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Today was a planning day for Angela and B. We are working through trans-disciplinary units that will be utilized by the entire school.
Topics:
Volcanoes
Scientific Method
Geological Time
Plate Tectonics
Earthquakes
B is creating Semester Exam Self-Assessments.

Inquiry Based Learning Project.
Is habitation on other planets possible? What does it take to live on the Moon or even Mars?

Mars Habitat:

Two teams are building Mars habitats, which they will live inside for two days and one night. They wish to test that factors that contribute to the mental and physical health of the Mars explorers, including the isolation of delayed communications from Earth and not being able to go outside for fresh air.

Mars Soil Simulation:

Two teams are growing radishes and endive in simulated Mars regolith, complete with known contaminants (chlorates and peroxides, heavy metals), which they purchased from a NASA supplier. .

Mars 3D Lander Animation:

This team is creating an animation of a landing craft descending from the orbiting space ship and landing on Mars using real 3D altitude data from the Mars Global Surveyor MOLA instrument.

Mars Science Fiction Novella:

This team is creating a novella about three generations of Mars colonists. They have worked out the complete story arc, are nearly done with the first draft, and are creating illustrations of characters.

Mars Video Game:

This group is using the Unity game engine to create a Mars survival game where an expedition is stranded on Mars due to a devastating war on Earth and must survive on supplies they brought and in-situ resources they can obtain

Mars Nova Ball Sport:

Two students are leading a team to plan out and practice a sporting event called Nova Ball that can be played in the reduced gravity of Mars or in free fall.

Mars Illustrations:

This team is creating illustrations and paintings of life on Mars and what a colony or city would look like.

Mars: Past, Present, and Future:

This group is researching and reporting on the history of Mars exploration by creating a poster and presentation. They have finished the poster and are now working on a short story about Mars.

Mars Simulation:

This team has planned an interactive role-playing simulation of several days in the life of a Mars colony, complete with crises to overcome. They have ran the simulation as a team twice to work out the bugs, and are now ready to run the entire school through the simulation.

Mousetronaut:

This team has purchased a D-engine class two-stage rocket and are building the launch ignition system and gantry now. They are designing an acceleration couch and harness to launch a mouse up to 2500 feet and recovery it safely.

Mars Video Documentary:

These students are photographing and videotaping the other projects. Each student is embedded in another group, similar to war correspondents, and are recording interviews with students and team leaders. We will edit the footage into a final 30-minute video and a 2-minute trailer for YouTube

HUMAN IMPACT

Driving Question: What impacts do I have on my environment? (Using this as the question connects their impact on the environment to the community)

Students will begin by analyzing + reflecting on their daily + yearly impact on the environment and will continue by gaining specific background information on air, land, water pollution.  They will tie this information into an exploration of a variety of human impacts both positive and negative in Santa Rosa.  Students will select 1 human impact and apply their personal interest to a community service project in Santa Rosa County.  The culminating performance will be the creation and presentation of a plan of action for future involvement to positively impact our local or global environment.

Collaboration:  Students will research and reflect on human impacts together, participate in a community service project together to uncover a plan of action that is personally meaningful, and reflect on one another's presentations to build communication skills and confidence--

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Destination Vacation
Innovators collaborated for a week long event called "Destination Vacation"
WMBS LLC is exploring the opportunity to provide National Park Adventure packages to families. They feel that National Parks not only offer an adventurous, family-friendly atmosphere, but also encourage families to explore a variety of unique land forms and heritage from across the United States.

Currently they have all the required supply/packing lists for adult hikers, but are missing necessary components for younger hikers. They would like to hire you to create packing lists and promotional materials that will be more appropriate for a younger hiker experiencing this

amazing adventure.

WBMS LLC is requesting the promotional materials include:
1. Information on climate and land forms for one of the specified national parks.

2. Hiking opportunities for the chosen park
3. Potential safety concerns
4. Special features or stories connected to the park that makes the park interesting and enjoyable
5. Sample packing list for 4 nights, including mass that is appropriate for younger hikers

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Coaching 6 hours with Woodlawn Beach Middle School Innovators off-campus.

Meeting with all 4 innovators today to plan for the 3rd nine weeks and discuss ways to begin new PLCs in January 2020.

*Created Padlets and Studio Boards for Earth Science Labs
*Designed FSA Materials
*Inventions Projects
*Designed Reproduction and Heredity BreakOut
*Professional Resources for Heredity, Modern *Genetics, and Biotechnology
*Energy and Matter in the Ecosystem in SCI TECHBOOK
*Carbon Footprints
*Energy Pyramid
*Worked on SciStarter (District Initiative) to locate citizen projects for school-wide collaboration.

