Max studied the effects of climate change, weather alterations due to the pattern of wind flow and currents upon England. He also studied
destructive plate margins, earthquake responses and primary/secondary effects. Volcanic erruptions and tectonic hazards were analyzed according to tectonic plate locations/movements throughout the world. Coastal erosion situations and sources for remedies were detailed as Max made corrections to his Geography exam.

Analysis of the Cold War, international relations and conflicts, Berlin Wall, Spread of Communism/ areas of conflict.
1. East vs West Germany
2. China becomes Communist
3. USSR + China support for Communist N. Korea
4. Vietnam War - Communist North Vietnam vs. USA supported corrupt anti Communist regime of South Vietnam.
United States' Policy of Containment against Spread of Communism
5. USA fear of the 'domino theory'- if Vietnam fell to Communism, would neighboring Asian countries also become Communist?

Aiden completed a 15-minute meditation. He completed the Investigation "Stripes on the Seafloor" and answered the follow-up questions. He completed the lab "How Old is the Atlantic Ocean?" where he calculated the age of the Atlantic Ocean using the distance between South America and Africa, and the rate of seafloor spreading.

Analysis of history of Europe post WWII.
Development of USSR control over Satellite E. European countries and USSR sphere of influence in East Berlin. Allied powers in the 3 zones of W. Germany and the growing mistrust between these powers vs USSR Communism.Max familiarized himself and studied the growing conflicts between the Allied powers vs. Communist nations that resulted in the 'Cold War.'
Events such as the Berlin Blockade and ideological discrepancies resulted in the Korean War and the fear that at this time both the USSR and USA possessed nuclear weaponry.

Today Aiden and I discussed probabilities of compound events (more than one event occurring at the same time). We practiced writing out the sample space of compound events. For example, flipping a coin twice: HH, HT, TH, HT. We discussed how since there are 2 events with 2 possible outcomes, we have 2*2=4 possible outcomes. However if we flipped the coin 3 times we would have the sample space: HHH,HHT, HTH, HHT, TTT, THT, TTH, THH. We get that from 2*2*2=8 possible outcomes. I showed Aiden 3 ways of organizing this data, the sample space shown above, a table, or a tree. Once Aiden was comfortable considering the sample space of compound events, we then considered the likelihood of certain outcomes. For example: if we flip a coin and roll a die there would be 2*6=12 possible outcomes (like H1, T1, H2, T2, H3, etc.) therefore the probability of any outcome like P(T4)=1/12. Aiden has been doing well with this new material, though he doesn’t have a lot of confidence with it yet. He says things like, “I wouldn’t have gotten that if you didn’t tell me. But I should have.” And I respond with, “That’s not true. You would have eventually gotten it. But also this is the first time you’ve ever done this. So you can’t expect yourself to know what to do before you’ve learned it. That’s what I’m here for. And you’re doing great.”

Today Aiden and I really honed in on the difference between theoretical and experimental probability. We looked at the probability of a given even occurring and discussed when it would be experimental vs. theoretical. For example, we considered the likelihood of spinning a spinner with 4 equal outcomes: red, blue, green, and yellow. Aiden suggested the probability of any given color would be 1/4. That is the theoretical probability, indicating what should happen on each spin. We discussed how this could help us determine how many spins would land on, say red, out of 200 spins. Aiden recalled setting up proportions to solve. He found we can expect 50 of our 200 spins to land on red. However, if we performed this experiment ourselves, we may not get that exact number. Perhaps only 38 of the 200 spins would be red. This would be our experimental probability. We considered that if we spun the spinner an infinite amount of times (and the spinner was not flawed in any way) that we can expect our experimental probability to be closer and closer to the theoretical probability.

Aiden completed a 15-minute meditation in the science lab. He read the scientific text "Discovering the Mid-Ocean Ridge." He underlined the important discoveries Marie Tharp made. We discussed the relationship between a mid-ocean ridge and a rift valley. He researched Marie Tharp's career and reported his findings. He wrote a claim for what topographic features are on the seafloor. He completed part of the Investigation "Stripes on the Seafloor" where he analyzed an isochron map of the ocean floor.

With letter tiles, I showed Luna words with igh, dge, and tch. She practiced sight words, prove, again, against, and often on a Boogie Board. She read a Black Lagoon book, and we discussed what was happening. Luna wrote what she likes about the book, and we discussed spelling by sounding out words. Luna did a worksheet to sort long or short vowels. Luna did the hula hoop and sidewalk chalk to practice her sight words. We read Piggie and Gerald stories again.

Life between the Wars in Europe and how the World reacts to rearmament, aggression and events leading to WWII-Analysis of events between WWI and WWII -
Democratic Nations react to forces of aggression (military build up) through the rise of Fascism, Communism and dictatorial powers. Analysis of the struggles over territorial expansion and forces of nationalism, militarism and therefore, the failure of disarmament-

Today we reviewed electromagnetic waves, sound waves, reflection, and refraction.