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We are studying communication and communications barriers. Students will role play different patient scenarios after researching the symptoms. Each student will role play the patient and also role play communicating effectively as the nursing assistant.

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Students will determine angle relationships via stations that may include a jigsaw puzzle,  hands-on activity, CAI group and other student centered activities.

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Over the next few weeks in my honors class I will be teaching about the Constitution. My students will read the Constitution and how it applies to the students lives. They will look at articles and issues dealing with the Constitution.

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Students in anatomy/physio will learn what types of receptors we have in our skin (mechanoreceptors, thermoreceptors, nocireceptors, etc). We will then predict areas of our body that have a dense area of mechanoreceptors. Students will test their predictions by doing a two-point discrimination test. They will analyze their results and draw conclusions before our discussion of their findings.

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We are studying plants and why they turn green. Talking about how chlorophyll and the process it goes through to make the change along with photosynthesis.

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Over the next week I will be teaching solving inequalities.  I can modify the lesson to incorporate the thinking and problem solving by having my students create their own 2-step and multi-step inequalities.  Once they have created their own they display them in the room.  Now it is the classes job to complete all problems.  Once complete we come back as a class for a discussion on how this helps with them doing the creating.  

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Over the next week I will be teaching solving inequalities.  I can modify the lesson to incorporate the thinking and problem solving by having my students create their own 2-step and multi-step inequalities.  Once they have created their own they display them in the room.  Now it is the classes job to complete all problems.  Once complete we come back as a class for a discussion on how this helps with them doing the creating.  

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Students will research the use of public lands.  Students will have to think of activities that will attract public to the area by doing an inventory of the land site.  Students will then create a master plan and build a model for the public use land.

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Students will research the use of public lands.  Students will have to think of activities that will attract public to the area by doing an inventory of the land site.  Students will then create a master plan and build a model for the public use land.

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Within the next 4 days I will be teaching a lesson on How the 1920's culture developed and how the US changed because of the 1920s. We will be various thinking and problem solving skills to predict the Great Depression and outcomes of the Stock Market Crash ... Some students will use Data to interpret and brainstorm solutions then we will all as a group apply those solutuions to different problems IE; Todays economy

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Students will learn rules and strategies of Mat Ball. In this sport teams will work together to think of the best strategies for defensive player allignment as well as offensive strategies to help their team win

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Students will learn rules and strategies of Mat Ball. In this sport teams will work together to think of the best strategies for defensive player allignment as well as offensive strategies to help their team win

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Students will be discussing Dances With Wolves and determining whether or not the director of the movie is pro western expansion or anti western expansion. They will be required to ask and answer questions that help the group determine the purpose of the writer/director.

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I will be teaching safety in the workplace. I will give minimum safety situation/standards and ask the students if they could improve on the safety or correct any safety areas not addressed

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I will be teaching safety in the workplace. I will give minimum safety situation/standards and ask the students if they could improve on the safety or correct any safety areas not addressed

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The students will be categorizing, drawing conclusions, and predicting outcomes while working with real world situations to solve linear systems. The will determine the amount it will cost to put laminate and carpet in the first floor of a new home. They have to determine the information that is relevant to their problem and analyze the solution to see which carpet/laminate they would use to meet the budget.

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Students will be thinking/researching/learning about the habitat required for selected specis. From there they will build an environment that will support a selected number of specis that can cohabitat

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Abstraction  Categorization  Drawing Conclusions/Justifying Solution  Predicting Outcomes  Observing and Experimenting  Improving Solutions  Identifying Relevant/Irrelevant Information  Generating Ideas  Creating and Designing

We have an upcoming essay based on the abstract idea of Plato's Allegory of the Cave. Students will be asked to make this idea concrete by applying its symbolism and teaching to their own lives. They are expected to observe their own actions and beliefs in regard to this teaching.  They will have to draw and design their own, personal "Cave of Ignorance" regarding a certain issue or event in their own lives , as identify exactly at what moment they achieved enlightenment through either a positive or negative experience.

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My students are using HTML coding to produce web pages.  The students have to create a plan for the web page contents and pictures that will be needed to build a good web page.  We could be more intentional when we talk about the practical and creative thinking.

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We will studying speed, velocity, and acceleration soon.  The students are going to generate a list of ideas about things that affect speed and acceleration and apply these to a marble roller coaster creation/design.  They will use a virtual lab and predict outcomes prior to construction. They will be allowed to make improvements based on suggestions from their classmates.

