The teacher and student completed their dialogue and read it aloud together. The student then worked on two worksheets: first, conjugating regular verbs, and second, filling in the blanks with the correct conjugated forms. To conclude, the student described six pictures using the present progressive.
Discuss why some prospective parents want to be made aware of their genetic karyotype. Elicit from Cam reasons for that choice. Discuss both positive and negative possibilities this knowledge would be needed. Discuss Huntingtons Disease and Tay-Sachs disease as genetic disorders. Huntington's as autosomal dominant and Tay Sachs as autosomal recessive. Discuss possibilities of offspring inheriting the disorders. Discuss fetal testing
Determine by observation what occurs when a solid piece of ice is slowly heated. List and discuss the 3 major states of matter, and add the plasma state. For each state, discuss the properties and characteristics. Include: shape and volume, particle arrangement, expansion when heated, taking container shape, compressibility, hardness. Define difference from a gas and a vapor.
Cam had two art periods today: 90 Minutes. He worked on color theory. He made a color wheel by mixing equal parts of red, yellow, and blue paint to make secondary colors and equal parts of one primary and one secondary to make tertiary colors. Then he selected a hue or color and created tints and shades with it. He also demonstrated in paint analogous and complementary color schemes. He enjoyed painting, and I encouraged him to start working with paint on canvas. All of a sudden, Jackson Pollock was in the art room! Cam came alive in his Abstract Expressionist painting. He was focused and energized and wants to keep working on canvas with paint! Bravo, Cam!
I also gave Cam a Weekly Art Exit Thoughts sheet to fill out. The questions posed help him to reflect on his work this past week. This reflection is part of the art making process, and it will inform his progress and assessment.
Weekly Art Exit Thoughts:
1) How did you use your own unique ideas and creativity in your work this week?
2) Did you learn a new skill or improve upon a skill this week?
3) What did you communicate through your artwork this week?
4) Did you try a new material or technique, or did you do something familiar?
5) Did you show another student your work and ask for feedback?
6) Was there a challenge or problem in your work this week and how did you resolve it?
7) What is your plan or goal for your artwork for next week?
Review a few recessive allele disorders which include albino characteristics and sickle cell anemia. Define and discuss some dominant disorders, achondroplasia (dwarfism), polydactyl condition, and webbed fingers. Use images to discuss each. Set up Punnet squares to determine the genotype of each, and discuss why and how they will show in the population
The student drafted an essay about a two-week trip to Argentina. With the teacher’s support, the student completed a brainstorming activity and then wrote the draft. The teacher and student also began creating a dialogue related to the topic.
The student read the passage “El avión en la América del Sur.” After each paragraph, the student paused so the teacher and student could discuss its meaning. The teacher also checked the student’s comprehension of each section. Finally, the student answered questions related to the passage.
Cam had an extra art class today. Since he is thinking about his next project and enjoys landscapes, I wanted him to look at the landscapes of Arthur Dove. Cam’s work reminds me a little of Dove’s landscapes. I provided Cam with a book of Dove’s work to look at and be inspired by. He said he was not interested in Dove’s work. He wanted to work in clay again to create a three-dimensional piece. He started a 3-D flower and is thinking about form and structure.