*Curated DE Interactives to share at FETC and district science training.

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This was a planning day with WBMS. We worked on the scope and sequence (we created) for 6th grade Science and Math and also 7th grade Science and Social Studies. We created four units based on work from "Ignite My Future"

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Students will studying the cycles and patterns of earth and the moon. The students can determine the composition of Earth’s air.
The students can create and interpret data on different graphs to determine differences in our atmosphere’s
composition and temperature based on altitude differences.
The students can describe how specific layers of the atmosphere have different traits and purposes

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Year 3 Day 10: Station Rotations: Earth Science Carnival

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Year 3 Day 10: Station Rotations: Earth Science Carnival

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Essential Questions:
The students can explain that the Earth and its solar system are a part the Milky Way Galaxy, which are a part of the universe.
The students can construct a model that represents the position of the moon, Earth and sun during the moon phases.
The students can recognize the different phases of the moon. The students can explain what causes the phases of the moon.
The students can identify the positions of the Earth, moon and sun during the moon phase and what the moon looks like from Earth from
those locations.
The students can construct a model of the sun, earth and moon to illustrate high and low tides.
The students can use a model to analyze when and what causes high and low tides.
The students can create a data chart and graph to predict high and low tide occurrences.

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Students created this game to identify the role of the Coriolis Effect and its effects on global current and winds.
Create a model to show the movement of ocean water caused by surface currents.
Explain that surface currents are created by the prevailing wind systems.
Explain that ocean currents are affected by ocean water temperature, density and salinity.
Create a climograph to determine how ocean currents affect land climates.
Describe reasons why certain places in the world experience different climate and weather patterns.

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Moon ROCKS! Connecting the hydrologic cycle (and other biogeochemical cycles) with everyday life and experiences is essential since many resources and references
regarding cycles within Earth systems are very abstract and difficult to apply to the real world. Choosing local issues that involve water and conducting field
studies and research about the movement of water and/or contamination can lead to deeper understanding of how the cycles work. Using the moon for compare/contrast.

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Moon Phases-Cycles and Patterns of Earth, Moon, and Sun (7.ESS.3)
Properties of atmospheres
(7.ESS.4)
Moon Phases Eclipses Tides
3 weeks

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Fishing for Change! Hydrologic Cycle (7.ESS.1)
Water Changes, Water Flow

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WBMS Makes National News with Ignite My Future

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WBMS Makes National News with Ignite My Future

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Discovery Education | Your Daily Learning Platform

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Discovery Education inspires educators to go beyond traditional learning with award-winning digital content and professional development. Learn more today!

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The students can distinguish between photosynthesis and cellular respiration.
The students can identify photosynthesis and respiration using chemical formulas.
The students can carry out experiments that illustrate similarities and differences in photosynthesis and
cellular respiration.

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Planned with Danna Chatwell to create an engineering project to teach standards in land, air, and water-Students are presented with examples of the types of problems that environmental engineers solve, specifically focusing on air and land quality issues. Air quality topics include air pollution sources, results of poor air quality including global warming, acid rain and air pollution, as well as ways to reduce air pollution. Land quality topics include the differences between renewable and non-renewable resources, the results of non-renewable resource misuse and ways to reduce land pollution. (Water quality is introduced in a later lesson in a separate presentation, as it is the focal point of this unit curriculum.)
Planned with Belinda Schroeder to write a unit for teaching weather standards in Florida-Weather Reporting LIVE

Students will report the weather as though they are being interviewed by Jim Cantore from the Weather Channel. They have been asked to spend no more than 3 minutes and no less than one minute explaining the weather event and how it has impacted the area in which they live. They must use as many vocabulary words as possible that will “tell the story”. Students are encouraged to use props and backdrops that will add value to their interview. Students must do this well enough that the Weather Channel would want to hire them as student reporters.
The class will watch each event and use the strategy “Connect the Dots” (Have students take out a piece of paper and draw a dot in the middle. Write the name of the topic above the dot. While students watch each weather video they will make connections between what they know and what they hear. Have students share their “connect the dots” page with a peer. Have a whole group discussion and ask students to share their personal connections with the topic.) Each student’s Connect the Dot pages will be used for formative assessment.

