design fundamentals. creating a color wheel showing the primary colors and secondary colors. the painting a picture of a turtle using just primary colors,.
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May 12, 2015
Tuesday 60 min
12:30 - 01:30
The Scientific Process
Oliver showed me his Nintendo device that has a built-in camera. He showed me how it takes photo that can be saved to a digital card. We then started a science folder. Oliver was tasked to write the scientific procedure (questions, hypothesis, materials, methods, data collection, calculations, conclusions and discussion. We conducted a simple experiment to utilize the scientific process. Oliver guessed (hypothesized) that a dropped pencil would land facing west, three out of ten times. We conducted one trial of ten drops and examined our data. We discussed how having more than one trial would increase our accuracy, so we conducted two more trials of ten. Oliver collected the data, we calculated the average number of times the dropped pencil faced west, and he wrote his conclusions in his science notebook.
Assignment
none
Session Minutes
60
Minutes Student Attended
45
Lesson Comments
Class was truncated due to a meet between Oliver and Miss Judie
Oliver began his language arts session looking through various Astronomy and Space books that I checked out for him from the PBC Library System. He was thrilled to see all of the different books! After some quick book browsing time, Oliver transitioned to reading comprehension and completed his work on Pythons Invade the Everglades. He began the session by completing the vocabulary study that accompanied the assignment. We discussed context clues as one way to determine the meaning of a word within a piece of writing; in addition to, the importance of using outside sources like a dictionary, computer, or dictionary app to derive definitions of words. When reviewing the material that he had read, Oliver had some difficulty remembering key details, so I had him reread the passage to refresh his memory before completing the multiple choice and short answer questions. During the short answer writing work, I gave Oliver a mini-lesson on the reading skill of inferencing because he struggled with understanding author implied meaning within text. We discussed several examples of using your schema, or what you know, to determine answers that the author doesn't come out and say. Using this lesson, we went into the text and found places where the author implied certain things to help Oliver write answers to the written response questions. This is a reading skill that we will continue to work on throughout Oliver's time here.
Oliver began his session reading a comprehension passage called, Sensing the World Around Us. The passage touched on the five senses, how they work in humans, and used higher level vocabulary words related to each sense. After reading and discussing the vocabulary words, Oliver answered both multiple choice and short answer questions. In the multiple choice, we used the strategy of going back into the passage for hard evidence as support when Oliver got answers wrong or was not certain. In the short answer questions, we worked on using complete, descriptive sentences and evidence from the passage to support answers. After the reading comprehension work, we transitioned to writing. Using the information that he read, I had Oliver think about his five senses and how they help him through life. I then had Oliver think about which one was most important to him and he quickly chose hearing. From here, we mapped out what a five paragraph essay on this subject would look like using the classroom white board. We discussed how introductions and conclusions are used in essays and moved into the body paragraphs. Oliver chose topics for each of the three body paragraphs and was able to list supporting details for the first paragraph. We will continue working on this writing assignment tomorrow.
Oliver worked on writing the cursive letters c, o, and d today for his session. He practiced the letter formation, connecting the letters together, and where to start each letter on the lined paper. Oliver stayed focused on the task at hand, took his time, and worked very hard.
Today, Oliver and I worked through much of Chapter 9 in the textbook. We began discussing the key differences between points, line, planes, line segments, and rays. We discussed parallel and perpendicular intersecting lines, right angles, acute angles, and obtuse angles. We briefly used a compass to observe that there are 360 degrees around a standard compass, and this is important when working with degrees in mathematics. We then talked about the number of degrees for the internal angles of any triangle (i.e. 180 degrees) and any quadrilateral (i.e. 360 degrees). We then went on to discuss the various types of triangle, and we work through finding the three angles for a right isosceles triangle. Finally, we ended by discussing the various types of quadrilaterals (ex. rhombus, trapezoid, parallelogram, and rectangle).
Today, I began the lesson by testing some of Oliver's ability to divide whole numbers by one digit whole numbers. We talked about just what the significance of the remainder is, and how to equate this remainder to a decimal number. We also discussed limits on division that should be set when dividing through to get a decimal instead of a remainder. Next, we moved onto working on factors of different large numbers. I also had a chance to explain which numbers are prime numbers (i.e. a number having only factors of 1 and the prime number). We worked through which of the first 33 numbers are prime numbers.