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Starting next week, students will be learning the order from smallest to largest organization order from organism to biosphere. Students will have to pick an organism, not just animals, and classify throughout this order of organization. They will create and design a poster, add or delete relevant/not relevant information, and other students can evaluate as well as offer feedback. By incorporating more parts to this project, more thinking and problem solving methods are used which will hopefully increase student understanding and not just memorization.

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In a few weeks, students will create a financial plan. Students will research their future career starting income and outlook. Then students will proceed with a monthly budget and savings plan. This involves problem solving skills, analytical thinking, research-based thinking, practical thinking, and creative thinking.

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Even though I don’t have a classro

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Students will be tasked with researching cultural elements of the 1920's. Then, they will present their information by designing and acting out scenes for a 20's style silent movie.  Students will employ abstraction and categorization as well as predicting outcomes as they create their movie clips.

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We are working on calculating the areas under functions using our prior knowledge of calculating areas of geometric figures. I plan on having students make a graphic organizer to connect the geometric formulas to their calculus counterparts. The students will have to think through the geometric area formula and apply it to the integral process. Students will have use this knowledge to calculate the area in a new way. I will then ask them in what way we could find the area under any function without tying ourselves down to a geometric shape. I will use questioning techniques to guide students to connect the definite integral to the accurate measure of area under any curve.

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We are in the middle of a research unit, where students need to analyze information, decide if it is relevant or irrelevant, and create support for a thesis statement. This involves critical thinking as well as creation of well-written arguments supported by material that has been carefully screened and evaluated by the students.

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Within the next two weeks, students will begin their short story unit. Students will create a storytelling arc. After reading a piece of literature, students will categorize the story into the 5 parts of the arc. This task includes identifying relevant/irrelevant information. Once students have completed this task, they will develop a theme statement for the

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In our current lesson students are learning about the element of art space, and perspective in space. After learning this element and its properties students will then apply the information and techniques to a composition they create and design. Students will apply ideas they generated to this composition along with information learned.

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Generating Ideas  Creating and Designing Identifying Relevant/Irrelevant Information, 

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Generating Ideas  Creating and Designing Identifying Relevant/Irrelevant Information, 

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The daily conversations in French 3 are focused on a what students did yesterday / last week (expressing things using the past tense). Students will use this proficiency skill to create / design a fictional character and then write about it using the phrases / vocabulary to our daily conversations.

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Generating Ideas  Creating and Designing Identifying Relevant/Irrelevant Information, 

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Generating Ideas  Creating and Designing Identifying Relevant/Irrelevant Information, 

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Next week, students will read an article and write a response to this article using either MLA or APA citations. They will then work within a group to create either a Works Cited Page or a Reference page depending upon th

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Next week, students will read an article and write a response to this article using either MLA or APA citations. They will then work within a group to create either a Works Cited Page or a Reference page depending upon their assigned formatting style. We have discussed the two formatting styles in class through various individual and group activities. In this activity, they will create their own work integrating their newly-learned information regarding formatting and citation style. They will also work with others in their group to evaluate each person's citation to ensure that their final group citation page (Works Cited or Reference Page) is formatted correctly. Within their groups, they will also work to improve/create solutions so that their work is accurate and follows the rules of either APA or

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Next week, students will read an article and write a response to this article using either MLA or APA citations. They will then work within a group to create

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Next week, students will read an article and write a response to this article using either MLA or APA citations.

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Next week, students will read an article and write a response to this article

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To go along with our Transition Tuesday lessons on banking and finances, we are planning a Banking/Finance project. Last week, students watched an Edpuzzle on the different types of bank accounts, things to look for when choosing a bank, and how to keep up with your balances. Students will be given a "bank account" that they will have to monitor over a period of time and will have to choose a bank to put their money into by researching using information they gained from the Edpuzzle. They will be given different situations/costs each week (every student will get something different) that they most keep track of. If their money is getting low, or they have an unexpected expense (tire went flat $200), then they will have to problem solve ways to maintain their money (cut down grocery bill/less shopping online etc.) and decide which ways they will keep up with their account (envelope method, money logs etc.).

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In the next 2 weeks we will be learning about physical vs chemical changes. Instead of having the students complete worksheets, I think I will have the students create a T Chart and note cards with these different properties/changes and have the students categorize these cards in the chart.  

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In the next 2 weeks we will be learning about physical vs chemical changes. Instead of having the students complete worksheets, I think I will have the students create a T Chart and note cards with these different properties/changes and have the students categorize these cards in the chart.  

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In a counseling setting I use problem-solving to help students look at their problems differently which helps lead them to exploring solutions and different outcomes.