Remember to tell the:
What
Why
When
How
Why
….and how it has impacted the student and family (They will need to make this up because of being “dropped” in a location- but it will be based on their research of the area and disaster)

Resource Websites:
• Weather Channel
• Discovery Education for actual videos of natural disasters and the content behind them
• http://seekoutlearning.blogspot.com/2014/01/9-wonderful-weather-websites-for-kids.html
• http://www.weatherwizkids.com/
Planning with Angela Fulton to design a unit built on rescuing birds in Pensacola. Bird Rescue Project in Math

Objective: Students will have a better appreciation of the commitment made through pet adoption, specifically in relation to parrots. Students will work with a local rescue organization to help design toys and shelters for birds that have been abandoned. Students will use their mathematical skills of identifying solids, surface area and volume of rectangular prisms and pyramids, and area of polygons, with social awareness of community needs.

Standards Addressed:
• Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism.
• Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Community Connections:
https://macawbirdpark.org/
Mission Statement: Our mission is two-fold: We are committed to providing a safe haven for unwanted parrots and other species of birds. While some of the birds will always call Uncle Sandy’s Macaw Bird Park “home”, we periodically try to help some of the birds find a new “forever family”.

Our Second mission is to inform and educate the public of the demands of owning a parrot, the kind of lifestyle a parrot lives, and how to provide them with essential needs to keep them happy and healthy.

The educational portion is accomplished with scheduled public shows and daily tours of our park while staff members are available to answer questions. We also provide a unique, once-in-a-lifetime experience with one-on-one handling of an exotic bird or visitors may enter the largest open flight aviary in the Florida panhandle where visitors can interact with many at one time!

Career Connections:
• Veterinarian
• Animal Researcher
• Kennel Technician
• Guest Experience Specialist
• Volunteer
• Humane Society Director
• Engineering
• Architect
• Toy Designer

TO DO LIST:
• “Adopting a cage” videos
• Bird Save Toy Materials from Rhonda’s- Get the list
• Explore the option of making treats- ingredients checks!
• Dietary Needs of birds and how they affect allergens of students.

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We studied the Japan Tsunami 2011.

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As we continue our Earthquake unit the students read an article "Oklahoma's Rise in Quakes", after they wrote their summarization in their notebook they gathered in groups by the letter they were given when they came in.  The conversation was interesting and they came up with some interesting ways to solve this problem.

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We are studying earthquakes and I showed them a clip on the San Andreas Fault.  They completed the AEIOU after the clip.  It was a lot of fun.

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What would it look like to transform my classroom into the model STEM classroom of our vision?  B and Angela- STEAM
Students from both classes were working on creating reviews. You will construct a review activity to creatively demonstrate your weakest area of understanding in science and mathematics. Your science activity should cover all of the objectives within the math unit and science chapter you identified.
Your activity may be completed in any format but must provide a review of instruction to help you and your peers understand the chapter/unit objectives. Your final product will be reviewed by a "master" peer and their feedback will be considered when determining your grade for the activity.
Project Goal:
To develop/design a combined review activity that will teach your peers the mathematics unit and science chapter that you identified as your weakest areas.
Timeline: You will have time blocks of math and science on Monday and Tuesday to complete your activity. On Thursday, you will present your activity to a "master" peer during the first hour of the innovate block, and have the remaining hour to make any revisions or improvements necessary. Projects will be due on the Thursday prior to semester exams.

Megan- ELA
Students are working creating a map of Soldier Island. based on the book, "And Then There Were None". The island, all locations on the island, the layout of the house, and important events and items to the story must be present on the map and labeled. The map should be large enough to fit all pertinent information clearly.
Locations:

Sticklehaven

The Cliffs

The highpoint

The mansion

The pump house

The wash house

The first floor layout of the mansion

The second floor layout of the mansion

Other embellishments.

Text Evidence:

1. At least one significant quote for one place (location) Fully explain why the quote is significant.

2. At least one significant quote for one item. Fully explain why the quote is significant.

3. At least one significant quote for one event. Fully explain why the quote is significant.

Danna- Science 7th Grade Quizlet LIVE
Planned for January Unit on Earthquakes
https://www.teachengineering.org/activities/view/cub_natdis_lesson03_activity1

https://www.shakeout.org/schools/resources/

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What would it look like to transform my classroom into the model STEM classroom of our vision?
We spent the day in our first PBL unit of the year- two of our innovators share students all day long and participated in "Charlie and the Chocolate Math Factory"- We had spent some time planning for this two weeks ago- They are in week 2 of the 4 week project. The admin stayed with us today so I could explain the PBL aspect of STEAM. It was such a great day- This particular part of the PBL had to do with manufacturing so we also participated in the DE "Manufacture Your Future" Day.

