Describe hunter-gatherer societies and how they worked.

Do Now:
1) Vocabulary term: a person who picks up food from the ground, bushes and trees.
2) Vocabulary term: time of day as sun sets.
3) Vocabulary term: a group of people who go on a quest.
4) Vocabulary term: a very, very long time


Lesson Steps:
Once we finished the Do Now we went over a couple of the questions from last night's homework but we were in a rush because Professor Noitall was on his way to deliver a short lecture to our class. He visited us all the way from Australia.

Professor Noitall gave his brief lecture and students took notes about what he said but also had several questions. They realized that he did not necessarily know exactly what he was talking about. So on their handout, they had space to explain why they disagreed with the professor. I then told them that we would film their responses tomorrow.

We also reviewed the criteria for the vocabulary project that is due tomorrow and then had extra time to work on it in class.

Homework: Complete vocabulary project. The guidelines were given out on Monday (We are not doing "D" that will come next week).

Handout: Students took notes about Professor Noitall on the handout below.
Professor Noitall

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Hunter Gatherers

Today we reviewed the vocabulary project and started the reading connected to hunting and gathering.

AIM: I will document 14 developments of a hunter gatherer society with Homo habilis and add 3 vocabulary words to my list.

Standard: 7.1.5 Describe hunter gatherer societies and how they worked.

Do Now:
1) Vocabulary term: a scientist who digs up artifacts to study the past.
2) Vocabulary term: a being that hunts for food.
3) Vocabulary term: a being that eats both vegetables and meant.
4) Vocabulary term: to get meat by finding leftovers from other kills.

Lesson Steps:
Once we completed the Do Now we reviewed last week's paragraphs and paid attention to citations as well as the necessary ingredients to a good MEAL paragraph. Then we went right into reading about how Homo habilis started to create human culture. While students read excerpt #6, I went around to each group and checked in with the vocabulary project that is due on Friday. There will be some time in class on Thursday to work on this.

Homework: Complete questions 1-14 on reading #6 and also get vocabulary project in order for Friday.

Handout: Here is reading #6 complete with 14 questions.

Hunter Gatherer

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Veteran's Day

Please take time to thank a Veteran for his or her service to our nation.

Vocabulary Connection Day

Today we reviewed the vocabulary from the first and second advisory.

AIM: I will connect 7 vocabulary words from the second advisory to words from the first advisory using the connection example.

Standard: 7.1.3 Explain the evidence supporting hominid origin in East Africa.

Do Now:
1) Which hominid was the first to travel outside of Africa?
2) Which hominid walked upright first?
3) Which hominid made the first stone tools?
4) Which hominid means “upright man?”

Lesson Steps:
We reviewed the lesson from Thursday which focused on the 4 types of hominids and their accomplishments. We then went into a game of connecting vocabulary words between the two advisories. We chose a vocabulary word randomly from the first advisory list and then students worked in groups to connect them to chosen words from the second advisory.

Students had to make sure that the words connected to each word and also made a logical connection between the words.

Students were then instructed to complete the front of the handout for homework and get started on the vocabulary project that is due on Friday.

Homework: Vocabulary Project is due on Friday.

Handout: This has the game on the front page and the project explanation on the back.

Vocabular Connections

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Parent Teacher Conferences

No class today.

Hominid Review

Today we continued to review the election results and also returned back to the curriculum.

AIM: I will chart the 4 accomplishments of hominids and place them in chronological order.

Standard: 7.1.3 Explain the evidence supporting hominid origin in East Africa.

Do Now:
1) What two states are still unknown for the election?
2) Who is our new Vice President?
3) Name one state that used to be Red that changed to Blue on Tuesday.
4) Which Republican President won almost every single state during his election?

Lesson Steps:
We started with a quick review of the electoral map from yesterday and also talked about the outcome in North Carolina and Missouri.

We then revisited the readings on hominids and went over the answers to reading #5. Students then were given cards that they had to match regarding the name of the hominid, the meaning of the Latin name and finally a major accomplishment of that hominid.

Once teams were successful in grouping the cards and putting them in chronological order they then were challenged with creating a song about each hominid to present to the class.

Homework: Students must complete the vocabulary review handout.

Handout: Vocabulary Review

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Election Coverage

Today we had a compressed schedule due to the two hour delay. We reviewed the election coverage in class.

AIM: I will highlight the Electoral College total and explain two challenges ahead for President Obama.

