Atticus and I reviewed his practice and problem-solving homework questions on prime factorization, GCF, and LCM. Then, we continued work on this lesson, applying these skills to real-world problem-solving questions. Atticus is doing well with these but made some errors on the lesson's quiz, earning him 70%. We will do a quick review in the morning, before moving on, to be sure he understands the material. No homework tonight, Happy Halloween.
We first explored the definitions of "nuclear family" and "extended family" and discussed how and why extended families have been eliminated from the dystopian society. Continuing our tracking of the 'trade-offs" in a dystopian society, Atticus reviewed the events that led to the prior Receiver in Training seeking death or release rather than absorb society's pain .Last, we commented on the author's oblique reference to "parallel universes" and the implications of the existence of parallel world where we exist but in a wholly different context. Atticus also placed a few study guide answers into his notebook per our class conversation.
Today, Atticus completed his end of lesson quiz on characteristics of living things. We then began our next lesson, learning about cellular structure. We read about the cell membrane and cytoplasm. Atticus utilized a PhET Interactive Simulation: Membrane Channels, where he manipulated the following variables: the levels of ions/proteins inside and outside of a cell membrane, the open/closed protein/ion channels in the cell membrane, and the rate of ion/protein movement. He observed the concentration changes that occurred inside and outside the cell membrane depending on how he manipulated the independent variables. We discussed why a cell may manipulate its membrane channels. Atticus also presented his 6 Characteristics of Living Things project.
Atticus and I reviewed last night's homework review questions on dividing decimals, evaluating powers, finding the area, solving expressions using the order of operations, and prime factorization. He set up his problems and showed all of his work exactly how asked. There were a few mistakes but we were able to focus on their corrections because of his shown work. Then, Atticus took a quiz on powers and exponents earning 100%. For our lesson, we continued to work on prime factorization, GCF, and LCM with the lesson's practice and problem-solving problems assigned for homework.
Based on the events in the novel, we explored the themes of war, love ,and religion. Atticus did very well in identifying as the Civl War the rather abstract memory of warfare that the Giver imparts to Jonas. We then discussed the dystopian society's tradeoffs in terms of gains and losses. Atticus identified the benefits-no warfare, pain, or hunger. We continued to explore the detriments in the context of the Giver's Christmas memory , his favorite memory. We examined the role of religion in society and how family celebrations ,religious or otherwise, are emotionally satisfying. We noted how Jonas' parents criticize Jonas for asking if they love him because they consider "love" an obsolete useless term and quality. Additionally, Atticus participated in class discussion comparing the dystopian society's channeling all of its older population to the House of the Old to today's society's similar use of nursing homes and assisted living facilities . Again, we addressed the benefits and detriments of these forms of societal tradeoffs. Last, we reviewed Atticus vocabulary homework.
Life Science - 6 Characteristics of Living Things Project
Lesson Outline
Today, Atticus completed his daily mental warm-up exercises. He finished writing his definitions on his 6 Characteristics of Living Things project. He then completed researching viruses and if they are considered living things. He wrote a well-crafted paragraph summarizing his research. He began working on an infographic illustrating and describing what he learned about living things in this unit.
I worked with Atticus to import an image of the character Brolly (from Dragon Ball Z), print the image and transfer the image to a piece of acetate film. Atticus was able to complete half of the image.
This morning, Atticus and I continued to work on understanding and representing exponents. We finished the incomplete problems from last night's homework as well as corrected any missed questions. Atticus felt more comfortable and confident with the material after our review and took the lesson's 5 question quiz, scoring 93.5%. Then, we began the next lesson on finding the greatest common factor and least common multiple, which will be continued tomorrow. For homework, Atticus was assigned Thursday's review questions and is expected to show all of his work for the 5 questions.