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We focused on "What would it look like to transform my classroom into the model STEM classroom of our vision? " We were able to work on programming the Ardusat for Hurricane Tracking, plan the connection activities for "Charlie and the Chocolate Factory" Math Unit, and work on a collaborative project using Canva in ELA.
https://srcds-my.sharepoint.com/personal/fultona_santarosa_k12_fl_us/_layouts/15/WopiFrame.aspx?docid=1fa723369a1464b7fa6446669683848ef&authkey=AUr-UaErYfAYdZHO4RZIWm4&action=view&slrid=e4ba1e9e-e02c-4000-7a06-c0b91c7cddc9

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Talked about our mission/vision:
What does our STEM vision look like when effectively implemented?
What would it look like to transform my classroom into the model STEM classroom of our vision?
How can I engage and support my colleagues in building STEM instructional practices? "

I met with all 4 innovators today in a 7 hour planning session. We talked about the goals for the year and set our theme as "Great Adventures" We wrote 4 Donors Choose grants, introduced to GooseChase, wrote two breakouts, planned "Charlie and the Math Chocolate Factory", planned Family STEAM night, wrote two genetics units, and planned their school-wide "Shark Tank" event. Met with principals also.

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Loved spending the day with each teacher- observing teacher-created stations, activities, and a breakout. Woodlawn has really stepped out of the box this year and I can't wait to see what happens next year. I love my innovators Danna, B, Angela, and Meagan.

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Learning Goals:
Implementing best practice strategies to engage students through the use of interdisciplinary learning.
Meagan Patton-Paulson (students are working on their research for the Tropicana Speeches)
Angela Fulton (students are taking DEA tests) We continued working on the 3/29 planning for stations for FSA review and reflection.
B Schroeder (students are taking DEA tests) We worked on getting SKYPE set up on her computer so that she can SKYPE with Kayleen McCabe of HGTV on Monday. Her students have been working on collaborative Shark Tank projects and Kayleen will be offering her feedback.
Danna Chatwell- We participated in a Google Hangout with Colin O'Brady (www.beyond72.com) This virtual experience was streamed out to FB Live (private group with SRC educators by Shelley Mann)- we also filmed it for a stream on You Tube beginning on Monday. Such a great experience for these students and teachers. Beginning to add more Real World Connections to our classroom instruction.

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Written and performed by Meagan and her husband.

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We worked on creating stations for FSA review that were both meaningful and fun.There will be 3 days of stations; culminating with a breakout.

Volume with fractional units

Equal expressions/writing expressions

Reasoning with ratios/rates

Real world connections

Menus and task cards

Integers (basic rational #s) with number lines.

Computer-based

Volume/movement

Expressions/reasoning

VR Goggles

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Meagan's classrooms are reviewing the uses of comma by writing their own parodies with popular songs. Meagan and her husband wrote one to "Bohemian Rhapsody" and performed it for her classes. I was able to watch her students perform and it was amazing. I am so proud of Meagan and her growth this year. She has really stepped out of the box and enhanced her already stellar teaching skills. I will post videos later today.

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Innovator Learning Goal-

Utilizing 21st century teaching strategies through multi-modal resources.

Moving instructional practice away from teacher-directed towards student-led.

Reading Resources:
readworks.org
CK12.org
readwritething.org
Discovery Education
www.sciencea-z.com
daciajones
dacia92
My favorite resources from here:
vocabulary/image cards
career files
mystery files
debates

Go ahead and spend your money by April 1st.

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Students brainstormed, designed, and created their own inventions and then presented to local and national sharks to pitch their ideas.

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Students brainstormed, designed, and created their own inventions and then presented to local and national sharks to pitch their ideas.

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Effectively integrate high yield STEAM instructional practices authentically into everyday instruction leading to an increase in student engagement and mastery of standards.
BREAKOUT- Spring Break- Another successful breakout edu game with Meagan's ELA classes. They were so engaged and really good at figuring out the clues.

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Planning Day- Effectively integrate high yield STEAM instructional practices authentically into everyday instruction leading to an increase in student engagement and mastery of standards.

Tech Ticket to DE for problems with saving content.

Planned for the "NEW LIFE" performance task that they created in Day 5 PD.

Talked about the 20-80 model of teaching and how they could be done through stations that are interactive.