Lesson Steps:
We jumped right into class by going over our Electoral Maps and also reviewing the timeline of the night that students created. We reviewed the history of past elections by looking at http://www.270towin.com and compared and contrasted the Democratic and Republican states for the past 16 years. We also looked at the 1984 landslide by Reagan and also the 1964 victory by Johnson.

We ended class by reviewing the challenges Obama has to face as he leads a nation in which 47% or the people voted against him.

There is no homework tonight.

Election Day

Today my student teacher, Mr. Leslie, taught a lesson concerning the Electoral College.

AIM: I will define Electoral College and state three reasons why it was created.

Do Now:
1) What is a college?
2) What is an election?
3) What is an Electoral College?

Lesson Steps:
We started out discussing the Do Now and then Mr. Leslie described the Electoral College in detail. He connected it to today's major events and highlighted why it was created. Students followed by filling out a handout concerning the creation and justification of the Electoral College.

Homework:
Watch the election and complete the election packet that was handed out yesterday.

Election Eve

Today we went over last night's homework and prepared for our election assignment.

AIM: I will organize three groups of primates by successfully completing my graphic organizer.

Standard: 7.1.3 Explain the evidence supporting hominid origin in East Africa.

Do Now
1)What is a group of people on a quest called?
2)What type of animal walks on two legs upright?
3)Vocab term: to depend on someone or to trust them.
4)What is another word for the hip bone?

Lesson Steps:
We went over the Do Now and then reviewed our readings from Friday. We also went over reading #4 and the answers to many of the questions from last week. We then went over vocabulary and students finished the lesson by organizing three groups of primates using the organizer that was handed out Friday.

Students also received a copy of the election packet and this is a reminder that school will start at 10:15 on Wednesday. The packet is designed for students to follow the election returns Tuesday night and then come in on Wednesday to discuss how it went. The packet is not meant to be filled out tonight but we ask that you look it over together with your parents to see what you need to do Tuesday night.

Homework:
Remind your parents to vote tomorrow and also share the election packet with them tonight.

Handout:
Election Packet

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Citing our Paragraphs

Today we revisited our paragraph organizers in order to add proper citations.

AIM: I will complete my MEAL paragraph using three accurately written citations.

Standard: 7.1.3 Explain the evidence supporting hominid origin in East Africa.

Do Now:
1) Vocabulary term: A human-made object from the past.
2) Vocabulary term: A person who studies the past.
3) Vocabulary term: A scientist who digs up artifacts to study the past.
4) What is the Latin word for southern?

Lesson Steps:
After we finished the Do Now we reviewed the content we learned by going over the first three readings of the second advisory. We then revisited excerpt # 3. At the bottom of this page was a section which taught students how to write a proper citation. We filled this out and talked about the importance of avoiding plagiarism.

We then revisited our rough draft paragraphs from last night. I showed students how we could add our citations into our paragraphs in order to make them more scholarly.

Students then used the remaining time in class to write a final draft of this paragraph and turned it in.

Homework:
Complete all questions for readings #4 and #5.

Handout: Scroll down to see reading #4. All questions are found on the first two pages.

Homo Habilis Reading #3 and 4 - Upload a Document to Scribd

Australopithecine Ancestor

Today we learned about Lucy and how she is the first known Hominid.

AIM: I will define archaeologist and list three artifacts which helped them to analyze our earliest ancestors.

Standard: 7.1.3 Explain the evidence supporting hominid origin in East Africa.

Do Now:
1) Vocabulary term: To adjust or get used to a new environment.
2) Vocabulary term: High level of cultural development.
3) Vocabulary term: An "R"rated movie is not ____________ for you.
4) What tool did we use yesterday to draw the fossil?

Lesson Steps: Today we reviewed the lessons from yesterday and focused on excerpts 1 & 2. We reviewed the evidence of what archaeologists found and how they analyzed it to determine what Lucy was like. This process mimics the paragraph writing process that we will be doing tonight.

We then moved on to learn about the Greek and Latin origin of the word australopithecine and more evidence about what a fossilized footprint would tell us about their lifestyle.

We wrapped up by filling out one box of our paragraph organization sheet in preparation for tonight's homework.

Homework: Fill in the MEAL paragraph worksheet to answer the following question: "What conclusions have archaeologists made from australopithecine fossils?"

