Recent Changes

Tuesday, March 13

  1. page Unit Calendar & Lessons edited ... Students N-Z will go to ms. Howee's class where her students will teach them how to use the iP…
    ...
    Students N-Z will go to ms. Howee's class where her students will teach them how to use the iPad and look up fractals.
    Bio/math program exchange day
    Howee:Howe: Students with
    Students A-M will stay in class and teach Mr. Dolnik's students how to use the iPad, and how to find look up fractals
    Dolnik: Students with last names N-Z will teach Howee student's (last names N-Z) how to do the field study activity. They are to teach them what they learned the previous day and assist them.
    (view changes)
    2:37 pm

Sunday, March 11

  1. page Theme edited El Camino High School ITU Theme: Fractals: Finding Patterns in Our Everyday Lives ... will feat…
    El Camino High School ITU Theme:
    Fractals: Finding Patterns in Our Everyday Lives
    ...
    will feature ana two day
    Exchange Program:
    Mr. Dolnik's Class: Half of the class will go to Ms. Howe's room and be taught about fractals through IPADs by their peers. The other half will lead some of Ms. Howe's students in a field study of El Camino High School's campus.
    (view changes)
    1:44 pm
  2. page Unit Calendar & Lessons edited ... Math: iPad day - look up fractals They will research on their iPads how fractals are used in …
    ...
    Math: iPad day - look up fractals
    They will research on their iPads how fractals are used in mathematics, and prepare what they will teach the biology students.
    ...
    exchange days.
    Also, they will be given the rubric of our expectations for the poster presentation.
    Bio/math program exchange day
    ...
    Students A-M will go to ms. Howee's class where her students will teach them how to use the iPad and look up fractals
    Bio/Math:
    ...
    program exchange.
    HW: Finish poster and organize portfolios.
    Bio/Math: Gallery Walk
    (view changes)
    1:43 pm
  3. page Unit Objectives, Standards, & Assessments edited ... Sequences/Infinity: After watching a video on fractals and studying the Koch Snowflake iterati…
    ...
    Sequences/Infinity: After watching a video on fractals and studying the Koch Snowflake iterative properties, SWBAT explain infinity and write recursive and explicit equations involving infinity
    Ca State Standards:
    ...
    of habitats.
    6b: Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
    -Common Core Mathematical Practice # 7 – Look for and make use of structure
    -Common Core: Geometry Measurement and Dimension 5: Determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids. (CA standard Geometry – 11.0)
    -Common Core: Functions/Building Functions 2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms
    p.57-58 =
    Assessments:
    Community Ecology: Vital Commodity Lab activity with worksheet, written reflection about their animal-specific results
    (view changes)
    1:42 pm
  4. page Unit Objectives, Standards, & Assessments edited ... Understanding a fractal: drawing one and iPad/Program exchange day Sequences, area, infinity:…
    ...
    Understanding a fractal: drawing one and iPad/Program exchange day
    Sequences, area, infinity: portfolio and POW
    {pow.pdf}
    {3.2 Terrestrial biome rubric.docx}
    ...
    AND BIO ASSESSMENT:ASSESSMENTS: {Fractal Portfolio.doc} {presentationrubric.docx}
    (view changes)
    1:41 pm
  5. file pow.pdf uploaded
    1:41 pm
  6. page Unit Objectives, Standards, & Assessments edited Biology: Lesson Objectives: Objectives: Community Ecology: After completing the “vital commo…
    Biology:
    Lesson Objectives:

    Objectives:

    Community Ecology: After completing the “vital commodity” activity, SWBAT demonstrate comprehension of major concepts of community ecology through written reflection regarding the actions of their organisms.
    Terrestrial Biomes: After creating a travel ad for their assigned biome, SWBAT present their poster (incorporating fractals) to the class and educate each other about the different biotic and abiotic characteristics of their biome.
    Field Study: After doing extensive fieldwork, SWBAT empirically explain their environment and fractals through both qualitative and quantitative means in their field book.
    Ca Biology State Standards:
    6a:Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
    6b: Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
    Assessments:
    Community Ecology: Vital Commodity Lab activity with worksheet, written reflection about their animal-specific results
    Terrestrial Biomes: Travel ad scoring ad Rubric
    Field Study: Field Books
    Unit: Ecology Written Exam, Pole to Pole Worksheet
    {3.2 Terrestrial biome rubric.docx}
    MATH AND BIO ASSESSMENT: {Fractal Portfolio.doc}
    Math:
    Lesson Objectives:

    Area: After discussing with groups how the are of the Koch Snowflake changes at each iteration, SWBAT write the patterns
    POW: After students complete their POWs, SWBAT make a connection to perimeter, area, and the ITU
    Program Exchange/iPad: After doing research on iPads, SWBAT analytically explain technology and fractals through both qualitative and quantitative means using their iPads
    Sequences/Infinity: After watching a video on fractals and studying the Koch Snowflake iterative properties, SWBAT explain infinity and write recursive and explicit equations involving infinity
    CA Common CoreCa State Standards:
    6a:Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
    6b: Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

    -Common Core Mathematical Practice # 7 – Look for and make use of structure
    -Common Core: Geometry Measurement and Dimension 5: Determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids. (CA standard Geometry – 11.0)
    -Common Core: Functions/Building Functions 2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms
    p.57-58 = sequences
    Assessments:
    Community Ecology: Vital Commodity Lab activity with worksheet, written reflection about their animal-specific results
    Terrestrial Biomes: Travel ad scoring ad Rubric
    Field Study: Field Books
    Unit: Ecology Written Exam, Pole to Pole Worksheet

    Understanding a fractal: drawing one and iPad/Program exchange day
    ...
    and POW
    {pow.pdf}

    {3.2 Terrestrial biome rubric.docx}

    MATH AND BIO ASSESSMENT: {Fractal Portfolio.doc}
    (view changes)
    1:40 pm
  7. page Service Learning edited Students, in groups of four, will have to complete an interview with a biotechnology employee. The…
    Students, in groups of four, will have to complete an interview with a biotechnology employee. They will have a set of questions provided plus two that they decide to ask of the employee, questions that deal with how the scientists use fractals, patterns, and math in their careers to solve real-life problems.
    {InterviewScientist.png}
    ...
    a international corporationcorporations at the
    ...
    learn about a Science and Technology companycompanies from a
    How does this to relate the big picture (essential questions)?
    Students will understand how biology can help them understand the world around them through interviewing biotech personnel. They will also realize that biotechnology itself is the convergence of man-made and natural patterns to improve our quality of life.
    (view changes)
    1:22 pm
  8. page Unit Calendar & Lessons edited ... Week 1 Bio: Community Ecology ... different trophic levels.Math: levels. Math: Introdu…
    ...
    Week 1
    Bio: Community Ecology
    ...
    different trophic levels.Math:levels.
    Math:
    Introduce big
    Students will watch a YouTube video on their iPads. We will discuss the snowflake, and students will attempt to find the area of it on their own (diagnostic assessment).
    Bio: Community Ecology
    ...
    Bio: Terrestrial Biomes
    Students will learn about terrestrial biomes and fractals through creating and a "biome travel ad" poster. Students will have to work in groups to try to convince other students to visit their assigned biome.
    Lesson:
    {BiologyDay345.docx}
    Math: Finding patterns in iterations
    Students will complete the following handout in groups and present ideas to the class.
    see handout
    Here is the lesson: {MathDay3.doc}
    ...
    Students must present their biome travel ad to the class and meet their rubrics requirements. Instructor will then pick the top 3 to be posted up on the walls for the remainder of the year.
    Math: POW: Circular Pastures (perimeter/area)
    Students area assigned the Problem of the Week - to be turned in at the end of the unit. This POW deepens the students' understanding of the basic understandings of perimeter and area.
    See {pow.pdf}
    Here is the lesson:
    ...
    {BiologyDay6.docx}
    Math: iPad day - look up fractals
    Students will be given the rubric of our expectations for the poster presentation. TheyThey will research
    ...
    biology students.
    On this day, both classes will be told who they will teach and learn from during the exchange days.
    Also, they will be given the rubric of our expectations for the poster presentation.

    Bio/math program exchange day
    Howe: Students with last names A-M will go with Mr. Dolnik's class to learn about fractals through a campus field student. They will be responsible for recording 5 biotic or abiotic specimens, 3 fractals, and drawing at least one specimen. They will record all this in their field books they will make.
    ...
    Dolnik: Students with last names N-Z will teach Howee student's (last names N-Z) how to do the field study activity. They are to teach them what they learned the previous day and assist them.
    Students A-M will go to ms. Howee's class where her students will teach them how to use the iPad and look up fractals
    Bio:
    Math: Notation Practice/Infinity
    Bio:
    Math: Review/work
    Bio/Math:
    Students will be
    in groups of four, 2 students from Mr. Dolnik's class solving Koch Snowflake Areaand 2 from Ms. Howe's class. They will design a poster showing what they learned during the program exchange.
    HW: Finish poster and organize portfolios.
    Bio/Math: Gallery Walk
    Groups present posters - students walk around and peer evaluate others. Then, there will be an informal Socratic seminar based on the reflection questions for the portfolio, including what the students learned from the interactions during the exchange days

    (view changes)
    1:19 pm

More