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Today we worked on Goals 2 and 3
• Moving instructional practice away from teacher-directed towards student-led.
• Implementing best practice strategies to engage students through the use of interdisciplinary learning.
Angela and Belinda have been planning a BreakOut with their students and implemented it today. It was truly amazing to see them facilitate the learning and watch their students grow. See padlet for information.
www.padlet.com/daciajones/wbms | Notable Attendees

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https://drive.google.com/drive/folders/0B1M-JLIlG-qOeU9kTU1pSld2WG8?usp=sharing

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Danna taught a lesson today on natural selection. She utilized the table-top texting and 20 word summary strategy. I was able to introduce her to Plickers as a quick formative assessment tool. The students were completely engaged in her lesson. This was a follow-up to a natural selection lab.

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We planned for an upcoming Breakout Edu for Angela and B's STEAM class on February 17th. We will be leading students through the Missing Assignment Breakout together. We also discussed ways to bring more inquiry into the math class; including real world connections, interactive math boards, and career connections.

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Students were testing today so Danna and B and I were able to plan (separately) for an upcoming unit on Weather Disasters in Florida. We started a board and made virtual connections with several HGTV and Shark Tank celebs who are going to help judge their final products. We also troubleshooted some problems with Danna's assignment manager. We contacted DE Support and they are working on their end to fix this. We also shared the finished videos from their volcano projects and worked on rubrics for engineering projects.

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Today I observed in Meagan's classroom. She had set up centers for her students to use during the peer editing process for argumentative writing. Students chose their strengths and worked at the stations they felt the most comfortable with. These stations were built on DE boards. It was clear that Meagan had set up clear expectations and learning goals for this activity and students greatly benefited from the feedback.

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Earth Structures

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I always love working with you. Your passion for learning new things is just contagious. I am so happy that you see the endless possibilities with Quizziz. Imagine tying this to a DE board- you can assign problems from the Math Techbook and then assess through Quizziz. I can't wait to hear how you use this going forward.

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The spelling bee process was quite interesting today. It takes a lot of hard work to pull those off and you did an amazing job. I am so glad that you allowed me to share Quizziz with your students. I agree with you that they really enjoyed them. Can you imagine all of the great projects you can do with them? I love the idea of allowing your advanced students to create their own questions for their test on "Bridge to Terabithia". I think that will really allow them to use their higher-order thinking skills.

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I absolutely love digital media projects and stop motion is in my top 5. I love the way you just let the students work- you gave them definitive timelines and allowed them to make choices for themselves. Thank you for allowing me to work with them and become a kid again. I can't wait to see the final project.

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Great work with plate tectonic stations- They seem to understand the idea of teamwork very well.

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Global Weather Patterns! Taught a new strategy of 3 Truths and A Lie.

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Fun class using the beach ball review for chapters 5 and 6 of "Bridges to Terabithia" Lots of great conversations between students. Thinking about a breakout activity for December.

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Students are working in stations to study/review/learn ratios- 1. teacher-directed 2. Moby Max 3. MTB 4.Forming ratios with pattern blocks. There is now a board for you in DE called "Ratios in the Real World"

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Students are teaching each other by reviewing math problems. Angela was redirecting their questions back to them and asking them to utilize their seat partners for answers. Great modeling of critical thinking, Angela. Asking students for specific strategies allows students to conceptually understand the problem and not memorize the algorithm. (Students also reviewed use of Edmodo.)

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Students hold a bag of rocks and tell a story of their life!

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Students were telling a story while holding a bag of rocks. Great way to have them communicate and critically think. Segued into glaciers by watching video on Glacier Bay in Alaska. Students then demonstrated a glacier by building with clay and ice. B, I loved the way you facilitated the discussion and allowed them to communicate effectively.

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Students began with a collaborative warm-up based on the results of their Twitter board. Danna had also researched answers to questions that were formed. Technology formative assessment in the form of Kahoot was enjoyed by the students. When a wrong answer was given- students were asked to make the answer choice correct. Great critical thinking skills there. Students were communicating, collaborating, and critically thinking throughout the class. Great way to engage your students Danna!

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Very excited to see this Twitter board up in Danna's room. The colored sticky notes denote different class periods.

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I believe that this student had the most personality I have ever seen in middle school.

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I thoroughly enjoyed the discussion of Colin Powell in Meagan's classroom. In our 4Cs of STEAM learning- her students were effectively collaborating, communicating, and critically thinking. This was leading up to their creating that will be happening on Wednesday and Thursday when they build timelines. Meagan also facilitated the discussion instead of leading the discussion. Great job Meagan!