Handout:

MEAL Format and Reading3 - Upload a Document to Scribd

Digging into Our Past

Today we acted like archaeologists and redrew a fossilized hominid.


AIM: I will define archaeologist and list three artifacts which helped them to analyze our earliest ancestors.


Standard : 7.1.3 Explain the evidence supporting hominid origin in East Africa.

Do Now: We picked new seats and jobs today.

Lesson Steps: After we picked new jobs and seats we did an activity which allowed students to act like archaeologists. We opened our textbooks to page 109 where there is a photograph of a fossilized skeleton. We put a grid on top and carefully drew what we saw on our handout. This careful drawing allowed students to see the individual bones and finally decipher the entire skeleton. We reflected on how this process was difficult and also how this process could also be challenging for professional archaeologists.

We then looked over the beginning vocabulary in preparation for tonight's reading.

Homework: Students are to read excerpt #2 and answer questions 6-8.

Handout:

Digging Into Our Past Handout - Upload a Document to Scribd

Vocabulary Connections Continued

Today we started the second advisory with a new essential question and also practice with connecting new words with the first advisory.

AIM: I will learn how to effectively connect two vocabulary words for our ongoing vocabulary connections project.

Standard: 7.1.2 Locate human communities that populated the major regions of the world, identify how humans adapted to a variety of environments.

Do Now: Copy the Essential Question and get out two vocabulary cards.
"How have civilizations adapted to their surrounding environments?"

Lesson Steps:
We started class by looking at the essential question to start the second advisory. We then broke it down and looked up two of the words (civilization and adapt) in the dictionary. We then verified our understanding of the words and then looked at our Word Wall to see which words would connect to these new words. We chose different words each period but some examples throughout the day included connecting evolution to adapt and primates to civilization. Students had to explain how these words connected and also write them on the back of the cards from the first advisory.

We then went over our grades and looked at the advisory exam. We concluded class by looking over tonight's assignment which is to create a cover page for the second advisory and explain why you chose to decorate it that way.

Homework: Create a cover page for the second advisory. Here is the handout.

Mini Project Grade 2 Redo - Upload a Document to Scribd

Professional Development Day

We were not in session today due to professional development.

International Day

Today we celebrated U.N. Day with our morning assembly for Hispanic Heritage Month and then we hosted several different activities throughout the day.

I presented a geography dance of Europe and also a short seminar on the importance of study abroad and how to get started in High School.

Clean Up Day

Today we graded our Do Nows and organized our notebooks to be turned in. I also sat with individual students to make sure that any missed work was handed in before grades close for the advisory.

Exam Day!

Today we took our final exam for the first advisory.

Final Review

Today was the final day of review before tomorrow's exam.

AIM: I will be able to answer 20 questions related to the first 4 AIMS of the year with 100% accuracy.

Standard: 7.W.E.3 Write content based reports that frame a key question and group details and explanations in a logical order.

Do Now:
1) In one word, what was the Big Bang?
2) Name one legacy of the Continental Drift Theory.
3) Name one legacy of the Big Bang.
4) Name one legacy of the evolution of primitive apes to humans.

Lesson Steps:
We completed our Do Now and then went over our crossword puzzle from last night. Then we reviewed our MEAL paragraphs and I reminded students the need to make sure that every piece of analysis explains why the evidence helps answer the question.

We then played a game of Pop-up in which students worked in teams of 4 to answer 20 review questions.

Homework:
Tomorrow is the final exam so study all your notes.

Review Day for Wednesday's Exam

Today we looked over our paragraphs one last time, watched our class video and played a vocabulary game for review.

AIM: I will review 30 vocabulary words for 100% accuracy on Wednesday's exam.

Standard: 7WE3- Write content based reports that frame a key question and group details and explanations in a logical order.

Do Now:
1) Vocab term: a journey or an adventure.
2) Vocab term: a small particle that makes up everything.
3) Vocab term: the edge of land that is next to the sea.
4) What machine tried to figure out what the Big Bang looked like?

Lesson Steps:
Once we completed our Do Nows we watched the video that we had been working on with our dance and our background drawings. We then played a game of Around the World with our vocabulary words and then I collected the most recent MEAL paragraph. The question for this paragraph was: How did the Earth become our home? Students were to use facts from our notes in order to answer this question.

Homework:
Complete the crossword puzzle and study for Wednesday's exam.

Crossword Review - Upload a Document to Scribd