Today JPaul and I worked on a review of the previous 3 sections to prepare for a Quiz tomorrow. I wrote problems on the board and JPaul worked them out on his desk. He worked on changing from exponential to logarithmic form and vice versa. He worked on evaluating logarithms with and without a calculator. He worked on condensing and expanding logarithms using their properties. I think he is well prepared for the quiz tomorrow.
Discuss how the future of water availability depends on how nations can resolve water ownership, improve conservation, and develop new water saving techniques. Elicit why water which is consumed by multiple nations/states cannot be unilaterally diverted or shut down. Determine who must set priorities for distribution, how much to each nation for cities, farming, and industry. Discuss the economic idea introduced of having water be openly competed for in the free market, with market forces determining the price. Discuss why it is difficult to have a free market system for water use, but may be necessary. Introduce a tiered water system with rates changing with consumption. Introduce technological improvements to allow for more conservation. Analyze how industry can utilize more efficient manufacturing equipment which consumes less water. Discuss the difference in water use between developed countries and developing countries, as well as more affluent area compared to less affluent areas within the same country. Elicit reasons why the consumption is much greater in affluent areas.
Session Minutes
90
Minutes Student Attended
90
Lesson Comments
JP will have all the assignments done on Tuesday, due to his absence last week. I also have him an outline to follow in order to best answer the FRQ's.
Unit 7- Introductions,Conclusions/ Qualifying arguments
Lesson Outline
We studied techniques to implement in writing the argumentative essay portion of the AP exam. Using the textbook, we first examined the definition of a claim as a debatable proposition. JP then completed exercises distinguishing claims from mere fact assertions. Next, we studied the types of evidence to support a claim: anecdotes, personal observations, and historical or current event data. I provided examples of each type of evidence and how to incorporate evidence into the body of the essay. Last, I answered questions JP raised on the MCQ portion of his AP
classroom homework. In that regard, we discussed how to form a topic sentence that sparks reader interest.
Today JPaul and I had a lesson on the properties of logarithms. JPaul took notes as I explained the properties on the board. This was a review for JPaul from Algebra 2, so he was able to recall a bit. JPaul took the lead with the classwork problems and I only interjected when he was on the verge of an error.
Today he completed pages 60 to 62 of the book. We are working on the difference between tenses in verbs that end in AR. He completed a chart using present, imperfect, and future tense.
