Wednesday, June 10, 2020
10:00 -12:00, 120 min. -
Biology:
TEAMS: Taxonomy / Animals - Aves -
GT and I discussed the criteria for membership in the class Aves, which includes all birds. We examined how this is the first endotherm (warm blood) class, but some species of fish and certain dinosaurs are thought to have some degree of thermo-regulation. We examined the different shapes of beaks that relate to prey and wing shape related to flying behavior. We discussed the concept of form follows function. We discussed how much harder bird eggs are than reptile eggs, and the amount of parental investment that is present in birds. We watched a film of manikin-birds who make sounds to attract females, by beating their wings together with such speed, that it is impossible to see, in real time. Also, we discussed the Story of Alex, the African parrot, who through the work of Dr. Irene Pepperberg, proved the high level of cognition in birds.
Tuesday, June 09, 2020
10:00 -12:00, 120 min. -
Biology:
TEAMS: Taxonomy / Animals - Test -
GT was tested on the order of taxa, the different kingdoms and the characteristic of each kingdom. He was further challenged with answering questions about the classes and orders of the plant kingdom, invertebrates, and vertebrates, not including the birds or mammals. We compared and contrasted each level, and discussed some examples of each order.
GT and I revised and edited the final copy of his paper. We improved word choice and sentence structure. I did a mini lesson on run-on sentences.We edited for grammatical errors. We also wrote the conclusion together. GT has an excellent command of the English language and did a great job on his final paper.
We continued drafting GT's paper. I did a mini-lesson on transitions/ paragraph hooks today. We practiced using the transitions within and between the paragraphs in the essay. We revised GT's first body paragraph and continued writing the second body paragraph. GT will continue drafting the second body paragraph for homework.
GT had finished watching the film for homework. We discussed the ending of the film. We discussed more differences and similarities between the novel and the film. We revised GT's introduction clarifying his thesis. We began working on the first body paragraph. I reviewed the flip-flop organizational pattern which we decided to use for this comparison/contrast essay. GT will find his textual evidence and cite it correctly for his first body paragraph for homework.
GT and I discussed current events (riots/racism/COVID) and how it affects the economy. He also found an article talking about morality/ethics as they apply to our changing economy in response to these events.
GT presented his pitch about the company he's creating ("NeedaCaptain"). Through the presentation, he demonstrated his understanding of core economics concepts we've covered up to this point in the semester, including: resource allocation, opportunity cost(s), supply and demand, competition, pricing, interdependence, and the effects of COVID on his business. We talked through the feasibility of the idea and how he could actually implement/create it, as well.
GT finished writing his thesis statement for his comparison/contrast essay. He then wrote the introduction for his essay. He did a nice job. We continued discussing the comparisons between the film and the book. Because he did not finish watching the film, we watched about 15 minutes more of the movie. GT needs to finish watching the movie for homework so that he can continue drafting his essay.
GT and I discussed the section of the book that he had read for homework. We discussed: the rising action, the climax, the falling action and the resolution. We also discussed in great detail the ending and the epilogue of the book. We watched the first part of the film of the book. I then discussed the structure of a comparison/ contrast essay. We discussed the two different forms of organization: flip flop and block. We then discussed how GT will structure a comparison/contrast essay comparing the novel and the film. We began to compose the thesis statement and the introduction. GT will watch the rest of the film for homework noting the similarities and differences to include in his essay.