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In a counseling setting I use problem-solving to help students look at their problems differently which helps lead them to exploring solutions and different outcomes.

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All cadets next week will wear their Uniforms so this week we will learn how to place all items correctly. First

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As we begin to study the Constitution, we will not only study how and why it was written, but we study how it still applies today. Many of our current politicians have called for major changes to our Constitution or even abolishing it all together. We will discuss why certain items and protections are in the Constitution and if those things are no longer included what that would mean for their lives.

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This week we are focusing on banking for our transition lesson.  We will view in Ed Puzzle a video on teen banking.  This video focuses on the type of bank accounts a teen would be interested in owning how to keep those accounts balanced.  There will also be information on fees associated with accounts and how to budget money, so that they do not overdraw their accounts.
The students will use the information to answer basic comprehension questions.  They will also be assigned to determine what bank accounts would be useful for them based on the information.
I will also assign each student a "bank account" to track to assist them with skills in balancing their accounts.

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Students will be creating a 3-D model of what they perceive an office of the future will look like and how it will function.

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This week Students in HS 2 are discovering the world of vital signs. We are introducing what are the 4 main vital signs and discussion of the 5th (pain). Topics include determining if the data is subjective or objective. Students will identify what can cause changes in VS. Students shall use data to create profile of patient with daily VS data, and analyse factors that can cause changes in vital signs, (i.e. Medications, exercise, food, stress).  Determine what information that they will provide to the patient if there is a change in the vital signs; EX: help decrease BP by reducing salt intake.

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Students will be learning about child prisoners in Bolivia. They will categorize the information that they read and categorize advantages and disadvantages to the situation. They can also come up with ideas to improve the situation. This will follow a lesson on household chores and what students should do versus what they actually do. Students will be able to compare and contrast their experiences with those of the students in the prisons.

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In our next unit we will begin to work on skills students will need in order to write mathematical proofs. One modification I can make to this unit is to expand on the idea of mathematical proof being similar to proof in court. Using this model students can use analytical thinking to evaluate and find ways to justify their arguments using familiar scenarios. This should help them make the connection to writing proofs and using the same type of analytical thinking in terms of geometry. Students will use creative thinking in developing their arguments. Working in a small group will give students many opportunities to generate ideas and discuss ways their ideas can be justified through analysis.

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Students in a webdesign class will read a book of their choice then design a webpage that will entice a film producer looking for an idea for the next big blockbuster. Cross curriculum involvement will include ELA classes that will act as the film producer and vote on designs. In addition to teaching design principles, literary elements will be applied to the design.

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In the next two weeks I will be teaching our chorus students how to take their basic knowledge of 4/4 time into a different meter called 6/8 time. Students will be required to comprehend that the note and rest values that they have learned have changed due to the meter change. Students will have to analyze the music to solve different rhythmic patterns and text, while keeping in mind the new "rules" of the new meter. We will learn the meter as a group, use partner activities to write rhythms in 6/8 time, as well as, complete individual musical line composition to achieve the end result. We will also sing a piece of repertoire in 6/8 time.

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In our next unit we will begin to work on skills students will need in order to write mathematical proofs.

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Students will be working on getting ready for their Market Day activities, where they shop and regatear (bargain) for items they wish to buy in an open air market. They will not have a script to go from, but they will have plenty of practice activities and vocabulary from which to pull what they may say, in a sort of research-based way of thinking. The goal will be to apply their learning and think through ways to respond to unexpected requests. They will also switch roles during the activities, playing the role of customer or salesperson, as different points. This will allow them to categorize the important vocabulary and expressions needed to communicate with the other person. There is also a cultural aspect in regards to understanding the art of "regatear." When it is acceptable and how to properly do this. This practical way of thinking and learning is extremely important in a language classroom, as we are working with helping the students be able to communicate in real life situations.

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I taught a lesson analyzing graphs of quadratic functions, specifically analyzing the key features of the graph from the equation. Students had to use research- based thinking to explore the graphs of different forms of quadratic functions, then they had to use analytical thinking to analyze and compare the different forms with key features on the graph. Finally, students had to use practical thinking to apply their learning to a real life scenario that would create a quadratic function. Throughout the lesson, students also used the following types of problem solving by successfully matching the equations with the graphs: Abstraction (used what they learned to match the graphs), categorization (students had to match the equations with the graphs), drawing conclusions/justifying solutions (students had to draw conclusions based on the key features on the graph to successfully match them), and identifying relevant/irrelevant information (students had to correctly match the graphs).