Today, Samantha and I began with our days of the week song. Next we worked on riddles. Lastly, Sam worked on a word search with her vocabulary that helps to reinforce the spelling of the words.
The session began with a review of vowel, consonant and welded sounds. Samantha fluently read the word cards from step 1.5. She charted 15/15 real words and 14/15 nonsense words correctly. For the written part of the lesson Samantha spelled 5/5 real words and 3/3 nonsense words correctly. She did a great job on the sentence dictation -- no errors.
Samantha began the session with a warm up of mental math (add, subtract, divide and multiply). She continued to work on the chapter test. When she had completed it the instructor reviewed the incorrect responses with her. A multiplication quiz on basic facts was given next. She did a great job on it. The final part of the session was an overall review of concepts Samantha knew. Samantha was a little on the lethargic side today.
Correct sentences for spelling and grammar. Research Peru and culture. Discuss the culture and life in Peru. Research food and rainforest. Talk about making a blog to include recipes.
Thursday, November 19, 2015
10:00 - 11:00; 60 min.
Science:
Bio-accumulation food chain -
Today we used beakers, an eye -dropper, and food coloring, to explore how energy moves through the food chain. First I had Samantha make labels for each of the actors in the food chain; producers, first level consumers, second level consumers, and decomposers. We then filled each beaker with 20 ml of water, for each label. Samantha was tasked with placing 3 drops of food coloring in the producer beaker to represent the energy plants convert from sunlight. She then took a dropper and placed as many drops from the producer beaker to get the first level consumer beaker to be the same color as the producer beaker. When we got to 120 drops, and the colors were not the same, we stopped. I asked Samantha how many plants a caterpillar would have to eat to get the same amount of energy the plant requires. We then moved to the second level consumer and again stopped after 120 drops. The color was not even close to the first two. Again Samantha was asked how many caterpillars would a bird have to eat, to get the energy one caterpillar can get from eating a bush. We discussed how fewer animals populate each level of the food pyramid. I showed her a pyramid that described the food chain in an ocean habitat, a forest habitat and a desert habitat. We then discussed what would happen if the plants were sprayed with a pollutant. And a caterpillar would eat the 120 plants, getting 120 times more pollutant. The birds would eat 400 caterpillars, and get 400 x 120 times the pollutant than the single plant. Homework: read Xeroxed pages about the food chain. Study the vocabulary words highlighted, and draw a 2D food pyramid for a habitat of her choice; Due upon her return from Thanksgiving vacation.
Assignment
Homework: read Xeroxed pages about the food chain. Study the vocabulary words highlighted, and draw a 2D food pyramid for a habitat of her choice; Due upon her return from Thanksgiving vacation.
Yoga Turkey Project; active movements; picture taking
Lesson Outline
Yoga Turkey project: Sam filled in all the turkey's feathers with her favorite yoga poses. She selected traditional poses and also added some creative yoga poses. We then practiced the poses. After the project we did active movements with deep breaths. We ended class with taking some pictures of Sam in yoga poses she selected. I will print out the pictures and we will tape on the outside window of the yoga room after Thanksgiving break.
Assignment
Sam is to decorate her folder and make it a "yoga folder" for all handouts.
We are almost finished with the map of the USA with names of states and major geographic features like lakes, rivers, and mountains, which will form the basis of our continuing study.
