Today, Atticus and I reviewed the main purpose of pollination, what pollination is, and how it benefits the environment and humans. We took notes on a short TED-ED video called, "The First 21 Days of a Bee's Life," which showed a time-lapse video of baby bees developing in their cells. We discussed the main points of the video, which are that domesticated bees are important for pollinating our agricultural crops, and facilitate production of 1/3 of the food we eat. We went outside and completed our daily gardening log, and observed our potatoes sprouting.

As the plot brings the characters into the Met Museum of Art, we discussed and explored the historical allusions to Henry Hudson, Marie Antoinette, and the Italian Renaissance .Atticus is a very sophisticated student and had familiarity with all of these references.We noted the contrast between expectations and reality as the characters face hunger and discomfort. After addressing vocabulary from the text, we reviewed a brief article on the Renaissance and viewed some Renaissance art.

Atticus looked for an image he would like to use as a reference for his clay sculpture. I showed him how to create an armature, and we worked together to complete figure.

Today's lesson focused on inquiry. Atticus discussed information he learned about the Japanese warriors he chose to investigate. Atticus completed an activity about evidence and questioning in the process of investigation. He participated in a class discussion about current events.

Today, we started class practicing how to do a 15-minute sketchbook study. We went over how to follow a prompt literally vs. thinking creatively. We worked on finding confidence in not knowing how to draw something and sketchbooks being "practice." Afterward, we reviewed the guidelines for the block printing project and began to explore ideas to print.

Based on dialogue in the novel, we addressed grammar and vocabulary by studying a character's poor diction as pointed out by his older sister. In this way, we studied superfluous language and misnomers. Building on the text, we next addressed chapter vocabulary. I then slightly modified the words to demonstrate the different parts of speech-noun ,verb, and adjective of each vocabulary word. Last, Atticus offered a character study of Claudia supported by the text.

Today's lesson focused on how to add, subtract, and multiply decimals. Together, we used real-life examples to solve a problem using each operation. Quick pictures and decimal grids were tools used to help with the calculations and to visually understand the steps. Atticus and I reviewed the key concepts before he worked independently on adding, subtracting, and multiplying decimals and placing decimal points in the correct location of multiplication problems. Atticus was reminded to turn in his homework on Monday which was assigned yesterday.

-Learn (What,When,How ,Where)
-review entire week for conversation sentence
-Watch Japanese manga history(5 minutes)

Atticus and I continued our marine biology lesson by taking notes on and discussing a video that introduced and described the kingdoms of marine organisms: Animalia, Plantae, Protista, Fungi and Bacteria. We recorded at least one marine example from each kingdom. We then navigated through a marine science for kids interactive website where we learned about the different marine ecosystems (reef, kelp forest, polar, seafloor, etc.) and after reading about each, Atticus answered "stumpers" which are quick multiple choice comprehension questions.

Today, Atticus and I completed our daily gardening log. We observed that several seeds have sprouted, but our potato spuds have not yet erupted out of the soil. We used the Seek app to identify an anole lizard and mother-in-law's-tongue plant around the perimeter of the playground. We went inside and had a special lesson (at Atticus's request) on marine biology. We watched a National Geographic video introducing the field of marine biology and the job of a marine biologist. We paused at key points in the video to take notes and discuss.